| 1. |
おきなわについて About
Okinawa
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1-1 おきなわのしょうかい Introduction
to Okinawa |
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The
teacher introduces Okinawa by using the travel brochure.
S/he may use the map
to review the location of Okinawa.
The teacher may ask students to guess the climate of
Okinawa and what sorts of activities they can do there.
Some possible questions are: |
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| (looking
at the map) |
| Q: |
Where
is Okinawa? おきなわはどこ？ |
| Q: |
Do you think Okinawa is hot or cold?
おきなわはあつい？さむい？ |
| (looking
at the brochure) |
| Q: |
How
long do you think it takes to get
from Tokyo to Okinawa by plane? |
| Q: |
Use
3 words to describe your Okinawa holiday!
|
| Q: |
What is the cost of a 4 day trip to
Okinawa? |
| Q: |
Write
down 5 activities you can do in Okinawa. |
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Cultural
and historical information on Okinawa could be given
by the teacher. Alternatively, students can research
this themselves using reference books and the internet.
Here is a brief outline of Okinawa: |
| |
| Geography: |
Okinawa Prefecture consists of the Ryukyu archipelago
south of Kyushu, composed of 160 islands. The
subtropical climate nurtures a unique marine life
and vegetation. |
| History:
|
Being
geographically separated from the rest of Japan,
the people in Okinawa developed a very distinctive
culture and history. Once ruled by their own Ryukyu
king for about 450 years, Okinawan people traded
extensively with China, Japan and Southeast Asia.
Shuri Castle, whose architectural style has a
Chinese influence, is one of the main tourist
attractions. |
| Culture: |
An increasing number of Japanese people are becoming
interested in the unique Okinawan culture. Okinawan
folk music for instance, is becoming increasingly
popular, and has influenced Japanese popular music,
including some of the best-selling new songs.
(You can listen to the music on the internet at:
http://www.pref.okinawa.jp/kodomo/bunka/d9_ongaku.html)
Their traditional cuisine is also valued for its
excellent nutritional balance and exotic taste. |
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1-2
なにをしますか？ Fun
activities in Okinawa |
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Leisure
activities in Okinawa
are provided.
The pictures and sentences can be separated to use for
match-up activities for students who can read Hiragana. |
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1-3
パンフレットをつくろう
Let’s make a brochure |
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Students
may create their own brochure to promote their home
town to Japanese tourists. They can include some possible
activities, and use the words おいしい、 たのしい
and
すごい. |
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| 2. |
うみのなか In
the sea |
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2-1 うみのいきもの Marine
life |
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The
aim of this activity is to introduce the names of sea
creatures to students. Cut out the cards and cut each
card in half along the dotted line. Students are divided
into groups of 4 or 5 and each group gets a set of cards.
Students match up the pairs with the help of pictures
on the cards. Then students write the names of each
creature in the appropriate speech bubble on the picture
sheet . |
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2-2 さかなつりゲーム Fishing
game |
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A
fishing game can be played to reinforce vocabulary building.
Cut out the picture cards of the sea creatures without
cutting down the middle, and put a paper clip on each
card. Attach string with a magnet to one end of a stick
about 50cm long to make a fishing rod. Students are
divided into groups and given fishing rods. As the teacher
calls out the name of a creature, group members take
turns to look for the card and try to catch it!
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2-3 ダイビングをしよう Let’s
go scuba diving |
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This
activity is a variation of Kim’s game.
Make copies of the logbook, and give the students one
each. Enlarge the three seascapes and copy them onto
OHP sheets. The teacher shows one of the pictures for
a couple of seconds and students circle the words in
the logbook for the sea animals they saw. The teacher
may ask them 「なにがいましたか」,
and students report what they saw by saying, for example,
「かにがいました」.
The teacher repeats this 3 times using a different seascape
each time. |
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2-4 オーストラリアのうみのなか Sea
creatures of Australia |
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Teachers
may give students a work project to make a poster on
the marine life of Australia, eg. sea creatures of the
Great Barrier Reef. Students can research the information
from books and the internet, and label the names of
the creatures in Japanese. Advanced students may write
short sentences to describe them. |
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| eg. |
|
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| かいそう |
は |
みどりです。 |
| さかな |
は |
きいろです。 |
| さめ |
は |
おおきいです。 |
| たこ |
は |
あし が ながいです。 |
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