tjf day1 activity3

		No. tjf_day1a03
	A Day in the Life Activity 3: Thinking About Kojiro's Day

Date:	Country:	Author(copyright):	Themes:
2001/10	Japan	The Japan Forum	A Day in the Life
Overview:
Students compare and contrast the lives and activities of Kojiro, one other Deai student, and themselves. In groups students list things Kojiro or the other student does that they find interesting or curious. They discuss the reasons that might lie behind the activities and write down as many possible explanations as they can think of on the worksheet.

From the Deai photo sheets:

A Day in the Life photographs of the seven Deai students
(MY-D, OK-D, SM-D, TS-D, YK-D, YT-D, YY-D)

Worksheets and other materials:

Worksheet #1

Worksheet #2

Worksheet #3
Worksheet #4

Worksheet #5

As students compare and contrast the daily lives described in Worksheet #1, #2, #3 of Kojiro, another Deai student, and themselves, ask students which activities they have "Doshite?" questions about. Students list those questions on Worksheet #4 in Japanese.

どうして　こうじろうは　朝ごはんに　サラダをたべるんですか。（こうじろうは朝ごはんにサラダをたべます。わたしのうちでは、朝にサラダをほとんどたべません。どうしてですか。）	Why does Kojiro have salad for breakfast? (Kojiro has salad for breakfast. In my house, we never have salad in the morning. Why does he have salad?)
どうして　こうじろうは　スクールバスで　がっこうに　いかないんですか。（こうじろうはじてんしゃとバスとでんしゃでがっこうにいきます。スクールバスでがっこうにいきません。どうしてですか。）	Why doesn't Kojiro go to school by school bus? (Kojiro goes to school by bicycle, train and bus. He doesn't go by school bus. Why is that?)

Put students into groups of three or four and to go over the questions they wrote on Worksheet #4. If students have written the same question, they should write it in the "Question" bubble on Worksheet #5 "Doshite daro?" If their questions are different, students discuss the questions they have, decide on one that interests them, and write that one on Worksheet #5.

Each group discusses the question written on Worksheet #5 in Step 4 above, brainstorms several possible reasons behind the activity, and writes them in the boxes provided for "Answers" on the worksheet. The teacher circulates among the groups to prompt questions, facilitate discussion, and provide Japanese help when needed.

Each group presents the results of their discussion to the whole class. The class needs to consider and comment on the suitability of the answers. They may suggest other answers. Award The "Atama ga Yawarakai de Sho" [Flexible Mind Prize] to the group with the largest number of "answers" to the questions their own group asked and suggestions to the questions of other groups.

Discuss with the whole class strategies to find out the real answer to their questions.

Tip:
Help students to realize that the reasons for differences cannot always be determined on the basis of nationality, that people share other categories, for example, similarities as women, as, similarities as high school students, on the basis of interests, etc.

Tip:
Help students become aware that to find out the real answer, they need to ask Kojiro directly in Japanese. Of course, this does not guarantee a correct and complete answer. Students need to realize that dialogue with others aimed at understanding their behaviors and activities contributes to an understanding of culture.