Fall 08
APLNG 493: Teaching ESL
Professor Karen Johnson
Course Development Project
Shiho Asato
Teaching English for Specific Purposes
Students: Sophomore to junior tourism major college students at public university in Okinawa, Japan
Level: intermediate to advanced level
The teaching context I am choosing is English as a Foreign Language (EFL) course at a public university in Okinawa, Japan. English is a predominant language in foreign language subjects of the national entrance exam. Accordingly English is the most popular foreign language among college-level foreign language courses, and a university would have been able to offer various English courses to meet student’s individual academic or vocational needs. On the contrary to the primary and secondary educations which are strictly bounded by national curriculum, the curriculum of higher education in Japan was left to each university’s discretion. Taking my old university as an example, students need to take two-semester comprehensive English courses which have more than 20 sections in each semester and have a university-widely united curriculum. Students will learn integrated English skills in those courses.
After completing these courses, students will be able to know basic English skills, and students should take advanced English course which are more specified to some specific purposes. However, these advancedEnglish courses are mainly on exam-based (TOEFL/ TOEIC preparation course) or on text-based instruction. The contents of the instruction is within the frame of general academics and not contextualized in practical settings, so students hardly have opportunity to apply their English communication skills and knowledge to their real life setting in relation to their majors. Therefore, the aim of this course development project is to incorporate college level EFL language teaching with community-based or project-based language learning for Tourism major students. The course will arouse students’ awareness of their own culture, and they will be able to introduce their culture to other people in English.
This project contains syllabus, lesson plan 1 to 4 of Unit 1 and lesson plan 1 to 2 of Unit 2 (3 weeks).
English for students of Tourism
Course description
This course is an integrated-skills, content-based and project-based English course. It focuses on the development of English for communication in the field of Tourism. The course emphasizes students to consider about resources for tourism by using practical English.
Course Goals
By the end of the course students will be able to
・Communicate in English by participating in community events as a volunteer.
・Consider diverse possibilities of local culture for tourism resources.
・Know the concept of volunteerism and hospitality.
Meeting Times
Mon. and Wed. from 10:20 am – 11:20am (60 min/lesson) 16weeks total
Course Requirements
1. Completion of all assignments
2. Participation in group activity and class discussion
3. Participation in field work activities
4. Mini Projects
Mini Project 1: Souvenir Development Project
Develop an idea of souvenir goods.
It should represent at least one aspect of local culture.
Consider how it would profit to local community.
For presentation, create advertisement of the commodity (poster, brochure, video clip, Power Point)
Mini Project 2: Tourism in a Community
Choose one natural resource of tourism in Okinawasuch as chorals, mangroves, protected species of animal, and beaches.
Discuss possible damage to nature and community as a result of tourism development
As a conclusion, bring up practical solution of the issue.
NOTE (for each mini project)
Mini Projects will be done in groups with three members.
Presenters should offer visual aids and handouts for their presentations.
After presentation, write a project report individually.
5. Final Project
During the semester, you will join international events or held in the city as a guide, a translator, or a member of promotion committee. You can choose any kind of social events or internship1. You have to give a 10-minute presentation and write a reflection paper about your experience in the event.
Assessment
Class participation: attendance –10 %, in-class activity performance–10 %
2 Mini Projects –40 % (20% for each project)
Final Project –40 %
Note
1 Examples of international social events and internship
Uchinanch Festival (World-wide immigrant festival)
International Karate and Kobudo Competition
Special Olympics
NahaMarathon
Town tour guide projects by local NPOs
Course Content
TopicDay 1 / Intro / Overview of the course
Day 2-5 / Unit 1 / History of the Kingdom: landmarks and the World Heritages
(Day 3) Field Work (Shuri-joCastle Tour)
Day 6-9 / Unit 2 / Dietary Culture: Secret of Longevity
Day 10-13 / Unit 3 / Art and Music
Day 14 15 / Mini Project 1: Presentation
Day 16-19 / Unit 3 / Ecotourism and an Ecology Movement
Day 20-23 / Unit 4 / Migration Study and Migration Literature
Day 23 / Special Lecture by a Guest Speaker (migration literature)
Day 24 25 / Mini Project 2: Presentation
Day 26-29 / Unit 5 / US Military Base: the Nearest Foreign Culture
Day 30-32 / Course Project Presentation
Lesson Plan: Unit 1 Day 1
Instructional Goals of this Unit:
Ss will be able to
Give and ask directions.
Know about the city and community.
Consider valuable usage of tourism resources.
Instructional Objectives:
Ss will be able to
Know the main landmarks of Okinawa.
Know vocabularies for giving and asking directions.
Warm-up—Introduction to City Guide
Material: pictures (Appendix 1)
T introduces Pictures of landmarks in the Okinawa and Ss answers what they are.
Group Discussion—Places to Visit in Okinawa
Objective: Ss will be able to articulate places of landmarks on the map and their experiences.
Purpose: To help students realize that there are so many places to visit in Okinawa
Material: area map (Large size)
Procedures:
1) Ss will be divided into groups of four members.
2) In a group, Ss discuss about the place in Okinawa they have visited. In discussion, Ss have to explain their experiences by answering questions of where it is, when they went, with who they went, and what they did, etc.
3) Each group tells about their discussion to the class. T marks the topic places on the map.
Preparation to the Field Trip
Objective: Ss will be able to know the direction and transportation methods to ShurijoCastle.
Purpose: To prepare for the field trip in the following class
Procedures:
1) T asks Ss what kinds of method of transportation they are going to use to go to ShurijoCastle. (The possible answers are car, taxi, bus and monorail. Among them, car will be the most popular transportation method.) T continues the interaction by asking them how they are looking for information if they don’t know the direction.
2) T introduces Google Maps as one of information resource. On Google Maps, T demonstrates how to search a place. From the direction, Ss will be able to know vocabularies for describing directions.
Google Maps:
3) T introduces YouTube video clip to show Ss real conversation models of asking and giving directions. Ss write down what king of expression they could listen to.
YouTube:
4) T distributes pieces of paper, local maps and handout (Appendix 2) of vocabulary list for asking and giving directions.
5) In group, Ss make a direction map from their place to ShurijoCastle. Along with the map, Ss should write itinerary to the castle.
Assignment Ss will complete reading assignment (Appendix 3).
Appendix 1
Examples of Landmarks in Okinawa
Chura-umi Aquarium
ZanpaCape
Se-fa Utaki
Stone Pavement in Shuri
Shuri-joCastle
HimeyuriPeaceMuseum
Prefectural Museum and Art Museum
Appendix 2
Asking and Giving Directions
Ask directions
Can you tell me the way to …?
How can I get to …?
Could you tell me the direction to …?
Is there … near here?
Give directions
If you don’t know the direction > I’m afraid Idon’t know. / I’m not sure.
If you know the direction > let’s give a direction by following words.
Movements
Go downGo straight on
Go along / / Pass the pet shop
Go past the pet shop /
Go up / / Go over the bridge /
Turn right
Take the first on the right / / Go through the park /
Turn left
Take the first on the left / / Go towards the church /
Turn around / / Cross the street /
CompassNorth
WestEast
South
Place
in front of / / a few blocks/doors downbehind / / on the right/left to
next to / / at/on the corner of /
Beside / / opposite /
near /
Transportations
Take a bus/ metro/ the A line
Go by bus
Get on at the South Allen bus stop
Change at the library bus stop
Change to the red line at the library bus stop
Get off at BriceJordanCenter
Roads
Avenue/ Street/ Boulevard
Appendix 3
Reading
Gusuku Sites and Related Properties of the Kingdom of Ryukyu
Ruins of the main island of Okinawa where
the influence of Japan, China and the KoreanPeninsula still lingers
Okinawa prefecture
Cultural heritage sites are scattered among the southernmost islands of Japan and on the main island of Okinawa. There are 9 ruins symbolizing the unique culture and religious beliefs of the Kingdom of Ryukyu that once flourished here.
In Okinawa, dictatorships began to arise in various areas from around the twelfth century, and castle-like buildings called "Gusuku" were constructed. However, these buildings were not like Himeji-joCastle, which is registered as a world heritage site as well, but more like a fort. Gusuku were also treated as sacred sites under local religious belief. When the 14th century came along, each area was unified into three counties and the unified Kingdom of Ryukyu was finally established in 1429. In line with this, the symbol of the Kingdom "Shuri-joCastle" became the sole Gusuku.
Shuri-jo is built on upland 120 m above sea level overlooking NahaCity. The castle area surrounded by stone walls approx. 10 m high is 400 m east to west and 270 m north to south. Inside the castle, there is an open space and facilities for political, cultural and diplomatic activities and festivals, and the largest wooden structure in Okinawa "Shoden (central building)" was built on the castle premises. This building shows a strong influence from various cultures including from Japan and China, which proves that trade with Asian countries was very active at the time. The pattern of dragons or vermilion lacquer coating shows the influence of China, and the structural form of the roof shows the influence of Japan. Shurijo was completely destroyed in World War II and most of the present buildings are reproductions built up until 1992. Because this place is used as a location for TV dramas, it attracts many tourists.
On the west side of Shurijo is a massive stone structure, "Tamaudun", created using a natural rocky outcrop. This is the tomb of the successive royal families of the Kingdom of Ryukyu, and the inside of the tomb is paved with coral reef fragments, and at the center of the structure and in the east and west towers stand lion statues called Shisa, which are a symbol of Okinawa and a charm against evil.
Naha city, Chinen village, Nakagusuku village, Kitanakagusuku village, Katsuren town, Yomitan village, Nakijin village, all on the OkinawaMainIsland in Okinawa prefecture
Retrieved from
Lesson Plan: Unit 1 Day 2
Instructional Objectives:
Ss will be able to know about the World Heritage in Okinawa.
Quiz
Purpose: To evaluate Ss’ understanding about Shuri-joCastle.
Procedures:
1) Watch the informational video clip of Shuri-joCastle. Ss will take notes while watching.
Straycompass.com:
2) Based on their notes and reading assignment, Ss answers comprehension questions (Appendix 1).
Group Activity—Know the World Heritage in our island
Objective: Ss will be able to
Skim the reading material.
Explain about a topic in English.
Consider why they are qualified as the World Heritage.
Purpose: To help Ss understand nine sights of World Heritages in Okinawa
Procedures:
1) Ss are divided into groups with four members.
2) T distributes different reading materials (Appendix 2) to each group.
3) Ss will skim the passage to find answers to the reading guide. After reading, they can discuss with group members.
Reading Guide Questions
1. Where is it?
2. What is its purpose?
3. Who used it?
4. Why it is valuable? etc.
4) Ss write down their answers on the board.
5) Each group explains their topic to the class. Each student should speak up at least one time.
6) T marks these places on a map by putting pictures.
7) T introduces other World Heritages in Japan. T and Ss discuss why these ruins are qualified as the World Heritage.
Pair Activity—Giving and Asking Directions
Objectives: Ss will be able to
Ask directions to some place.
Give directions to some place.
Purpose: To offer Ss opportunities to use the target expressions in conversations
Material: Campus Map (Appendix 4), Vocabulary list (Appendix 2 at Unit 1 Day 1)
Procedures:
1) Ss will be divided into pairs.
2) In a pair, one student play a role of receptionist of the university, and the other student plays a role of visitor.
3) T distributes a piece of paper which tells direction of role play (Appendix 3).
3) Ss do role play by following directions at each role’s strip.
4) Ss change their roles and practice the conversation.
5) T designates some pairs to give a demonstration.
Appendix 1
Quiz about Shuri-joCastle
1) In what way “Gusuku” is different from other castles in Japan? What are the distinctive features in its structure?
2) When was the kingdom unified?
3) What aspect of structure of the castle represents strong influence of China?
4) What is the role of “Tamaudun”?
5) How many times the main den was burned and reconstructed before World War II?
6) Shisa is a living creature. Yes / No what is their role?
Appendix 2
Reading
Article 1
Holy and Sacred: Sefa-utaki
The creation of the Ryukyu Islands began when the mythical creator, Amamikiyo, descended to create seven sacred homes for gods to dwell within out of clay, stone, grass and trees. One of these sites is the World Heritage Site known as Sefa-utaki, located in ChinenVillage, a southern district on OkinawaIsland. The term Utaki generally refers to religious sites or groves and there are many found throughout the islands. Out of all these sites, Sefa-utaki was regarded as extremely holy and had strong ties with the official religious organization established by King Sho Shin of the second Sho dynasty.
The supreme position in this organization was that of the Kikoe Ogimi. Inauguration ceremonies for this position took place at Sefa-utaki. As Ryukyu's highest-ranking priestess, Kikoe Ogimi oversaw Ryukyu's religious ceremonies and provided the royal authority with both religious and moral support. Huge rocks and trees that shelter many ceremonial altars surround Sefa-utaki. Going through a triangle-shaped opening, one will find the most sacred altar known as Sangui. From here, one can see Kudaka, the island where the mythical legendary god, Amamikiyo, descended.
Even now, Sefa-utaki and other mythical spots in the southern area attract many worshippers. In one pilgrimage known as Agari Umai, people visit Sefa-utaki and continue their journey to other mythical spots where the legendary creator, Amamikiyo, descended and resided, and follow the path the Ryukyuan kings once trod.
From: Okinawa Tourist Information Mahae Plus by Okinawa Convention and Visitor’s Bureau
Article 2
The Centerstage: ShurijoCastle, Tamaudun, Sonohyan-utaki Shrine, Shikina-En
History reveals that ShurijoCastle, located in NahaCity, became the capital of the RyukyuKingdom when Sho Hashi (1st Sho Dynasty) defeated chieftain rivals and unified Okinawa as one kingdom. Construction of the castle and its surroundings is believed to have started in the mid-14th century and continued throughout the years under many kings. By the mid-16th century, the castle had expanded to the size that we see today. Over the course of its history, ShurijoCastle went through several ordeals of devastating fires, but was rebuilt each time. Bombing in the Battle of Okinawa (World War II) reduced the castle to rubble and ashes but again, painstaking efforts were made to restore it, and ShurijoCastle, rebuilt in all its glory, opened to the public in 1992.
Inside the large walls of ShurijoCastle are a number of gates, buildings and historical artifacts including steles, investiture tablets, dragon pillars, plaques and lion-dog figures known as shisa. As you walk the castle grounds, you cannot help but notice the cultures of other countries creatively blended to produce its unique design and style. In the center of the castle grounds are three main buildings. Standing proudly in the middle is the Seiden, the main stage of the kings. Here in this building, visitors walk corridors to see the king's thrones, gorgeously decorated with auspicious symbols. The two buildings standing beside the Seiden are the Nanden and Hokuden halls. In the kingdom era, the southern Nanden was a building where ceremonies for Japanese officials were held. Connected to this hall was the Bandokoro, a reception area that served as an entryway for those who visited with official business. The northern Hokuden hall functioned as an administrative office where state affairs were conducted. It also served as a building to receive and entertain foreign guests such as the Chinese envoys and even Commodore Matthew Perry. At the 2000 Kyushu-Okinawa Summit, the G8 leaders were guests in this hall for a dinner reception hosted by former Japanese Prime Minister Mori and his wife. These buildings are now used to house a shop and informative exhibitions on the kingdom's history.