Intercultural Language Learning: A member of the Global Community
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Transcript of Intercultural Language Learning: A member of the Global Community
鯨(Whale)
1. How it started.
2. O
3. Unit overview
4.Tasks (1 ~ 5)
Including Reflection diary
A member of the Global Community
What made students/teachers to study this unit?
Sensei, How to write Whale in Japanese?
鯨Do Japanese people think Whale is a fish?
That` why Japanese kill whales?
• Developing knowledge of own histories
• Making choice is based on facts and experience rather than media influences or others’ opinions
• Understanding other party’s point of view
• Applying and developing mathematic and scientific concepts to real task
• Improving language proficiency (Japanese & English)
• Working collaboratively beyond cultural boarders
Objectives
OVERVIEWTask 1 “Whale” types of whales
サイズ・種類・生息地・生存数Language長さは です。 It is ~m long重さは~kgです。 Its weight is~今~とうます。 Now ~whales in the world.~ 年にほごされました。 It was protected since
Task 2 Whale Industries in Australia観光 “ Whale Watching”どこで・お客さんの数・年平均・利益Language~でくじらを見ます。 People can see at ~大人・子どもは ~ ドルです。 It costs ~dollar for adult日本円で~です。 It is ~yen in Japan
3 “Our concern”何がおきていますか。 What is happening? Language日本・ノルウェーでくじらをとります。People hunt whales in Japan/ Norway.大切です。数が少ないから。Precious animal, number is declining
4 “History” Presentation exchange (PWP)Whaling history in both Japan and Australia日本とオーストラリアの捕鯨の歴史Language~年から始まりました。 Whaling started from~年からー年までとりました。 It started from..to~のためです。 It is for….~を作ります(作りました) people make~
Send questions via e-mail for preparation
Compile Questions
Task 5 Q & A Face ConferencesQuestions and answers
Task 6 Action Plan (Synthesising)What c an we do? 何をしましょうか。
Group plan – choice of presentatione.g. Poster, campaign (slogan), play, commercial
Task 7 Exchange action plans Face Conferences
Task 1: Types of WhalesTask 1: describe various kinds of whales
How many whales exist now? What types of whales are there? Where do they live?
What do they eat? Class decide 3 types of whales and make a whale maps with whales’ information. Resources: Whale sounds, pictures of various types of whales, world map.
Step 1 Listen to the sound, then students guess what kind animal make these sounds.Students describe a whale.
くじらです。くじらは おおきいです。海にいます。『住んでいます』・・をたべます。kgあります。
Step 2 Describe various types of whales.Which types of whales’ numbers are declining?
~種類います。~の数が少ないです。~から・・にいきます。
Numbers (multiples, factors and primes), Measurement (length and perimeter) population density, Environment
Whale VS ME(鯨 対 ぼく・わたし)
Students’ Power point
Whale migration (鯨のいどう)
鯨のかずのへんか
0100000200000300000400000500000600000
鯨のかず
鯨のなまえ
year 1994
year 2003
1994年から2003年の鯨のかずのちがい
Reflection Journal• I knew Whales are big, but it is interesting to know actual size compare with myself.
• Sounds of Whales are very deep and have many differences like languages around the world.
• Drawing a whale activity gave me an ideas that Japanese people might think Whales are FISH.
• Some whales travel long distance.
• Some whales’ number decrease significantly. Why?
whaling? Climate change?
• Japan is the only country doing whaling?
Questions
• Have you ever seen a Whale?
(a) No I have not. I do not know if we can see whales in Japan.
• Have you ever eaten whales?
(a) No, I have not, but my parents did. I heard whale meat is expensive.
Task 2: Whale Watching in QLD
Task 2: make a map with information about “Whale Watching Industry” in QLD. (especially Local area) Where we can see whales. How much cost for adults/ children. How much it will be in Japan.
Step 1 Pairs and groups see brochures and fill in the tablePlace, cost (A$ and Jyen) .
~でくじらをみます。大人・子ども~ドル ~ 円
Step 2 Exchange their findings in the class.As they listen to the findings, students fill in their tables.
Listening and Writing
Whale watching in QLD クイーンズランドで鯨をみましょう。
Reflection Journal• I am amazed 1.5 million Whale Watchers visit to coast.
300million dollars contributes to Australian economy every year. I understand why Australia strongly against whaling.
• There are many whale watching industries in our local area.
• some cities/ towns in QLD I could not locate them in the map.
But I know now!!!
• Japanese currency has many 0s, looks very expensive.
Questions
• Are these prices expensive?
(a) No,
• Can you do Whale Watching in Japan?
(a) Yes in Okinawa. We did no know until we searched in net.
Task 3: “Our Concern”
Students make graphs according to statistics .They read/ watch articles and discuss our concerns.
Step 1 Pairs and small groups read articles and highlight problems.Class list up our concerns.
~でくじらをとります。~のためです。大切です。数がすくないです。
Step 2 Class list up questions in Japanese to ask Japanese students.
Excel and graph
0500
1000150020002500300035004000
Series2
下の国が 鯨を とります。
Canada: Kills 2,600 Beluga every year out of total population of 55,000.
The IWC has recommended total protection for Beluga. The IWC has been ignored. Canada resigned from the IWC.
Alaska: Kills 1,000 Beluga.
Kills Bowhead whales every year. Total population less than 2000 animals. Killing by the Inuit protected as "subsistance hunting."
Greenland: Kills 1,500 Beluga every year.
Iceland: Plans to kill 200 Fin whales.
Plans to kill 3,500 Pilot whales. Denmark:
Kills 3500 pilot whales every year. Chile:
Considering resumption of full scale commercial whaling. Peru:
Considering resumption of full scale commercial whaling. Korea:
Considering resumption of full scale commercial whaling.
Reflection Journal• Japan is the forth in whaling. But kills many kinds.
• Whale can be used many products. Ambergris in the digestive system of sperm whales can be used perfume.
• They should STOP NOW!
• Whales should be increasing in numbers!
• How does Pollution effect to whale numbers? industrial waste
agricultural fertilizers and/or sewerage
• How does Boat traffic effect to whale numbers?
coming to and leaving from ports, noise and smell,
• I am glad to know Japanese students have the same idea about whaling. I think it is difficult for them to express.
Questions
• How do you feel about killing whales?
(a) I do not like it. But there are many people who are working this industry.
• Can you see some whale products in Japan?
(a) I saw whale specialized restaurants.
Task 4:Whaling History Students find information and make a timeline.
Step 1 Class find information in the library/ internet……
Step 2 Make a timeline ~年からはじまりました。~年に終わりました。~のためです。~をつくりました。
Step 3 Exchange information with J students and fill in their timeline.
Reflection Journal• Exporting whale oil was big export in 18 & 19 centuries.
• During WWll An American General, Douglas MacArthur gave permission whaling to provide protein for starving people. Even in Schools’ “kyushoku” Many adults may remember the tastes.
• Whaling in Japan began 400 years ago.
Questions
• Have you seen whale meat?
(a) Yes, I saw Whale bacon in a supermarket.
• Do you know when Japanese came to Australia and why?
(a) According to our timeline, pearl divers went to Australia from 18 century. May were young.
Task 5:Face Conference
Task 6: Action Plan
Students (pairs/ groups) choose types of campaign (e.g. save whales, understand other culture, whale watching), target age group in Japan, and organize style of campaign (e.g. poster, commercial, play, brochures)
Ideas “ What can we do?”
• Start your own Group At school
• Get involved in whale watching Become a guide/helper/etc. Go whale watching
• Monitor your Government's maritime activities
• Read newspapers, radio, TV etc.
• discuss issues with students in Japan- one step a head
Task 7:Face Conference – Exchange Action Plans
Students Forum in Japan November 2009