Category: Japanese (Page 5 of 9)
Japanese Conversation class
Language Resident Name: Akihiro Shimizu
Day and Date: Monday, February 2nd. Tuesday, February 3rd.
Language and Level (intermediate or advanced class): Japanese, Intermediate
Class theme/topics discussed: Police Affaire
Goal of the class:
Students will be familiar with Japanese police matter.
Students will know new vocabularies concerning police.
Students will know how to speak to police when they lose their belongings.
How did you structure the class?
1. Advertisement
I advertised up-coming cultural activities.
2. Warm-up
I ask students about American police. Do you talk to police? When do you speak to police? How do you find them?
3. Vocabularies
I distribute a copy of handout. On it there are several vocabularies concerning police. They will be key words in case we talk to police. We check them one by one. If a student knows the meaning of a word, he/she explains it. Otherwise, I do instead of them.
4. Icebreaker
Give one picture sheet to each student. One student is a witness who saw a robbery, and the other is a police officer. The police officer asks the witness questions to find which man in the picture is the thief. When the police officer knows who the thief is. s/he tells the number for him to the witness and checks if it s correct.
5. Skit
On the backside of the handout is a skit. one act as a police and the other does a guy who lot his/her wallet. By reading the skit students practice how to ask police to look for his/her lost property.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
handout
Language Resident Name: Akihiro Shimizu
Day and Date: Tuesday, January 27th, Wednesday January 28th.
Language and Level (intermediate or advanced class): Japanese, Advanced and Intermediate
Class theme/topics discussed: Love in Japan
Goal of the class:
Students will be familiar with St. Valentine day in Japan.
Students will learn the differences of love between the US and Japan.
How did you structure the class?
1. Advertisement
I advertise upcoming Japanese cultural activities.
2. St. Valentine day in Japan
I ask students what is happening in this season in Japan; the answer is St. Valentine day. I ask them what the Japanese do at the time of St. Valentine day. Students explain what they know about the event. After their explanation, I streamline what they say and give a short lecture on that topic. Foe example, what are 義理チョコ,友チョコ,本命チョコ? What’s the difference between them? I explain them, using whiteboard.
3. Where to meet in Japan?
I switch the topic from St Valentine day to Love in japan. First, I ask students where an American couple gets to know each other and meet. On the left side of whiteboard, I list what they say. Second, Students think about the places where a Japanese couple usually got to know each other. On the right side of white board, I list what they come up with. 合コン is a typically Japanese occasion, so I explain about this.
4. Love process in Japan.
I write a horizontal line on whiteboard. The left end of the line means when a couple gets to know each other. The other end is the end of the couple, which means marriage, break-up etc. I list these things; first date, second date, third date, confession of love, kiss, hold hands, introduction of partner to family. Students guess when a Japanese couple do these things. Students guess how long it takes them to do these things after they first meet each other? Then, I explain about confession of love in Japan, which is very typical process in Japan when a couple starts going out.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Whiteboard
What worked well in this class? What did not work?
It worked really well. Actually I somehow hesitated to carry out this class, because I need more time to explain—so it becomes kind of lecture—and deprive students of their opportunities to talk. I strongly recommend this topic for any Japanese LRs, since the way, process to go out in Japan is very different from American one. Students were really interested in this class.
Language Resident Name: Akihiro Shimizu
Day and Date: Monday, February 23rd, Tuesday, February 24th.
Language and Level (intermediate or advanced class):
Japanese, Intermediate and Advanced
Class theme/topics discussed: Mail Service
Goal of the class:
Students will learn vocabularies in post office.
Students will be familiar with the system of mail service in Japan.
How did you structure the class?
1. Warm-up
I ask students if they have sent a mail in Japan? How was that? What was difficult?
2. Vocabularies
I distribute a copy of handout to students. We confirm the vocabularies and expressions of postal service on it. I add some explanation. The vocabularies are found in 『日本語集中トレーニング』p65.
3. Skit
A student makes a skit with his/her partner that matches the pictures on the copy. Each picture shows a scene in postal office. Each pair comes up with conversations for each scene. Then, The students demonstrate what they made. The pictures are found in 『日本語集中トレーニング』 p64-65.
4. Map
I draw a picture on white board that shows inside of a post office. I ask students where they should go first when they get to the office. We confirm the procedure they go though to send a package.
5. Explanation
I distribute a copy of handout. I explain fees to send a card, envelop or package.
6. How to write?
With pictures of post cards and envelope, we confirm how to write our address and that of a receiver on them. Should they be vertically written or horizontal? Where do we write them?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, whiteboard
What worked well in this class? What did not work?
It worked well. The way to write names and addresses on a post card is different form American one. So they got surprised!
Language Resident Name: Akihiro Shimizu
Day and Date: 3/2, Monday
Language and Level (intermediate or advanced class): Japanese, Intermediate
Class theme/topics discussed: Haircut
Goal of the class:
Students will learn vocabularies of haircut
Students will know how to get hair cut
How did you structure the class?
1.Confirmation
I announce that I will do feedback session next class. And I notice students that they may receive a low-grade notification.
2.Warm-up
I ask students how often they get their hair cut. Where are you get your hair cut?
3.Vocabularies
I distribute a copy of handout. We go through vocabularies used in beauty salon or barber. I explain them using whiteboard if necessary.
4. Hairstyle
We check pictures of hairstyle together. How are they called in Japan?
5. Expression
Students learn typical expressions often used in beauty salon. They match these expressions with 4 scenes in salon.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handout, Whiteboard
What worked well in this class? What did not work?
The US is not as homogeneous as Japan. And hair type is diverse. that makes class a little bit sensitive.
Language Resident Name: Akihiro Shimizu
Day and Date: 11/25, Tue
Language and Level (intermediate or advanced class): Japanese, Advanced
Class theme/topics discussed: Garbage
Goal of the class: Students will be familiar with separating rubbish in Japan.
How did you structure the class?
1) Warm-up
I ask students several questions: have you separated rubbish in Japan? did you have any troubles concerning rubbish in Japan? Etc.
2) Quiz
I distribute handouts to students. In handouts, there are pictures of rubbish. Students classify them into four categories in accordance with the Japanese way of separation of rubbish. Which garbage is which category in Japan? Compost? Flammable? Recycle?
3) Youtube
Watching a video, students confirm how to separate rubbish in Japan. I make comments on that.
4) Explanation
I explain the process of garbage treatment in Japan.
5) Question
Students answer several questions on recycling in handouts. What are you doing to reduce garbage? The list of questions is found in 『日本語おしゃべりのたね』p94.
6) Role Play
Part 1.
Stundets play roles of several cases. First, they fill in the blacks in a conversation in the handouts. The model conversation is found in 『会話に挑戦中級前期からの日本語ロールプレイ』p110.
After completing the conversation, they practice it with their partner.
Part 2.
Students come up with excuses, which should be used when throwing out the garbage in the wrong way in Japan. In handouts they find several cases. The cases are seen in 『会話に挑戦中級前期からの日本語ロールプレイ』p111.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Youtube, Handouts
What worked well in this class? What did not work?
Students are really interested in this topic, since some of them have experienced the separation of the garbage and some of them are willing to stay in Japan in the near future. Especially the roleplay worked well. Students made a interesting but logical conversation.
Language Resident Name: Akihiro Shimizu
Day and Date: 9/16, Wed, 9/17, Thu
Language and Level (intermediate or advanced class): Adv/Int
Class theme/topics discussed: Japanese Gesture
Goal of the class:
Students will understand the Japanese gestures.
How did you structure the class?
1. Warm-up
I ask students how they gesture to refer to eating, drinking, sweeping, calling in the U. S. There are typical gestures to express them.
2. Youtube
Students watch a video explaining Japanese gestures. At time I stop the video, and ask student questions and make comments on it. https://www.youtube.com/watch?v=Ho1v0zjO9VM
3. Typical gestures
I distribute handouts including typical gestures in Japan. First, I ask students if they know them, then I explain. After that, they gesture, as I say.
4. Role-play
The students do the role play including several gestures with their partner.
5. Taboo
I talk about the taboo behavior in Japan, for example crossing legs in front of a boss.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Youtube, Handouts
What worked well in this class? What did not work?
It worked very well. The students were enthusiastic especially when I was explaining the gesture to express “boy” /“girlfriend.”
How could this class be improved/ modified?
Language Resident Name: Akihiro Shimizu
Day and Date: 10/14, Tue, 10/15, Wed
Language and Level (intermediate or advanced class): Japanese, Ad and Int.
Class theme/topics discussed: Japanese-English mishearing.
Goal of the class:
Students will be familiar with Japanese-English mishearing.
How did you structure the class?
1.Introduction
I get students watch a video. http://www.youtube.com/watch?v=sQpsJ-4-cmw In the video, interviewer says some words in Japanese which sound also like English. For example, “Hamachi,” the name of a fish, can be recognized “How much” in English. Interviewees answer how the words sound.
2. Quiz
I ask students some quiz. First, I show Japanese sentences with PowerPoint to the students. The sentences can also sound English ones. The students guess what English ones they are
3. Lists
I distribute the list of mishearing sentences and explain the meanings of Japanese sentences. I ask students if they sound English ones.
4. Movies
I showed a Japanese TV show. It introduces movies in which actors say English words that can also sound Japanese ones. http://www.youtube.com/watch?v=qm-smIurs70
5. Music
There are a lot of music lyrics that sound Japanese. Students watch a videos and confirm if they can hear both in English and Japanese http://www.youtube.com/watch?v=xWtc-s0Bd6c
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, Youtube, Powerpoint
What worked well in this class? What did not work?
It worked very well. Some mishearing sentences are very famous in Japan. However, I think they were very new and eye-opening for the students. They reacted very well.
Language Resident Name: Akihiro Shimizu
Day and Date: 9/24, Wed
Language and Level (intermediate or advanced class): Ad/Int
Class theme/topics discussed: Housing
Goal of the class:
Students will learn the vocabularies of housing.
Students will learn how to rent an apartment in Japan.
How did you structure the class?
1.Warm-up
I ask students who have been to Japan how Japanese apartments were and how they rent them.
2. Vocabularies
I distribute handouts to students and introduce housing vocabularies in them
3. Quiz
The students see the floor plans in handouts. I ask them “is it 1K or 1DK?” and explain why.
4. Expressions
The students learn the expressions to rent apartments.
5. Exercise
The students do some exercises. Under several conditions, they make sentences to negotiate with brokers.
6. Icebreaker
I divide the class into two groups: A and B and give a floor plans to each student in group A and give one condition card to each student in group B. Students in group A negotiate students in group B and find the person who will match the condition. The students in group B listen carefully to the condition.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts, Cards for icebreaker
What worked well in this class? What did not work?
The Icebreaker worked very well.
How could this class be improved/ modified?
It was difficult for Intermediate class. They seemed overwhelmed by new vocabularies and expressions. It is necessary to reduce them.
Language and Section: Intermediate
Date: November 12
Class theme/topics discussed: Onomatopoetic word and mimetic word
Goal of the class:
-Students will be able to understand what the onomatopoetic words and mimetic words are
-Students will be able to use onomatopoetic words and mimetic words in their original stories
Structure of the class (unless you attach your lesson plan below):
First activity
-I played the YouTube clip of the song “Bun bun bun”, which is a song that uses onomatopoetic words. Then the students sang while checking the lyrics of the song. The teacher asked the students what kind of onomatopoetic words they heard in that song.
-Teacher made sure that the students knew what onomatopoetic words are and what mimetic words are.
Second activity
-The teacher distributed the hand out with pictures of many kinds of animals to the students and they guessed what kind of sounds each animal makes. This activity was done in pairs.
After students finished their work, the teacher checked their answers.
Third activity
-Students shared the onomatopoetic words and mimetic words that they already knew with the other students. Then the teacher put cards of onomatopoetic words and mimetic words that they did not know on the table. After that, the students made stories using the onomatopoetic words and the mimetic words. Lastly, the students shared their original stories in class.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
YouTube clip ( http://www.youtube.com/watch?v=Vcx2Qj81tTM ) , handouts,
What worked well in this class? What did not work?
-The students showed their interest in onomatopoetic words and mimetic words. The good thing was that since I asked them to share onomatopoetic words in English, I could make the class more motivated, effective, and enjoyable. The students worked hard to make interesting stories using onomatopoetic words.
How could this class be improved/ modified?
Class worked out well. But after the class I realized that I should have used real world material in class as well so that the students could better understand that there are many onomatopoetic words and mimetic words that are used in real life situations in Japan.
Please attach your lesson plan and handouts for this class below – if you used any.
Conversation Class
Lesson Summary
Language and Section: Intermediate
Date: November 5
Class theme/topics discussed: Kansai dialect in Japan
Goal of the class:
-Students will learn about Kansai dialect and know the difference between Kansai dialect and the standard language
-Students will learn about vocabulary and common phrases in Kansai dialect
-Students will be able to use Kansai dialect
Structure of the class (unless you attach your lesson plan below):
(1st activity Introduction)
-Students watched a youtube clip of “吉本新喜劇“which is a Japanese comedyans the teacher asked the students what words or phrases they heard in the clip
-Teacher taught the students about the background of Kansai dialect, such as in which areas Kansai dialect is spoken
-Teacher taught the students about characteristics of intonations and accents of Kansai dialect
-Students rehearsed a short script written in the standard language and the students listened to a recording of a short script in Kansai dialect
(2nd activity Reharsing Kansai dialect)
-Students rehearsed the short script written in Kansai dialect
-Teacher taught the students some distinctive Kansai dialect vocabulary such as:“おおきに” or ”なんぼ.
-Students practiced speaking Kansai dialect in pairs using the script.
(3rd activity Making-up the stories)
-Students made short original stories using Kansai dialect in pairs and students shared their original stories with the class.
(4th activity conclusion)
-Students discussed about what they think about Kansai dialect (Is it strange? Is it interesting?)
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Handout, whiteboard, map of Japan,
YouTube clip (https://www.youtube.com/watch?v=ljDlDT59vns)
What worked well in this class? What did not work?
Students enjoyed watching the Japanese comedy, and they were also able to catch the words and phrases of Kansai dialect spoken in the YouTube clip. The YouTube video successfully stimulated their motivation to learn Kansai dialect. I did not expect them to be able make their own original short stories using Kansai dialect, but they used a lot of Kansai dialect that we went over in class. They were entirely engaged in the class.
How could this class be improved/ modified?
I chose a YouTube video where the cast spoke a little bit too fast so the students struggled to catch the words and phrases when they watched the video. I should have chosen a video where the cast spoke more slowly.
November 5 Intermediatehandout
Language and Section:
Date: October 15
Class theme/topics discussed:
Creating and acting out original skit (1) ~ what is going to happen in the next scene? ~
(We used Japanese drama “Otomen” for this class)
Goal of the class:
– Students will be able to grasp the personality traits of the 3 main characters
– Students will acquire new vocabulary related to the movie
– Students will be able to think creatively for their skit
– Students will be able to act out their skit with confidence
– Students will realize the importance of using Japanese phrases with emotion
– Students will be able to cooperate with their team members towards achieving a goal.
Structure of the class (unless you attach your lesson plan below):
(1st activity Introduction)
-Teacher introduced the topic and skit project that the students will act out it in groups.
-Teacher introduced the 3 main characters’ names and made the students watch them carefully during the summary part of the video
(2nd activity Go over the drama)
-Students watched the first part of the video to understand the summary of the drama
-Students described the characteristics of each main character as a class
(3rd activity Discussion and Making own drama)
-Students watched the main part of the video that they will use to lead in to their skit
-Students discussed what happened in the main part of the video
-Students split into 2 groups and assign each member a role
-Students discussed about what is going to happen in the next scene, and then practice acting out their skit
(4th activity Sharing own skit each group made)
-Each group present their own skit
-Students evaluated each other’s skits
-Students watched the true ending to the video
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
TV, macbook, video,
handouts, doll
What worked well in this class? What did not work?
-Students enjoyed watching the Japanese drama and were able to cooperate with one another when they made their skit. In addition, students were able to act out their skit emotionally with gestures that is, they learned how to speak Japaanese emotionally as well.
How could this class be improved/ modified?
This class went really well!
Please attach your lesson plan and handouts for this class below – if you used any.
Language and Section: Advanced
Date: September 26
Class theme/topics discussed: The tradition of Kimono in Japan
Goal of the class:
-To learn about the history and transition of Kimono
-To make students aware of the declining trends that kimono traditions are facing in modern day society
Structure of the class (unless you attach your lesson plan below): September 26th Ad handouts
(1st activity Learning about Kimono Culture)
-I shared my power point describing history of Kimono and we watched a youtube video of Kimono store owner’s speech about the history and decline of Kimono atched a youtube video of popularity of Kimono in America
(2nd activity Discussion)
-Discussed about beauty as well as issues of Kimono
(3rd activity Making project)
-Using my project outline, students worked in pairs to planed their projects to help restore Kimono tradition
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
TV, youtube , PowerPoint
What worked well in this class? What did not work?
They enjoyed working on their project and they learned a lot about how they can restore Kimono culture working in groups.
How could this class be improved/ modified?
I had difficulty working with the PowerPoint so if I practice it can go more smoothly next tim
Please attach your lesson plan and handouts for this class below – if you used any.
Goal of the class:
Students get to learn how to communicate with Japanese people
Students will learn how to say no, how to accept the offer, how to invite someone to something.
Structure of the class (unless you attach your lesson plan below):
Warm up Activity—Any news on academic and personal life? Each student has to say something about her/his life! (10 to 15 minutes)
Students come up with the communication styles in America and how are they different from Japanese communication. (10 to 15 minutes)
Student’s images on how Japanese people behave when they talk with other people. How it’s different from same age people/older people. (10 to 15 minutes)
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
How did students feel about the topic?
Students loved it. It was a great lesson especially for students who are planning to go study abroad in Japan soon.
Language and Section: Japanese Intermediate/advanced
Class theme/topics discussed: Questions and answers to establish people’s appearance, interests and other details.
Goal of the class: To be able to describe details of the people
Structure of the class (unless you attach your lesson plan below):
5-10 minutes I asked students how they feel that day.
50 minutes each student makes a “biographical card” of a well-known person, all these biographical cards are displayed. All the students study the cards on display and write down the names. Students work in pairs to figure out who the person is.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
None. Just some handouts
What worked well in this class? What did not work?
It worked well. Some students did not have enough vocabularies to describe people.
Please attach your lesson plan and handouts for this class below – if you used any.
