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Step 1: Creating Thematic Focus

Step 1: Creating Thematic Focus. What makes a good product a good product? What are the typical characteristics of Japanese products? What products appeal to people in both countries? What are effective strategies that promote new products in both countries?.

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Step 1: Creating Thematic Focus

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  1. Step 1: Creating Thematic Focus • What makes a good product a good product? • What are the typical characteristics of Japanese products? • What products appeal to people in both countries? • What are effective strategies that promote new products in both countries?

  2. Step 2: Choose Cultural Products, Practices, and Perspectives

  3. Step 3: Performance Tasks

  4. 4. Creating Instructional Plan: Setting the Stage

  5. Input Activities with Flashcards • Slot Machine • Slap Game • Tic Tac Toe • Charade

  6. Input Activity with Quizlet

  7. Interpretive Reading Practice

  8. Guided Practice Activities PanchoComancho • Form groups of 4-5. • Assign a vocabulary to each student (by giving them a flashcard). Students hold the cards facing the other members. • Set a timer. (45 sec. to one minute) • Teacher says “PamchoComancho is going to buy a banana.” • Student with banana card says “No, PanchoComancho is NOT going to buy a banana. He is going to buy a ______.” and pick another student’s item. • Proceed in this fashion until the time expires.

  9. Guided Practice Activities • Inner Circle-Outer Circle

  10. Interpersonal Speaking Practice using CLEAR

  11. Interpersonal Writing Practice

  12. Interpretive and Presentational Read and Run Procedures • Students form groups of 3 or 4 and designate one person to be the writer. • Other group members take turns running up to read and memorize the posted text and report back to the group. • The group members collaborate to help the writer re-create the text. • After some time, teacher hands over the reading materials and makes corrections on any errors. • At this point, teacher may ask questions to assess students’ comprehensions. *Students must know that they are encouraged to memorize as much as they can. This could be a single sentence or a word in some cases.

  13. Interpretive and Presentational Read and Write Around Procedures • Students sit in circle. (4 to 6 students) • As teacher prompts, students start writing a diary/journal/story/memo/blog, etc. • After 90 seconds, students pass around their stories to the person next to them. They read the stories and continue it by adding more and so on. • Share the stories with class. *Students must comprehend what the previous person wrote and keep the tone of the original writer.

  14. Edmodo: All activities in one location

  15. Online Resources • Edmodo: www.edmodo.com • Quizlet: quizlet.com • CLEAR: http://clear.msu.edu/ • Jing: http://www.techsmith.com/jing.html • Glogster: http://www.glogster.com/

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