Step 1: Creating Thematic Focus
What makes a good product a good
product?
 What are the typical characteristics of
Japanese products?
 What products appeal to people in both
countries?
 What are effective strategies that
promote new products in both countries?

Step 2: Choose Cultural Products,
Practices, and Perspectives
Step 3: Performance Tasks
4. Creating Instructional Plan:
Setting the Stage
Input Activities with Flashcards
Slot Machine
 Slap Game
 Tic Tac Toe
 Charade

Input Activity with Quizlet
Interpretive Reading Practice
Guided Practice Activities
Pancho Comancho
1. Form groups of 4-5.
2. Assign a vocabulary to each student (by giving them
a flashcard). Students hold the cards facing the
other members.
3. Set a timer. (45 sec. to one minute)
4. Teacher says “Pamcho Comancho is going to buy a
banana.”
5. Student with banana card says “No, Pancho
Comancho is NOT going to buy a banana. He is
going to buy a ______.” and pick another student’s
item.
6. Proceed in this fashion until the time expires.
Guided Practice Activities

Inner Circle-Outer Circle
Interpersonal Speaking Practice
using CLEAR
Interpersonal Writing Practice
Interpretive and Presentational
Read and Run
Procedures
◦ Students form groups of 3 or 4 and designate one person to
be the writer.
◦ Other group members take turns running up to read and
memorize the posted text and report back to the group.
◦ The group members collaborate to help the writer re-create
the text.
◦ After some time, teacher hands over the reading materials
and makes corrections on any errors.
◦ At this point, teacher may ask questions to assess students’
comprehensions.
*Students must know that they are encouraged to memorize as
much as they can. This could be a single sentence or a word in
some cases.
Interpretive and Presentational
Read and Write Around
Procedures
◦ Students sit in circle. (4 to 6 students)
◦ As teacher prompts, students start writing a
diary/journal/story/memo/blog, etc.
◦ After 90 seconds, students pass around their stories
to the person next to them. They read the stories
and continue it by adding more and so on.
◦ Share the stories with class.
*Students must comprehend what the previous
person wrote and keep the tone of the original
writer.
Edmodo: All activities in one
location
Online Resources
Edmodo: www.edmodo.com
 Quizlet: quizlet.com
 CLEAR: http://clear.msu.edu/
 Jing: http://www.techsmith.com/jing.html
 Glogster: http://www.glogster.com/
