 |
EFL
Japan "a world of difference" |
|
|
|
||
|
|
EFL
Japan "a world of difference" |
|
|
|
||
|
Stimu¥Con Heart to Heart |
|
1. Pre-communication activities A. The Scenario: Scenes 1-16 The episodes in this textbook tell the story of Clint Johnson, an American college instructor, who has come to Japan to teach English for a year. They include a variety of interesting experiences such as his search for an apartment, house-warming party, attempts at shopping, introduction to pachinko, and an embarrassing visit to the public bath. |
 |
Background to Step 1: By
having the protagonist, an American, come to live and work in
this country, college students can get a glimpse of what it is
like to be a foreigner in Japan, as well as how an outsider might
look at Japanese people and culture. Since not many students
have been exposed to foreigners, especially outside the classroom,
it was not at all surprising to discover how curious they were
about the foreigners in the story. Previous students, incidentally, often remarked about how glad they were to have had an opportunity to explain to a foreign language instructor what it is like to be Japanese! Step 1: Begin with the Listening and Pronunciation Practice (A) from the Workbook section which consists of vocabulary items and phrases from the scenes. The teacher can make use of the audio recording or read the words, or do both. Once this activity has been completed to the satisfaction of the teacher, the students should be asked to read the Scene silently and without consulting their dictionaries since the pic-word format provides information through words and pictures. If, for example, a student does not understand the meaning of a word after s/he has tried several times, including having taken a good look at the frames before and after the unknown word, then s/he might be allowed to consult a dictionary. (The 64 words in the pic-word glossary may be studied in the first class period, or whenever they appear in a Scene). |
|
|
|
||||
|
|
|
|
|
|
|
|
|
|
||||
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
||||
|
|
|
|
|
||