Katakana Lesson

Marni Chan

OBJECTIVES:

PREPARATION:

Google Image search (15 min)

Printing out resulting photos of:

mansion (C), mouth (B- mausu), mouse (B- mausu), Macdonalds (B- makudonarudo), handkerchief (A- hankachi), remote control (A- remokon), pro wrestling (A- puroresu), earth (B- a su), table (B-teburu), fork (B- foku), tunnel (B-to ne ru), dress (D- wanopisu), steering wheel (D-hanodoru), pierce (C- vs. "earring"), Eric Clapton (B- Erikku Kuraputon), hit by a pitch (D- dedoboru), mechanical pencil (D-shia pu penshiru), outlet (D- konsento), curry and rice (D... or A... or B... kareraisu), etc. (5 min.)

Practicing exaggerated katakana pronounciation (entire JET tenure)

PROCEDURE:

I. Explain concept of "katakana english." Can fall into three categories (write on board):

a. Shortened English words (puroresu = pro wrestling)

b. Katakana pronounciation (MacDonalds vs. Makudonarudo)

c. English words who's meaning has changed in Japanese usage (e.g. Japanese def. of "mansion" vs. "condo"/"volunteer" vs. "activist")

*if the class is very high level you can also explain a 4th category...

d. "Fake" English words, often thought of as loanwords from English, but are not ("wanpi-su" vs. "dress," explain that "one piece" = "bathing suit")

II. Draw a table with two columns: "American" (or any native speaker) on one side and "Japanese person" on the other (leave space for class discussion answers).

a. Give an example of each category. (Since these are pronunciation examples, only use words from categories A. and B.)

b. Ask class how a native speaker would pronounce the word, and write under "American" column.

c. Ask class how a Japanese person would pronounce it. Parrot back and exaggerate... pause for laughter. Write PHONETICALLY under "Japanese person" to illustrate difference.

III. Divide class into 8 groups of 5 (for a 40 student class)

a. Give each group a printed picture of a katakana example -use only words from A. or B. category.

b. Instruct them to decide as a group 1) which category it falls under 2) the correct pronunciation 3) the katakana pronunciation.

c. Have them pick a group rep. who will speak for them during presentation time.

IV. Go over examples w the class

a. Call on group rep. to show class their photo. Put on board w a magnet.

b. Have rep. answer questions 1) which category? 2) native pronunciation 3) J-pronunciation

c. Write answers on table on board: "American"/ "Japanese". Reinforce correct pronunciation. Have class repeat.

V. If there is remaining time put extra examples on the board w magnets, and CHALLENGE the class to pronounce it correctly.

...This is when I throw up "Australia"