The Japan Forum > Click Nippon > Class Ideas

Students read an interview article about Mr. Shingo Usami, who was introduced in Tokimeki Shuzaiki in 2020. The interview's focus is on Mr. Usami and his short film “RICEBALLS.” This interview article will give students opportunities to think about and discuss stereotyping and deepen their knowledge about rice balls. As a linguistic point, the effects of phatic expressions like "aizuchi" will draw the students' attention.

The class activities inspired by the KIDS EARTH FUND charity "Ufufu! Let’s make Charity T-shirts" will provide students with opportunities to learn about onomatopoeias, discuss what is important for society and for the earth, and express their ideas by drawing/painting and writing some texts. In the enriched activities, students will explore sociocultural influences on children around the world through a photo book, and develop an understanding of their responsibilities from a global perspective.

Students will read an article about Yummi, a solo artist, and learn about the obstacles she overcame and her effort to realize her dream. With Yummi's success story as an example, students will think about their own future dreams and aspirations, and ways to realize them.

Students will read an article with an interview of an active university student, and learn about student life in Japan, especially the aspect of club activities.

Mr. Kazumichi Miyake, a former rock musician, is now running several businesses successfully in the Philippines. Students will read the interview article and learn about his positive thinking and free spirit, which led him to leave Japan, where he used to have the feeling of being locked up. This will lead students to discuss resilience.

A group of students from Canterbury University interviewed Mr. Shimizu, who immigrated into NZ and opened a Japanese restaurant in Christchurch. Students read the abridged article and participate in activities on the topic of immigration, such as interviewing their parents, as well as in discussion and debate.

A group of students from Canterbury University interviewed Mr. Shimizu, who immigrated to NZ and opened a Japanese restaurant in Christchurch. Students read a simplified section of the interview article and participate in activities on the topic of future plans and aspirations.

Read the interview article about Mr. Sato, a member of the staff of Kanagawa Animal Protection Center, and learn about an animal protection center in Japan and Mr. Sato's efforts to protect animals' lives. Students then reflect on their own relationship with animals and develop greater empathy for animals through discussion. Students also create a poster to promote animal welfare.

Read the interview article, “Yokosuka, the town of Curry” and learn how Yokosuka used its ties with the history of serving curry in the Japanese navy in local economy revitalization efforts. Students research food festivals in their regions and recognize its history and natural features. Then they think of what kind of food festival would promote the region, and create a poster or an article in Japanese to promote the festival, reflecting the knowledge gained from their research. Students may also enjoy cooking Kaigun Curry with the recipe close to the original.

The students will watch a video of Mr Komoto who launched a new wave of kendama, answer questions and talk about what they saw. Making kendama and doing kendama dance/exercise are opportunities to connect with other key learning areas. Students will also research the history of kendama and learn about the changes to games and lifestyles over time.

Students will read the interview article on Mr Komoto, who launched a new wave of kendama, and learn what is attractive about kendama. Students are provided with the opportunity to reflect on traditional forms and new skills and styles. Also, by interviewing parents and grandparents on what games they played as children, students learn about the changes in lifestyles of now and then.

Students read the interview article about Ramen Hakubutsukan and learn about ramen, which is so popular in Japan that it is called national food. Students also learn about the objective and the effort of the Ramen Hakubutsukan that was built aiming at the revitalization of Shin Yokohama. This resource also provides an opportunity to deepen students’ knowledge of Japanese history through research about the Showa era.

Students learn about “Ko So A Do Gurun”, a place where disabled children gather, and think of the importance of places like this for the local community. The article mentions “the happiness of doing something for someone”. Students will share their own experiences of this type of happiness in class.

Using visual resources and text about recycling art and artist, students will learn about creative recycling. By making recycle art and learning the concept of Mottainai, students think about what they can do for the environment.

Students will read the article of Shimon-chu, a local idol group, and research Shimon-chu’s local area. Students will have an opportunity to reflect on their own local area and culture. Creative tasks include acting out an interview with Shimon-chu and designing a costume for a local idol group.

Students will study the words of the poet who experienced the great Tohoku disaster in 2011, and will reflect on the power of words.

By reading a poem, Dear Fukushima, students will become aware of various global issues and comprehend the issues of Fukushima as close to home, not just someone else’s problem. Students will be lead to take the ‘far away Genpatsu issue’ to the personal level. Students will also connect people, people’s emotions and the issues which we are all responsible for. In the process of studying this unit, students will notice and cultivate ‘Power of words’.

Students engage with the prefectures and make up of Japan; uncovering the unique specialities of each prefecture in an appealing way through the Kewpie character mascots.