Japanese: Promoting Attractions of Japan
Connect to Your Teaching
Reflect on Your Practice
As you reflect on these questions, write down your responses or discuss them as a group.
- What strategies have you used to teach about tourism?
- When you design a project with a culminating presentational product, what elements make it successful? How do you balance in-class and outside-of-class assignments?
- How do you ensure that projects involving technology are at an appropriate level of technological complexity for your students? How do you get students to use the target language at an appropriate level?
- How do you create a rubric for projects involving technology and group work?
Watch Other Videos
Watch other videos in the Teaching Foreign Languages K-12 library for more examples of teaching methodologies like those you've just seen. Note: All videos in this series are subtitled in English.
Creating Travel Advice (Spanish) shows students preparing to advise travelers from abroad about tourist sites in the U.S., and Performing With Confidence (French) features students participating in a competitive game that reviews vocabulary.
Put It Into Practice
Try these ideas in your classroom. Where it’s not already evident, reflect on how to adapt an idea that targets one performance range for application to other performance ranges.
- Use comprehensible input to teach and reinforce content and language structures. Present new content and/or grammar using gestures and props. Follow up with questions to check for student understanding. Mr. Azama began his class by pretending to travel to Japan. He used a suitcase filled with typical travel items, as well as clues to specific regions and tourist sites. As students listened to his presentation, they tried to guess where in Japan he was going.
- Begin a unit by defining the final or culminating project, then work backwards to design the prerequisite steps and activities that students need to complete to get there. For example, Mr. Azama designed two final projects -- the promotional video and the travel brochure -- which he led up to with activities that taught the necessary travel/tourism content and grammar. Ultimately, culminating projects such as these demonstrate students' cultural knowledge and language proficiency.
- Design projects that allow students to use a range of materials, including available technology. In a travel/tourism unit like Mr. Azama's, students can make brochures using markers and glue, computer software, or anything in between. To make promotional videos, students can use computer software to edit footage. Or, if editing software isn't available, they can videotape a complete presentation. Consider the technology available to your students, as well as their competency level, when establishing the parameters of the project. If students will need training or assistance, make sure that someone who knows the technology is available to assist them. Be sure that the rubric you design assesses student performance in the areas of language, culture, and technology.