Ashley Imperadeiro
Shimizu Sakuragaoka High School
Shizuoka City
English Communication/Expressions
Class Time: 6 classes
Grade: High School, Year 2
Cultures of the World
Level: Intermediate, adaptable
Objective
Handouts Required
Materials Required
Students will introduce Writing, Reading,
Skills
People of the World
Access to computers in
a different culture in
Handout (double-sided
school
Speaking, Listening
groups, in English,
with research questions)
using a familiar
(1/student)
Kamishibai Paper
Japanese medium,
(1/student)
kamishibai.
Colouring pencils/pens
Summary
Lesson 1: Introduction to the Project
In this class, students are introduced to the goals and rules of the project as well as the
schedule. The kamishibai project is to research a culture and create a unique character (not caricature
or cartoon) and to tell the story of how that character lives within their culture.
Important: make it clear to the students that they are to approach it like they are creating a
real person. This is a great opportunity to break down stereotypes the students may have about other
cultures. Do not let them create a character which promotes those stereotypes, but encourage them
instead to see their character as a real person with a family, goals, dreams, and accomplishments. The
focus is to make the students think of themselves as global citizens, sharing the world not only with
Japanese people, but with a variety of people from all sorts of different cultures, which are allowed
to be totally different from theirs and still treated with respect.
After they understand the project, make groups of 5-6 people, let them choose a
culture/country, and begin their character building. They may begin research after divvying up the
research questions on the back of their handout. Do not let different groups choose the same culture.
Adaptive strategies:
-
Some groups may need more or less explanation. You may wish to create your own example ahead
of time, or prepare a drawing on the black/whiteboard while you explain the project to them.


Lower levels:

Avoid non-homogenous cultures like those of Canada, the U.S., Australia, and the U.K.

Encourage students to look up key words and reward them for bringing and using their
dictionaries.

Simplify the project sheet to use easier English.

Make smaller groups and use simpler topics. Ex. Instead of groups of 6, do a group of 4
students and just introduce the character, house, food, and clothing.

Instead of telling a story, maybe just have them introduce a “possible person” and a day
in their life.
Higher levels:

Discuss what things make up culture and let the students choose the content of each
kamishibai on their own.

Allow students to choose their project on their own instead of having to do kamishibai
ページ 1
Ashley Imperadeiro
Shimizu Sakuragaoka High School
Shizuoka City

Allow them to tackle non-homogenous cultures (those above) and challenge their
perceptions. Eg. If they choose the U.K. question why they choose a blond, blue-eyed
male. Ask about the character’s family – are they living in a city like London? Are they all
Caucasian? What is the likelihood of that? Why?

Discuss socio-economic state or the history of the country and how that has helped to
develop the country.

Allow students to discuss cultural conflicts that their culture is dealing with and
encourage unbiased debate.

Extension: After the presentations, ask the students how group 1’s character would react
to meeting group 2’s character, etc. Have them justify their reasons for thinking so.
Lesson 2: Preparation 1 – Research 1
In this lesson, the students should have the whole period to research their culture in the
computer lab. Discuss reliable sources, and advise them to be wary of blog posts with biased
information. Is the information they are getting telling them facts or opinions? Monitor their work and
tackle any problematic statements one-on-one with the students immediately.
Lesson 3: Preparation 2 – Research 2
In this lesson, students should be able to finish finding all the information they need. If they
finish early, they can use the time to begin writing their speech and planning their kamishibai design.
Lesson 4: Preparation 3 – Writing and Drawing
This lesson can be done in the homeroom. Students should be able to finish writing their speech
using the research from the previous two classes and begin drawing their kamishibai. The speeches
should be handed in as a group at the end of class to the ALT for a grammar/appropriateness check.
Any content problems can be discussed with the JTE before discussing it with the student (especially if
it is something you have tried to explain to them before but they still don’t understand). Otherwise,
the speeches can be handed back next class for them to write a good copy.
Lesson 5: Final Preparations
This is the last preparation class. Students must finish their kamishibai, and if they have time
they can write their good copy of their speech. For students who manage to finish all of this, they can
use the remaining time to practice their speeches. Encourage them to practice as a group to make it
smooth. Expected presentation time for each group should be no more than 5-6 minutes at most.
Lesson 6: Presentation Day
In this class, students line up in order at the front of the class and present their kamishibai. If
they are telling a story, encourage them to show their faces and use emotion/expression in order to tell
the story and not simply read it. Evaluate as you wish. Included below are some example evaluation
sheets.
Other notes:
This is a great chance to teach your students about globalization, multiculturalism, and what it
means to be accepting and tolerant of other cultures. Encourage them to find the good parts about
these new cultures. You can also encourage them to choose a variety of cultures per class – for
example, if many groups choose European countries (or South East Asian countries can also be very
popular) you can encourage them to look at other continents like Africa and South America. Have fun
with it and make it your own!
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Ashley Imperadeiro
Shimizu Sakuragaoka High School
Shizuoka City
Name (
) HRNO (
) Date (
)
People of the World!
Goal: With your group members, you will research one culture and create a character from that
culture. You will introduce the character and their culture to the class using kamishibai.
Rules: You will work in groups of 6 people.
Each person must make a kamishibai. It must be coloured and easy to see.
Your whole group will have 5 minutes to present your character.
Everyone should try and speak about the same amount.
Kamishibai Content:
1. Your character:
 Introduce your character (For example: boy/girl, age, family, pets, hobbies, etc.)
2. Place
 What country (city/area) does your character live? What is that place known for?
3. House
 What kind of home does your character live in? Tell us about the typical home in their
culture.
4. Food
 What kind of food does your character eat? Tell us about the typical food of their
culture.
5. Clothing
 What kind of clothes does your character wear? Tell us about the typical clothing of
their culture.
6. Free
 Choose any other interesting topic related to your character’s culture. Tell us about it!
Remember: You are introducing the culture through your character’s life!
Schedule:
Date
Week 1
Schedule/Items Due
Introduction
Make groups
Week 2
Week 3
Week 4
Week 5
Week 6
Research in the computer lab
Finish research and start writing
Writing
Make the kamishibai
Presentations
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Ashley Imperadeiro
Shimizu Sakuragaoka High School
Shizuoka City
Research
1. My group members are: __________________________________________
2. The culture we chose is from ______________________________ (country).
3. Our character:
Boy /Girl
Name: …………………………..
Age:…….. Eye colour: ………….
Hair colour: …………………………
Family: ……………………………...
Pets: …………………………………
Bio: ………………………………….
……………………………………….
……………………………………….
……………………………………….
……………………………………….
4. Place our character lives:
5. Housing
6. Food
7. Clothing
8. Free topic
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Ashley Imperadeiro
Shimizu Sakuragaoka High School
Shizuoka City
Group Presentations
Speaking (17 points) + Group (3 points) = Total (20 points)
Name: ________________________ /20
Group #: _______
Name: ________________________ /20
Pronunciation
1
2
3
4
Pronunciation
1
2
3
4
Expressiveness
1
2
3
4
Expressiveness
1
2
3
4
Volume
1
2
3
Volume
1
2
3
Eye contact
1
2
3
Eye contact
1
2
3
Flow
1
2
3
Flow
1
2
3
Name: ________________________ /20
Name: ________________________ /20
Pronunciation
1
2
3
4
Pronunciation
1
2
3
4
Expressiveness
1
2
3
4
Expressiveness
1
2
3
4
Volume
1
2
3
Volume
1
2
3
Eye contact
1
2
3
Eye contact
1
2
3
Flow
1
2
3
Flow
1
2
3
Name: ________________________ /20
Name: ________________________ /20
Pronunciation
1
2
3
4
Pronunciation
1
2
3
4
Expressiveness
1
2
3
4
Expressiveness
1
2
3
4
Volume
1
2
3
Volume
1
2
3
Eye contact
1
2
3
Eye contact
1
2
3
Flow
1
2
3
Flow
1
2
3
Group Evaluation
1
2
3
Name: ________________________ /20
Pronunciation
1
2
3
4
Expressiveness
1
2
3
4
Volume
1
2
3
Eye contact
1
2
3
Flow
1
2
3
(Cooperation, Teamwork)
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