Intercultural Language Learning: A member of the Global Community
Upcoming SlideShare
Loading in...5

Intercultural Language Learning: A member of the Global Community



Intercultural Language Learning: A member of the Global Community Presentation by Chizuko Gomura at AFMLTA conference Sydney 2009

Intercultural Language Learning: A member of the Global Community Presentation by Chizuko Gomura at AFMLTA conference Sydney 2009



Total Views
Views on SlideShare
Embed Views



2 Embeds 11 10 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • Glitter Graphics

    Hello, hope everything is oky by the grace of GOD im fine.its attractive yr profile ,i wanna talk to u,have a little time for yahoo id is:
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Intercultural Language Learning: A member of the Global Community Intercultural Language Learning: A member of the Global Community Presentation Transcript

  • A member of the Global Community 鯨( Whale) 1. How it started. 2. O 3. Unit overview 4.Tasks (1 ~ 5) Including Reflection diary
  • What made students/teachers to study this unit? Sensei, How to write Whale in Japanese? That` why Do Japanese Japanese kill people think Whale whales? is a fish? 鯨
  • Objectives • Developing knowledge of own histories • Making choice is based on facts and experience rather than media influences or others’ opinion s • Understanding other party’s point of view • Applying and developing mathematic and scientific concepts to real task • Improving language proficiency (Japanese & English) • Working collaboratively beyond cultural boarders
  • OVERVIEW Task 1 “Whale” types of whales Task 2 Whale Industries in Australia サイズ・種類・生息地・生存数 観光 “ Whale Watching” Language どこで・お客さんの数・年平均・利益 長さは です。 It is ~m long Language 重さは~kgです。 Its weight is~ ~でくじらを見ます。 People can see at ~ 今~とうます。      Now ~whales in the 大人・子どもは ~ ドルです。 It costs ~dollar for world. adult ~ 年にほごされました。  It was protected 日本円で~です。  It is ~yen in since Japan     4 “History” Presentation exchange (PWP) 3 “Our concern” Whaling history in both Japan and Australia 何がおきていますか。 What is Compile Questions 日本とオーストラリアの捕鯨の歴史 happening? Language Language ~年から始まりました。 Whaling started from 日本・ノルウェーでくじらをとります。 ~年からー年までとりました。 It started People hunt whales in Japan/ Norway. ~のためです。 It is for…. 大切です。数が少ないから。 ~を作ります(作りました) people make~ Precious animal, number is declining Send questions via e-mail for preparation Task 5 Q & A Face Conferences Task 6 Action Plan (Synthesising) Questions and answers What c an we do? 何をしましょうか。 Group plan – choice of presentation e.g. Poster, campaign (slogan), play, commercial Task 7 Exchange action plans Face Conferences
  • Task 1: Types of Whales Task 1: describe various kinds of whales How many whales exist now? What types of whales are there? Where do they live? What do they eat?   Class decide 3 types of whales and make a whale maps with whales’ information. Resources: Whale sounds, pictures of various types of whales, world map. Step 1 Listen to the sound, then students guess くじらです。 what kind animal make these sounds. くじらは おおきいで Students describe a whale. す。 海にいます。『住んで います』 ・・をたべます。 kgあります。 Step 2 Describe various types of whales. ~種類います。 Which types of whales’ numbers are ~の数が少ないです。 declining? ~から・・にいきます 。 Numbers (multiples, factors and primes), Measurement (length and perimeter) population density, Environment
  • Whale VS ME( 鯨 対 ぼく・わた し) Students’ Power point
  • Whale migration ( 鯨のいどう)
  • 1994年から2003年の鯨のかずのちが い 鯨のかずのへんか 600000 500000 鯨のなまえ 400000 year 1994 300000 200000 year 2003 100000 0 鯨のかず
  • Reflection Journal • I knew Whales are big, but it is interesting to know actual size compare with myself. • Sounds of Whales are very deep and have many differences like languages around the world. • Drawing a whale activity gave me an ideas that Japanese people might think Whales are FISH. • Some whales travel long distance. • Some whales’ number decrease significantly. Why? whaling? Climate change? • Japan is the only country doing whaling? Questions • Have you ever seen a Whale? (a) No I have not. I do not know if we can see whales in Japan. • Have you ever eaten whales? (a) No, I have not, but my parents did. I heard whale meat is expensive.
  • Task 2: Whale Watching in QLD Task 2: make a map with information about “Whale Watching Industry” in QLD. (especially Local area) Where we can see whales. How much cost for adults/ children. How much it will be in Japan. Step 1 Pairs and groups see brochures and fill ~でくじらをみます。 in the table 大人・子ども Place, cost (A$ and Jyen) ~ドル  ~ 円 . Step 2 Exchange their findings in the class. Listening and Writing As they listen to the findings, students fill in their tables.
  • Whale watching in QLD クイーンズランドで鯨をみま しょう。
  • Reflection Journal • I am amazed 1.5 million Whale Watchers visit to coast. 300million dollars contributes to Australian economy every year. I understand why Australia strongly against whaling. • There are many whale watching industries in our local area. • some cities/ towns in QLD I could not locate them in the map. But I know now!!! • Japanese currency has many 0s, looks very expensive. Questions • Are these prices expensive? (a) No, • Can you do Whale Watching in Japan? (a) Yes in Okinawa. We did no know until we searched in net.
  • Task 3: “Our Concern” Students make graphs according to statistics . They read/ watch articles and discuss our concerns. Step 1 Pairs and small groups read articles and ~でくじらをとります highlight problems. 。 Class list up our concerns. ~のためです。 大切です。数がすくな Step 2 Class list up questions in Japanese to いです。 ask Japanese students. Excel and graph
  • 下の国が 鯨を とります。 4000 3500 3000 2500 2000 Series2 1500 1000 500 0
  • Canada: Kills 2,600 Beluga every year out of total population of 55,000. The IWC has recommended total protection for Beluga. The IWC has been ignored. Canada resigned from the IWC. Alaska: Kills 1,000 Beluga. Kills Bowhead whales every year. Total population less than 2000 animals. Killing by the Inuit protected as "subsistance hunting." Greenland: Kills 1,500 Beluga every year. Iceland: Plans to kill 200 Fin whales. Plans to kill 3,500 Pilot whales. Denmark: Kills 3500 pilot whales every year. Chile: Considering resumption of full scale commercial whaling. Peru: Considering resumption of full scale commercial whaling. Korea: Considering resumption of full scale commercial whaling.
  • Reflection Journal • Japan is the forth in whaling. But kills many kinds. • Whale can be used many products. Ambergris in the digestive system of sperm whales can be used perfume. • They should STOP NOW! • Whales should be increasing in numbers! • How does Pollution effect to whale numbers? industrial waste agricultural fertilizers and/or sewerage • How does Boat traffic effect to whale numbers? coming to and leaving from ports, noise and smell, • I am glad to know Japanese students have the same idea about whaling. I think it is difficult for them to express. Questions • How do you feel about killing whales? (a) I do not like it. But there are many people who are working this industry. • Can you see some whale products in Japan? (a) I saw whale specialized restaurants.
  • Task4:Whaling History Students find information and make a timeline. Step 1 Class find information in the library/ internet…… Step 2 Make a timeline ~年からはじまりまし た。 ~年に終わりました。 ~のためです。 Step 3 Exchange information with J students ~をつくりました。 and fill in their timeline.
  • Reflection Journal • Exporting whale oil was big export in 18 & 19 centuries. • During WWll An American General, Douglas MacArthur gave permission whaling to provide protein for starving people. Even in Schools’ “kyushoku” Many adults may remember the tastes. • Whaling in Japan began 400 years ago. Questions • Have you seen whale meat? (c) Yes, I saw Whale bacon in a supermarket. • Do you know when Japanese came to Australia and why? (a) According to our timeline, pearl divers went to Australia from 18 century. May were young.
  • Task 5:Face Conference
  • Task 6: Action Plan Students (pairs/ groups) choose types of campaign (e.g. save whales, understand other culture, whale watching), target age group in Japan, and organize style of campaign (e.g. poster, commercial, play, brochures)
  • Ideas “ What can we do?” • Start your own Group At school • Get involved in whale watching Become a guide/helper/etc. Go whale watching  • Monitor your Government's maritime activities • Read newspapers, radio, TV etc.  • discuss issues with students in Japan- one step a head
  • Task 7:Face Conference – Exchange Action Plans Students Forum in Japan November 2009