東京ディズニーランドに行きましょう
Trip to Disneyland
By
Jenifer Smiley
Kurt Thompson
Motohide Oishi
TARGETED STANDARD
•
•
•
•
•
1.1
1.2
1.3
4.1
5.2
Interpersonal Communication
Interpretive Communication
Presentational Communication
Comparison of Languages
Life long Learnings
1. INTRODUCTION
• You get to go to Disneyland for a day!
• But not in Los Angeles, not Disney World in
Florida, and not even in France.
• No, you have to go to TOKYO Disneyland!
• So pack your bags and bring your friends. I’ve
supplied your air ticket and hotel, but you need
to stick to your budget of 10,000 yen.
• Your only job is to explain your day in Tokyo
Disneyland to your classmates upon returning
home.
Tokyo Disney Resort
2. TASKS
1. While in Disneyland, you will go to 3 theme
lands and each you will:
–
–
–
–
ride at least 3 attractions
eat 1 meal
eat 1 snack
see a show
2. TASKS
2. On a map you will show your route in order.
3. On the report form you will record:
– Time you go to each activity
– Description of activities
– Cost of activities
4. You will build a packet of your trip to include:
– Map of theme land
– Print out the website for each activity location
– Build a vocabulary list of katakana words used in
this website
2. TASKS
5. You will write a one-page diary entry that
describes your day in detail:
– Write about your activity in one theme land per
student.
– Include time, describe activity, and include your
impressions and feelings about event.
6. Finally when you present your itinerary to
the class, you must be able to answer
questions from your classmates regarding
your diary entries.
3. STEPS
1. Form groups of 3 people.
3. STEPS
2. Use guiding questions to discuss your
past experience at Disneyland-type theme
parks.
3. STEPS
3. Create a draft of your plan:
a. pick 3 lands to visit
b. Print out the map of the lands
c. From each map chose attractions, restaurants and
show. Print out the page for each one with the
Japanese text. Minimum requirements are 3
attractions, 1 restaurant, 1 snack bar, and a show.
d. Make a vocabulary list.
i. katakana names of each of the places
ii. transcribe to romaji and translate to English
e. Time schedule using a report form
f. Get approval from your teacher for your itinerary.
3. STEPS
4. Make the trip.
a.
b.
c.
Verify show schedule and restructure your itinerary
schedule.
Choose your food and drinks listing the prices. Print
out a picture of your restaurant/snack bar menu.
Write your diary in past tense in Japanese using
HIRAGANA and KATAKANA.
i.
Time, what you did or saw, and using adjectives give your
impression/opinion of each item.
ii. Peer check each other’s diary checking for proper past
tense endings on verbs and adjectives.
3. STEPS
5. Presentation
a. Bring all your pictures, maps and diaries.
b. Before the class, show your route and which
lands you visited and the date of your trip.
Speak in Japanese.
3. STEPS
5. Presentation
C. Each group member will respond to three
questions from the audience about the Land
that they wrote in their diary about. All
questions and answers will be in appropriate
Japanese.
3. STEPS
5. Presentation
d. All students will take notes recording the
questions asked and the response details.
e. All groups will turn in the packet of maps,
pictures, and dairies with the grading rubric
on top at the end of their presentation.
3. STEPS
5. Presentation
f. Within three days after all presentations are
completed, students will complete a quiz
regarding the content of the questions /
answers from all presentations. This will be
an open quiz using your own notes.
4. RESOURCES
• Home Page of Disneyland
http://www.tokyodisneyresort.co.jp/index.html
• Map of Disneyland
http://www.tokyodisneyresort.co.jp/tdl/japanese/7land/index.html
• Fare
http://www.tokyodisneyresort.co.jp/tdr/japanese/plan/ticket/index.html
• Place to eat sorted by theme parks
http://www.tokyodisneyresort.co.jp/tdl/japanese/restaurant_search/ind
ex.html
• Show Schedule
http://www.tokyodisneyresort.co.jp/tdr/japanese/plan/schedule/index.h
tml
5. CONCLUSION
• Students have the opportunity to read,
write, speak and listen about real life
experiences in Japan without actually
going there.
5. CONCLUSION
• Students will practice reading and interpreting
katakana words and compare them to their
English equivalents. They will be able to see
how katakana is used in real life in Japan.
• Students will be able to use the vocabulary they
have learned (verbs of direction, adjectives,
time) to discuss with other students a trip they
have taken.
• Gain exposure to prices of food in Japan.