CBI+(2)

=CBI Sample Lessons=

Produced by Akemi Morioka, Kiyomi Chinen, and Judy Kimura (UCI) Chapter: Travel (Japanese 2A- half of 2B) 旅行の章で学生に考えて学んでほしいこと. ゴールと目的／メインカテゴリー || サブカテゴリー || 週 || 1. Image of Japan:観光地としての日本がどう知らされているか. （年間の来訪者数. ）学生にリサーチさせる. メディアなどによってアメリカでは日本についてどんなイメージが作り上げられているか. || ||  2A Week 1 || 2. Before leaving for Japan日本に行くまでの準備と過程 || || Week 1 || 3. Traveling in Japan 日本に着いてから国内での旅行. || ||  Week 2-4 || || transportation交通. 電車、バスの路線図の読み方. || Week 3 || || Lodging || Week 4 || || Reading signsサインを読む. || Week 5 || || Diningレストランでの注文. || Week 6 || || Money貨幣. || Week 6 || 4. Nature and Geography 日本の自然と地理 || || Week 7-8 || 5. History名所を見る時の簡単な歴史の知識 || || 2B Week 1-2 || 6. Language Diversity方言 || || Week 3 || 7. Manner and etiquetteマナーとエチケット || || Week 4 || 8. Final Project || || Week 5 || Chapter 1: Travel to and in Japan Content area …Example: Nature and Geography in Japan Objectives of the Section of Nature and Geography in Japan 1. Students will use appropriate Japanese vocabulary in talking about the nature and geography of Japan. (Act. 1) 2. Students will read, with the aid of a bilingual list of new vocabulary, tables, maps and graphs, and explain their content in English. (Act. 2). 3. Students will compare and contrast geographical differences between the U.S. and Japan and then progress to specific geographical differences between California and the U.S., using Japanese as much as possible. (Act. 3) 4. Students will identify differences in presentation styles and contents of weather forecast in Japan compared to the counterpart in the U.S. They will examine a 5-day weather forecast on Japanese website regarding both the style of presentation and the content (kinds of information). (Act. 4) 5. Students will select a city in Japan and investigate four seasons. They will share the information they collected in small groups and identify regional differences. (Act 5) 6. Students will understand the relationship between and perspectives on nature that the Japanese have held both historically and in modern times. (Act. 6) 7. Through haiku poems students will understand how nature is reflected in literature/vocabulary. (Act 7) 8. Students will research one outdoor activity related to nature and geography / nature appreciation such as climbing Mt. Fuji, cherry-blossom viewing, viewing fall colors, skiing, visiting hot springs, and sunbathing, (Act. 8) 9. Students will compose interview questions related to Act. 8 and then use them orally to interview an individual in Japanese with extensive knowledge of Japan concerning #8. (Act. 9) 10. Students will choose a topic related to the nature and geography of Japan and write a short article for either a Japanese edition of a brochure or website preparing prospective EAP students to Japan. (Act. 10) 5C’s || Bloom’s Taxonomy || Media || **Activity 1: Nature, Climate, and Geography of Japan (Vocabulary Practice/Speaking)** After reading in English articles on the nature, climate and geography of Japan, students will learn Japanese vocabulary related to these 2 topics. They will also talk in Japanese at their appropriate level about what they learned in English using the newly-learned vocabulary. || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension || Image Pictures Clip arts of geographical features || **Activity 2:** **Overview of Japanese Natural, Climatic, and Geographical Phenomena (Reading/Speaking)** Students will read maps, tables, and graphs depicting the characteristics of the nature, climate and geography of Japan (e.g., maps of Japan, Tokyo, and Kyoto, etc.; and tables and graphs indicating such natural phenomena as annual rainfall and temperature, etc. After reading the maps, tables and graphs, students will practice describing the content in Japanese with the aid of a bilingual vocabulary list. || Communication/  Cultures/  Connections/  Communities ||  Knowledge/  Comprehension ||  Maps, tables, graphs || Activity 3: Geographical Differences and Commonalities between U.S. and Japan, California and Japan (Listening/Speaking/Writing)  In this activity, students will synthesize the information they acquired in Activities 1 & 2. Students will listen to a taped semi- authentic interview with a Japanese geography teacher at the high school level (from Asahi Gakuen). While listening to the interview, students will take notes on the content. A number of sub-activities are prepared to solicit students’ understanding of the content. Students will write a short summary in Japanese re: the interview. || Communication/ Cultures/ Connections/ Communities/ Comparisons || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ || Audio-file || Activity 4: Weather Forecasting in Japan (Reading/Listening/Speaking/Writing) Students will do research on the Internet by accessing a 5-day weather forecast for an area of Japan of their selection. They will identify major features of the presentation of the forecast and compare and contrast with that of a counterpart in the U.S. In addition, students will listen to a conversation between friends in Japanese regarding hyper-awareness to weather and its relation to everyday life. A number of sub-activities are prepared to solicit students’ understanding of the content. Lastly, students will express their thoughts and opinions re: the issue of weather in Japanese society. || Communication/ Cultures/ Connections/ Communities/ Comparisons || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || || **Activity 5: Seasonal Changes (Listening/Speaking)** Students will listen to pre-recorded conversation/interview with several Japanese people talk about episodes/experiences related to weather (e.g. typhoon, heavy snow, rainy season, drought). Some sub-activities will be provided to check students’ comprehension. || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || Audio-file || Students will read a semi-authentic material regarding how Japanese have lived harmoniously with nature. Then, they will do some research whether if that is still true in modern society of Japan. || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || || Activity 7: Haiku Poems (Reading/Writing) Students will read some haiku poems provided by the instructor first and learn basic rules of haiku such as rhythms and season words. Then students will find a couple of haiku and write their own interpretations. (optional: they will compose their own haiku) || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || || Each student will read authentic Japanese materials and do research on an outdoor activity related to nature and geography / nature appreciation such as climbing Mt. Fuji, cherry-blossom viewing, viewing fall colors, skiing, visiting hot springs, and sunbathing,. Then they will share the information in a small group in Japanese. || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || || Students will compose interview questions related to Act. 8 and then use them orally to interview an individual in Japanese with extensive knowledge of Japan. It will be preferable to interview people with different background (hometown, age, gender, occupation, etc) about their own particular regional features (food, weather, local crafts, festivals, etc) || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || || Activity 10: Final Project (Listening/Speaking/Reading/Writing) Students will synthesize all the information and collaboratively develop a website for prospective EAP participants providing useful information on Japanese nature and geography. They will also select one specific topic and make a suggestion on some kind of special activity (e.g. Visit famous haiku spot, outdoor activities, experience regional differences of language, food, and customs, etc.) || Communication/ Cultures/ Connections/ Communities || Knowledge/ Comprehension/ Application/ Analysis/ Synthesis/ Evaluation || ||
 * =Activity Outline= ||
 * =Activity 6: Japanese Perspective on Nature (Reading/Speaking)=
 * =Activity 8: Outdoor Activities (Reading/Speaking)=
 * =Activity 9: Cultural Differences in Different Areas in Japan=
 * (Reading,/Listening/Writing/Speaking)**

Sample Activity

Activity 4: Weather Forecasting in Japan (Reading/Listening/Speaking/Writing) **Goals:** Students will do research on the Internet by accessing a weather forecast for an area of Japan of their selection. They will identify major features of the presentation of the forecast and compare and contrast with that of a counterpart in the U.S. In addition, students will listen to a conversation between friends in Japanese regarding hyper-awareness to weather and its relation to everyday life. A number of sub-activities are prepared to solicit students’ understanding of the content. Lastly, students will express their thoughts and opinions re: the issue of weather in Japanese society. Steps: 4-1. Pre-Viewing Activities 1. In general, what kind of information would you expect to see on the 5-day weather forecast website in Japan? Form pairs or groups and compile a list. 2. Japanese are said to be more weather-conscious that people in California. Why do you think that is? Discuss. 4-2. Global Activities Access the weather forecast (e. g. through Yahoo Japan) for one prefecture. What information do you find? Notice similarities and differences between the style of presentation and content of weather information between the U.S. and Japan. 4-3. Detailed Reading Activities 1. Yahoo! Japan offers detailed weather information. On the left column, there is a list of links under the title of 指数情報. Guess what this term means. 2. Now click on one of the links under <span style="font-family: "ＭＳ 明朝"; mso-ascii-font-family: Times; mso-hansi-font-family: Times;">指数情報 and decide what that information means. 3. Does an American weather website offer the same type of information? Why or why not? (Serving as Advanced Organizer for the following activity) 4-4. Listening Activity 1. Now listen to a conversation between friends in Japanese regarding their interest in the weather situation for that particular day. (<span style="font-family: "ＭＳ 明朝"; mso-ascii-font-family: Times; mso-hansi-font-family: Times;">傘持参、洗濯物、紫外線、ビール指数　等 ) 2. Fill in the table below with as much information as you can grasp from the conversation. What did each say? || Person A || Person B || Umbrella? || ||  || Laundry? || ||  || Futon? || ||  || UV rays? || ||  || Beer? || ||  ||  4-5. Post-Listening Activity 1. Interview someone orally or via through e-mail on the following points in Japanese as much as possible. (pairwork) - Are Japanese people aware of different types of information available? - How frequently do they check? - Do they actually find the information helpful? - What other information they would like to have? - Other related questions 2. Summarize the findings and report them in class. <span style="font-family: "ＭＳ 明朝"; mso-ascii-font-family: Times; mso-hansi-font-family: Times;">課題： - Content goals, critical goals, linguistic goals (ACTFL)<span style="font-family: "ＭＳ 明朝"; mso-ascii-font-family: Times; mso-hansi-font-family: Times;">を加える.