| |
 |
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| Before
using this resource, cut out all the attachments
along the dotted lines and, if necessary, laminated each picture
for long-term use. These picture and word attachments are
designed to be struck onto the big book with an adhesive such
as Blue Tack so that they can easily be removed. |
| |
| Please
note: The doors need to be glued onto pages 3 and
4 permanently. Put glue along the side of the doors and attach
them to the pictures, matching the names to the animals. |
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|
|
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|
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| Title
page |
| Suggested
Procedure |
 To
introduce the book, point to the title of the book and
read in out. Ask students what they think ”どうぶつえんにいこう”
means.
Then introduce the work ”どうぶつ”
while pointing to the picture of the animals and help
them guess the meaning of ”どうぶつえん”. |
|
| |
| Page
1 & 2 |
 |
| Situation: |
Leaving
the house |
| Language
text: |
きょうはにちようび
"It is Sunday today."
どうぶつえんにいこう
"Let's go to the zoo."
いってらっしゃい/いってきます
|
| Language
development: |
Japanese
names
Age
Colours
Weather |
| Attachments: |
pants
and hats |
|
|
| Suggested
Procedure |
| Introducing
the characters |
| 1. |
Ask
students to give the main character a Japanese name,
either boy's or girl's. Teacher may give a list of the
Japanese names such as below to the students to choose
"the name of the day". |
| |
| おとこのこ (Boys) |
|
おんなのこ (Girls) |
| たくや |
まこと |
|
みほ |
なみ |
| けんた |
しんご |
|
かな |
ゆうこ |
| けいし |
ゆうき |
|
えり |
あゆみ |
|
| 2. |
Indicate
the picture of mother and ask ”だれ？”.
The word ”おかあさん”
could be introduced here. |
| |
| Clothes
and colours |
| 1. |
Pick
up one of the picture attachments of pants and put it
on the character. |
| |
| Teacher: |
”これ、なに？”
What is this? |
| Teacher: |
”ズボン！”
(then practice saying the word in
Japanese) |
|
|
|
| 2. |
Show the students all the pictures of
pants in different colours and introduce the colours. |
| |
| Teacher: |
(showing
pants) ”なにいろ？”
What colour is this? |
| Teacher: |
”みどり！”
Green! |
| Students: |
”みどり！” |
|
|
|
| 3. |
Discuss
with students what colour pants the character would
like. |
| |
| Teacher: |
”＿＿＿くんのズボン、なにいろ？”
What colour is this? |
| Students: |
”あか！”
Red! ”くろ！”
Black! |
| Teacher: |
(putting
the red pants on the character)
”＿＿＿くんのズボン、あか！” He
is wearing red pants.
|
|
|
|
| 4. |
Repeat
the same questions for hats. |
| |
|
| Greetings |
| 1. |
Draw
students' attention to the speech bubbles and ask them
what they think is being said. Explain that there are
special expressions that are said when leaving the house
and seeing off someone who is leaving the house. |
| 2. |
Practice
”いってきます”
and ”いってらっしゃい”,
pointing at the speech bubbles. |
| 3. |
Students
can take turns to role-play the situation in front of
the class. |
| |
|
| Weather
(optional) |
| 1. |
Expressions
related to weather could also be introduced. * |
| |
| Teacher: |
”てんきは...はれ！”
The weather is...sunny! |
| |
”てんきは...くもり！”
The weather is...cloudy! |
| |
”てんきは...あめ！”
The weather is...rainy!
|
|
|
|
| * |
Pictures
of clouds and rain are not included in this package,
however you could use the pictures from the Japan Foundation
Activity Resource 'Kotoba Cards 100'. |
| |
|
|
| Page
3 & 4 |
 |
| Situation: |
Meeting
the animals |
| Language
text: |
こあら、かんがるー、えみゅー、うぉんばっと、ぞう、らいおん、とら、へび、きりん、わに、さる、くま
こんにちは
|
| Language
development: |
Greetings
Animal names
Identifying the animals |
|
|
| Suggested
Procedure |
| Introducing
the names of animals |
| 1. |
Open
the doors to introduce the animals. |
| |
| Teacher: |
(knocking
on the doors)
”とん、とん、とん。こんにちは。”
Knock knock. Hello! |
| Students: |
”とん、とん、とん。こんにちは。” |
| Teacher: |
(Opening the door and pointing at
the name on the door) |
| |
”ぞう！” Elephant!
”ぞうさん、こんにちは。” |
| Students: |
”ぞうさん、こんにちは。” |
|
|
|
| 2. |
After
having introduced all the animals on the pages, Students
may play some memory games using phrases like ”〜さん、どこ？” |
| |
| Teacher: |
”ぞうさん、どこ？”
|
| Students: |
(pointing at one of the doors) |
| Teacher: |
Let's
check if ぞうさん
is really here...
”とん、とん、とん。ぞうさん、こんにちは。” |
| Students: |
”とん、とん、とん。ぞうさん、こんにちは。”
|
| Teacher: |
”ぞうさん、どこ？”
|
| Students: |
(pointing at one of the doors) |
| Teacher: |
Let's
check if ぞうさん
is really here...
”とん、とん、とん。ぞうさん、こんにちは。 |
| Students: |
”とん、とん、とん。ぞうさん、こんにちは。” |
| (Teacher
opens the door but another animal
appears.) |
| Teacher: |
”???ぞうさん？(Students: ”いいえ！”) ぞうさんじゃない。
ぞうさん、どこ？ ”
|
| (Then
teacher and students move on to anther
door.) |
|
|
|
| |
|
|
| Page
5 & 6 |
 |
| Situation: |
Celebrating
birthdays |
| Language
text: |
Names
of animals
なんさい？
"How
old are they?"
おたんじょうびおめでとう！
"Happy
Birthday!" |
| Language
development: |
Congratulating
Identifying the animals
Age |
| Attachments |
Animals
Names of animals
Birthday cakes
”おたんじょうびおめでとう！” |
|
|
| Suggested
Procedure |
| Pre-task:
Reinforcing names of animals |
| |
Place
some animals in the enclosures and review the names
of those animals. Then students can put name plates
next to the appropriate animals. Display all the name
plates on the boards and have students look for the
names of the animals in the enclosures. For those animals
usually written in Katakana, you can use the Katakana
version. |
| |
|
| Telling
the age of animals |
| 1. |
Place
the attachment of ”おたんじょうびおめでとう” in the middle of the
page for reading out. |
| 2. |
Place
cakes indicating age to ask students how old the animals
are. |
| |
| Teacher: |
”らいおん、なんさい？”
How old is the lion? |
| |
”5さい！”
|
| |
”そう、らいおん、5さい。らいおんさん、おたんじょうび、おめでとう！”
That's right, the lion is 5 years
old. Happy birthday, Mr. Lion.
|
|
|
|
| |
|
|
| Page
7 & 8 |
 |
| Situation: |
Having
lunch |
| Language
text: |
いただきます/ごちそうさま
あー、おなかすいた。
"I'm
hungry!"
ひるごはん、たべよう。
"Let's
have lunch"
みんなは なにがすき？
"What do you like?" |
| Language
development: |
Food |
|
|
| Suggested
Procedure |
| Pre-task:
Food |
| |
Show
students the attachments for food and say each word.
You could explain about おにぎり
(rice ball) being a popular picnic food. |
| |
|
| Describing
likes and dislikes |
| 1. |
Introduce
likes and dislikes by asking students, ”りんご、すき？” while
showing the apples. Ask the same question for each food
item and encourage students to talk about their favourite
food. |
| 2. |
Place
an appropriate picture of food on the animals and tell
students what the animals like. |
| |
| Teacher: |
”らいおんさん、にく、すき？”
Lion likes meat. |
| |
”らいおんさん、なに すき？”
What do lions like? |
| Students: |
”にく！” Meat! |
| Teacher: |
”そう、らいおんさん、にく すき。”
That's
right. Lions like meat. |
|
|
|
| |
|
| Greetings |
| 1. |
Explain
that there is a special expression that is said before
having a meal which means " I gratefully receive
this meal". Practise ”いただきます”,
pointing at the speech bubble. |
| 2. |
Take
off all the pictures and tells students that the animals
have finished their meal. Explain that there is another
expression that is said AFTER having a meal, ”ごちそうさま”,
"Thank you for the meal". Place the speech
bubble for ”ごちそうさま” over ”いただきます”, and practise the
phrase pointing at the speech bubble. |
| |
|
|
| Page
9 & 10 |
 |
| Topic: |
Australian
native animals |
| Language
text: |
オーストラリアのどうぶつ
"Australian
animals"
オーストラリアに、いる？いない？
"Do
they live in Australia or not?" |
| Language
development: |
Identifying
Australian native animals |
| Attachments: |
Animals |
|
|
| Suggested
Procedure |
| Identifying
Australian native animals |
| |
The
purpose of this section is to reinforce the students'
knowledge about Australian native animals. You can start
by placing all the animal attachments on the map. |
| |
| (Point
at the picture of the kangaroo and
ask students) |
| Teacher: |
”かんがるー、おーすとらりあに いる？”
Do kangaroos live in Australia? |
| Students: |
”はい！” |
| Teacher: |
”そう、かんがるー、おーすとらりあに いる。”
That's right. Kangaroos live in Australia. |
| (Then,
point at the picture of a non-Australian
animal.) |
| Teacher: |
”きりん、おーすとらりあに いる？”
Do giraffes live in Australia? |
| Students: |
”いいえ！” |
| Teacher: |
”そう、きりん、おーすとらりあに いない。”
That's
right.. Giraffes do not live in Australia.
|
| (Take
the picture of the giraffe off the
map and move onto the next animal.) |
|
|
|
| |
|
|
| Page
11 |
 |
| Situation: |
Leaving
the zoo |
| Language
text: |
さようなら
"Good bye", バイバイ "Bye"
またね "See
you again" |
| Language
development: |
Greetings |
|
|
| Suggested
Procedure |
| Saying
Goodbye |
| 1. |
Point
to the speech bubbles and read them out. |
| 2. |
Then
students can play the role of the animals in the picture
to practice saying goodbye. |
|
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