Surprising Things about (Your Home Country)
Michael Blodgett
| GRADE LEVEL: | JHS--2nd, 3rd Year |
| SKILLS: | Speaking, Listening, Writing, and Reading |
| TIME: | 50 minutes |
| MATERIALS: | Worksheet, blackboard, chalk, visual aids and pictures (I used the internet for this), notebooks, pencils |
| OBJECTIVE: | To introduce surprising and/or interesting things about your home country using the grammar and vocabulary the students are studying |
| | To get the students to think about and present surprising things about Japan |
Preparation:
Take some time to peruse the internet to find trivia/facts about your home country that might surprise your students. I had the popular Japanese show "Trivia" in mind as I searched. I ended up picking ten out of the ones I found. For example, in the States Famicom is called Nintendo instead (Include a picture of the Nintendo machine). Compile your trivia and make a worksheet. Also try to collect pictures that will enhance your presentation.
PROCEDURE:
1. Begin by handing out the worksheet with your list of ten surprising things. At the bottom of the worksheet I included a large box where they could write a surprising trivia about Japan. Optional--This first part is up to you. If you want the students to just listen without trying to read along, hand out the worksheet after presenting.
2. Now present your ten trivia points. I used pictures from the internet for six out of my ten points. And I used the blackboard to draw/explain the rest. If you really surprise them they will start to ask a lot of questions. So allow some time for this. In total I suggest taking about 30 minutes for this portion of the activity.
3. Now it's their turn. You can have them do this individually or in groups. For my high level classes I prefer them to do it individually. For lower level classes I have them do it in groups of four. So, in 5-10 minutes they are to come up with a fact/trivia about Japan that they think would surprise me. I have them write it down in the empty box at the bottom of the worksheet. Notebooks would be fine as well.
4. In the last 10-15 minutes I have them present their trivia. They seem to like it if you act surprised. So, even if it's not very surprising, go ahead and play the part. My JTE and I collected their trivia at the end of the period for correction and evaluation. In the case of having them present individually more time may be needed. One possibility is to have their presentations at the beginning of the next class as a warm-up.
NOTES:
In my lesson plan I am intentionally vague about what grammar/sentence/ vocabulary to use because I think you can spin it in the direction you see fit for your class. For example, in the case of comparative grammar: Japan is smaller than the state of California.
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