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Trip to Disneyland By Jenifer Smiley Kurt Thompson Motohide Oishi.

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Presentation on theme: "Trip to Disneyland By Jenifer Smiley Kurt Thompson Motohide Oishi."— Presentation transcript:

1 Trip to Disneyland By Jenifer Smiley Kurt Thompson Motohide Oishi

2 TARGETED STANDARD 1.1 Interpersonal Communication 1.2 Interpretive Communication 1.3 Presentational Communication 4.1 Comparison of Languages 5.2 Life long Learnings

3 1. INTRODUCTION You get to go to Disneyland for a day! But not in Los Angeles, not Disney World in Florida, and not even in France. No, you have to go to TOKYO Disneyland! So pack your bags and bring your friends. Ive supplied your air ticket and hotel, but you need to stick to your budget of 10,000 yen. Your only job is to explain your day in Tokyo Disneyland to your classmates upon returning home.

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5 Tokyo Disney Resort

6 2. TASKS 1.While in Disneyland, you will go to 3 theme lands and each you will: –ride at least 3 attractions –eat 1 meal –eat 1 snack –see a show

7 2. TASKS 2. On a map you will show your route in order. 3. On the report form you will record: – Time you go to each activity – Description of activities – Cost of activities 4. You will build a packet of your trip to include: – Map of theme land – Print out the website for each activity location – Build a vocabulary list of katakana words used in this website

8 2. TASKS 5. You will write a one-page diary entry that describes your day in detail: – Write about your activity in one theme land per student. – Include time, describe activity, and include your impressions and feelings about event. 6. Finally when you present your itinerary to the class, you must be able to answer questions from your classmates regarding your diary entries.

9 3. STEPS 1.Form groups of 3 people.

10 3. STEPS 2. Use guiding questions to discuss your past experience at Disneyland-type theme parks.

11 3. STEPS 3. Create a draft of your plan: a.pick 3 lands to visit b.Print out the map of the lands c.From each map chose attractions, restaurants and show. Print out the page for each one with the Japanese text. Minimum requirements are 3 attractions, 1 restaurant, 1 snack bar, and a show. d.Make a vocabulary list. i.katakana names of each of the places ii.transcribe to romaji and translate to English e.Time schedule using a report form f.Get approval from your teacher for your itinerary.

12 3. STEPS 4. Make the trip. a.Verify show schedule and restructure your itinerary schedule. b.Choose your food and drinks listing the prices. Print out a picture of your restaurant/snack bar menu. c.Write your diary in past tense in Japanese using HIRAGANA and KATAKANA. i.Time, what you did or saw, and using adjectives give your impression/opinion of each item. ii.Peer check each others diary checking for proper past tense endings on verbs and adjectives.

13 3. STEPS 5. Presentation a.Bring all your pictures, maps and diaries. b.Before the class, show your route and which lands you visited and the date of your trip. Speak in Japanese.

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15 C. Each group member will respond to three questions from the audience about the Land that they wrote in their diary about. All questions and answers will be in appropriate Japanese. 3. STEPS 5. Presentation

16 3. STEPS d. All students will take notes recording the questions asked and the response details. e. All groups will turn in the packet of maps, pictures, and dairies with the grading rubric on top at the end of their presentation. 5. Presentation

17 3. STEPS f. Within three days after all presentations are completed, students will complete a quiz regarding the content of the questions / answers from all presentations. This will be an open quiz using your own notes. 5. Presentation

18 4. RESOURCES Home Page of Disneyland Map of Disneyland Fare Place to eat sorted by theme parks ex.html ex.html Show Schedule html html

19 5. CONCLUSION Students have the opportunity to read, write, speak and listen about real life experiences in Japan without actually going there.

20 5. CONCLUSION Students will practice reading and interpreting katakana words and compare them to their English equivalents. They will be able to see how katakana is used in real life in Japan. Students will be able to use the vocabulary they have learned (verbs of direction, adjectives, time) to discuss with other students a trip they have taken. Gain exposure to prices of food in Japan.


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