Tokyo Disneyland reopens after the quake, After an unprecedented 34-day closure, Tokyo Disneyland reopened April 15 for the first time since Japan’s devastating earthquake, tsunami and nuclear crisis. -LATimes-

ESL Voices Lesson Plan for this article  With Answer Key.

Hugs from Mickey (Issei Kato : Reuters)

As we look at the slideshow presented by the Los Angeles Times and see the happy faces of Japanese children and adults, enjoying themselves at Tokyo’s Disneyland, we almost forget that barely 6 weeks ago there were different photos depicting people crying,in despair,  homes and cars being ripped asunder, after the earthquake and tsunami devastated major parts of Japan.There is still some uncertainty about Japan’s nuclear reactors are safe or not.

Bunny hop ( Yoshikazu Tsuno : AFP : Getty

Some time back,(before the Disney opening) John Frost, a writer for the Disney Blog in the U.S.,  posted about the uncertainty of whether Japan’s Disney would (or should) reopen, especially in the aftermath of such a mega-disaster. In his post, Mr. Frost proposed a set of criteria, that may still be relevant  now that the park is open.

By John Frost

“…During the crisis many of Japan’s industrial powers have shut-down to save energy or because parts of their operation have been devastated by the quake and tsunami. Tokyo Disney Resort shut down all of their properties at least until the 22nd of March. Disney has offered their facilities to assist recovery in the local community and many cast members have mobilized to go out and help clear away debris. OLC, the company that operates TDR, offered to send home any international cast who want to leave promising them their job back when the park re-opens.

Which brings up the question, when should Tokyo Disneyland and Tokyo Disney Sea re-open?

…I’m not sure one can set an exact date. But perhaps we can construct a set of criteria that should be met before the gates are reopened. Keeping in mind that Tokyo Disney is an entertainment facility, not urgent for survival, but important when you want to return to sense of normalcy in a post-disaster world. So here’s my short list of criteria…”

1) Operation must not be a tax on the local energy network. Rolling blackouts must be over or independent power source should be used.

2) Any possibility of immediate danger (anything that could cause possible injury to guests or cast) should be at least 48 hours in the past.

3) Cast members whose family may have suffered injury or death should be allowed to deal with their personal crisis first…  A company should not be seen to be profiting on its employees crises.

4) Structural and attraction damage should be fixed and every attraction and guest/cast area surveyed for safety. If an attraction cannot be repaired in a timely manner, than it should be clearly listed as not available.”

Balloon baby (Yoshikazu Tsuno:AFP: Getty)

Excerpt from a reader’s response to John:

“While I understand the reasons for keeping the parks closed, I do wonder if it is for the best. The fact is Tokyo Disneyland is in the area of the infamous ‘ring of fire’ region of the world. It is, and will always be, subject to seismic activity. You can’t escape it… Sorry, but earthquakes cannot be predicted. As for radiation, again, it will never be any further from those nuclear reactors than they are today…It might sound trite, and maybe even insensitive, to say but I think the lights of Disney just might help remind everyone that the future isn’t as dark as it might seem right now. Much love to Japan and those still there. Take care. I hope to see you soon.”

We here at ESL Voices feel that  Japan is doing the right thing. After such a devastating disaster, a little happiness is desperately needed…if only for the sake of the children.

ESL Voices Lesson Plan for this article.

Lesson Plan for  Reading

Topic: Is It too Soon for Japan to Open DisneyLand?

 

Level: Intermediate to advanced.

Objectives: Students will practice reading comprehension skills, expressing their ideas orally and practice their writing skills. Students will also learn new vocabulary words.

Materials: article excerpt, dictionary.

I. Pre-Reading Tasks

Find out what students know abut the terrible tragedy that took place in Japan.  (The Tsunami/ earthquake  Disaster)

1. Place students in groups, and have them brainstorm the topic . Use one of two charts: KWL or ABC Brain storming both can be found ESL Voices Graphic Organizers.

 

KWL Chart

Then each group shares its information with the class.

 

2. Another  option is for you (teacher) to write the topic on the board and have students tell you what they know about the disaster.

For a review see Teaching L2 Learners About Japan’s Disaster

II. While Reading Tasks

Once you’re satisfied that students have sufficient background information, move on to the excerpt from John Frost, and the comments from the reader.

When Should Tokyo Disneyland and Tokyo Disney Sea re-open?

A. Vocabulary Practice: Understanding Words in Context

Next, place students in groups, they can either read the article excerpts online, on an overhead projector, or you can make copies. They are to provide the meanings of the underlined words, and highlight all additional words they may not be familiar with. (answers are provided at the end of this lesson)

Sentences from Article

1. ..I’m not sure one can set an exact date. But perhaps we can construct a set of criteria that should be met before the gates are reopened.
2. Keeping in mind that Tokyo Disney is an entertainment facility, not urgent for survival,
3. when you want to return to sense of normalcy in a post-disaster world.
4. Operation must not be a tax on the local energy network.
5. Any possibility of immediate danger…
6. Cast members whose family may have suffered injury or death…
7. Although this may not delay an opening…
8. A company should not be seen to be profiting on its employees crises.
9. Structural and attraction damage should be fixed and every attraction and guest/cast area surveyed for safety.

B. Questions for Discussion and Reflection:

Have students  view the slideshow of Japan’s Disneyland, then discuss the questions in groups. After, come together as a class and each group shares their results.

1.  In the article by John Frost,  what are some  of the concerns about opening the Disney park?

2. What are the readers’ responses to these concerns?

3. Who do you agree with, John or the reader? Provide reasons.

4. In your opinion, is it too soon after the tsunami disaster for Japan to open up their  Disney Park?  Explain why or why not.

5. The last line of the email is: “I think the lights of Disney just might help remind everyone that the future isn’t as dark as it might seem right now. Much love to Japan and those still there. Take care. I hope to see you soon.”

 

6. In your own words, explain what the writer means. Do you agree or disagree with his view? Explain why.

III. Post Reading Tasks

A. KWL Charts

Have students fill in the last column of the KWL charts.

B.  As a homework assignment have students write an essay explaining why they agree or disagree with Japan opening Disneyland. For an  overview  of essay writing visit ESL Voices  Modes of Writing

Answer Key for Vocabulary

construct: verb. create by organizing and linking ideas, arguments, or concepts; “construct a proof”; “construct an argument”

criterion noun ( pl. -teria) aprinciple or standard by which something may be judged or decided : the launch came too close to violating safety criteria.

Entertainment noun. the action of providing or being provided with amusement or enjoyment : everyone just sits in front of the TV for entertainment.

an event, performance, or activity designed to entertain others : a theatrical entertainment.

Facility noun. space or equipment necessary for doing something : cooking facilities | facilities for picnicking, camping, and hiking.

urgent: adjective. 1. compelling immediate action; “too pressing to permit of longer delay”; “the urgent words `Hurry! Hurry!’”; “bridges in urgent need of repair”

survival noun. the state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances; he animal’s chances of survival were pretty low |

normalcy: noun. being within certain limits that define the range of normal functioning.

immediate adjective. of the present time and place; “the immediate revisions”

suffer [suffered]: verb. feel pain or be in pain (as of injuries and illnesses); “She suffered a fracture in the accident”

profiting [ intrans. verb]

obtain a financial advantage or benefit,• esp. from an investment : the only people to profit from the entire episode.

survey [surveyed]: verb. look over carefully or inspect; “He surveyed his new classmates.

available: adjective. obtainable or accessible and ready for use or service; “kept a fire extinguisher available

Tags: Disney Blog, Disneyland, Japan

“ A Magazine That won’t Smudge” By Eric Wilson, New York Times
ESL Voices Activities for this article

Post, a new fashion magazine available only on the iPad- Photo:New York Times

The article discusses the new magazine Post, created by art director Remi Paringaux. The magazine was developed to be viewed solely on the iPad.
The first issue was released in January,  and included an interactive feature of  “a periodic table of accessories where jewelry revolved at the touch of a finger…”

The second issue will involve “videos of skydivers dressed in designer suits  and an interactive fashion shoot…” There were certain  limitations that the article also points out.

For the “Fashionistas”  (or  for those who are simply curios)  this is an intriguing article that foretells where fashion magazines are headed in the future.  In the meantime, one can only hope that the good “old-fashioned” paper versions remain available…smudges and all.

ESL Voices Activities for this article.

Activities : Here are several projects and ideas that would be fun and educational for students, especially those interested in styles and fashions!

Language Skills - Speaking, reading, and  vocabulary practice.

Level: intermediate-Advanced

Time: approximately 1 hour.

Materials: article excerpt, dictionary.

Goals: Learners will practice speaking and reading skills. They will find the meanings of new words that they encounter. Students will also learn about fashion, and especially digital fashion.

Procedure

Discussion Questions about Personal Fashion Preferences

Most students (especially teens and early twenties)  are interested in appearance and in the latest styles and fashions, especially stylish clothing  from the United States.

You might begin by finding out how students feel about clothes and styles. You could make copies of the questions and place students in pairs and have them ask each other the questions, or  ask the questions as a class to encourage a general discussion about fashion. In either case it’s important that students understand there are no right or wrong answers. Everyone has a right to dress as they please.
Questions:

1. What does the word “fashion’ mean to you?
2. Do you think it is important to dress in the “latest” styles?
3. Is there a special fashion magazine that you like to read, what is the name?
4. Do you think that you would prefer to read your magazine on an iPad? Why/why not?
5. Do new clothes make you feel happy?
6. What type of clothes do you like to wear?
7. How often do you go shopping for clothes?
8. Do your clothes always feel comfortable?
9. Do you think students should dress in  identical uniforms? Why or why not?
10. Do your parents agree with the type of clothing you wear? Why or why not?
11. Where do you usually go to shop?
12. Do you prefer expensive stores or stores that have practical prices?
13. Would you like to be a fashion model?
14. Is there a special model whose style you copy?

II.  Fashion Group Projects

1. Place students in groups and have them research the latest fashions from their countries. They might draw,  show pictures, or videos of the costumes from their countries, such as the sari, kimono, etc.

2. Goal: Using adjectives  with the progressive tense for descriptions of clothing.
For advanced students: have students  obtain several fashion magazines ( some are mentioned in the article) or go online for viewing. You might prefer to bring in several to demonstrate the difference in styles (and cost).  For example the styles in Vogue and Glamour are  going to be much more expensive and different from the styles in JCPenny. Teen Vogue is another choice for students.
Have students choose a magazine (paper or online version) and some photographs to describe what the person is wearing.

3. Another group project is having students plan a fashion show for the class. As each group member models his/her clothing, the others take turns describing what they are wearing.

Macmillan Dictionary offers an impressive list of words to especially describe fashion/clothes that students will find useful.

4. For lower level students: you might cut out fashion photos and paste them on construction paper first. Then hand them out to students, so that they could create simple sentences.

III. Fashion Games and Activities

Here are several sites that offer “fashion” games and activities:

Dress Up Games is a site for younger students. The site offers a variety of dolls, games, and fun computer-based activities.

The Fashion Institute of Design and Merchandising has an interesting site that provides the following games for older students:

The Fashion Business Game For students interested in the business aspect of the fashion industry:  (This is for high-intermediate to advanced learners) Offers questions and answers about the fashion business.

It’s In The Bag This is an interesting game that provides unique information about various shopping bags.

Have fun!

Tags: digital, Fashion, iPads

Oprah Calls and Reflects on 25 Years, By  Brian Stelter, New York Times
ESL Voices Activities for this article

Oprah Winfrey at the Sydney Opera House -George Burns :afp:getty

For those of you who haven’t heard yet, the extraordinarily popular talk show host Oprah Winfrey will be leaving her daytime television show for good. Oprah’s show has been on television for 25 years now, and her leaving has had an enormous impact on people every where, including those in several countries (even some without tv sets! – -go figure).

Before leaving, Oprah had a few interviews to complete, one of which was with Brian Stelter of the New York Times (lucky man).

She reminisced with Brian about some of her past shows, and she admits to having a lot of flexibility in choosing the topics, which aided in making her show a hit.

Oprah also reminded everyone that she still has OWN, her new cable network, which is going to have a broader and wider platform than the original show.

At one point Brian told Oprah about his mother who was a longtime fan of the show and asked Ms. Winfrey, what she wanted viewers like his mother to remember, to which Ms. Winfrey replied by quoting a line from Toni Morrison’s ‘Beloved’

“You are your own best thing. It’s you, you… That’s the message. That’s what we’ve been trying to say all these years. No matter what triumphs, defeats, sad times, painful times, whatever you have to go through in life — you are your own best thing.”

During her 25 years, Oprah has helped bring people from different cultures, backgrounds and genders together.

Oprah stated,

“…that she and her team had accomplished what they had set out to do — to let the viewer know that whatever you’re going through, you’re not alone.”

This is exactly what she did, and did it with style, dignity, and grace…the Lady will be missed.

A must read article!

ESL Voices Activities for this article.

Language Skills: Speaking Activity

Level: Low-intermediate

Time: approximately 1 hour.

Materials: none.

Goals: Students will practice speaking skills, and learn about Lady O.

Procedure:

Place students in groups, and have them answer the following questions:

I. Questions for Discussion and Reflection for students:

Who is Oprah Winfrey, and why do so many people like her?

Is there a person similar to Oprah in your country? Describe this person.

If you could have your own talk show, what are some of the topics you’d discuss? Why would you choose these topics?

Would you like to meet with Oprah Winfrey? Explain why.

What three questions would you like to ask her?

By CNN staff: Link to Oprah Bids Farewell in Final Show

Tags: Lady O, Oprah Winfrey, television

Bin Laden Is Dead, Obama Says by P. Baker, H. Cooper, and M. Mazzetti, New York Times,

Many schools world wide  are discussing the  historic event of the  death of Bin Laden. Here is a lesson plan and some ideas for discussion groups.
ESL Voices Lesson Plan for this article With Answer Key.

President Obama Announced the Death of bin Laden-photo Doug Mills/The New York Times

NYC: Times Square, Hundreds Gather to Celebrate-photo Michael Appleton for The New York Times

Firefighters gathered on a ladder to watch the ABC News crawl. Credit: Michael Appleton for The New York Times

Article Excerpt:  Bin Laden Is Dead, Obama Says, by P. Baker, H. Cooper, and M. Mazzetti

Published: May 1, 2011

“WASHINGTON — Osama bin Laden, the mastermind of the most devastating attack on American soil in modern times and the most hunted man in the world, was killed in a firefight with United States forces in Pakistan, President Obama announced on Sunday.

In a late-night appearance in the East Room of the White House, Mr. Obama declared that “justice has been done” as he disclosed that American military and C.I.A. operatives had finally cornered Bin Laden, the leader of Al Qaeda, who had eluded them for nearly a decade. American officials said Bin Laden resisted and was shot in the head. He was later buried at sea.

The news touched off an extraordinary outpouring of emotion as crowds gathered outside the White House, in Times Square and at the ground zero site, waving American flags, cheering, shouting, laughing and chanting, “U.S.A., U.S.A.!” In New York City, crowds sang “The Star-Spangled Banner.” Throughout downtown Washington, drivers honked horns deep into the night.•

“For over two decades, Bin Laden has been Al Qaeda’s leader and symbol,” the president said in a statement broadcast around the world. “The death of Bin Laden marks the most significant achievement to date in our nation’s effort to defeat Al Qaeda. But his death does not mark the end of our effort. There’s no doubt that Al Qaeda will continue to pursue attacks against us. We must and we will remain vigilant at home and abroad.”

Bin Laden’s demise is a defining moment in the American-led fight against terrorism, a symbolic stroke affirming the relentlessness of the pursuit of those who attacked New York and Washington on Sept. 11, 2001….Bin Laden’s death came nearly 10 years after Qaeda terrorists hijacked four American passenger jets, crashing three of them into the World Trade Center in New York and the Pentagon outside Washington. The fourth hijacked jet, United Flight 93, crashed into the Pennsylvania countryside after passengers fought the militants. “This is important news for us, and for the world,” said Gordon Felt, president of the group, Families of Flight 93. “It cannot ease our pain, or bring back our loved ones. It does bring a measure of comfort that the mastermind of the September 11th tragedy and the face of global terror can no longer spread his evil.

”The mostly young people who celebrated in the streets of New York and Washington saw it as a historic moment, one that for many of them culminated a worldwide manhunt that started when they were children….The city of Abbottabad where Bin Laden was found has had other known Al Qaeda presence in the past…

The president was careful to add that, as Mr. Bush did during his presidency, the United States is not at war with Islam. “Bin Laden was not a Muslim leader; he was a mass murderer of Muslims,” Mr. Obama said. “Indeed, Al Qaeda has slaughtered scores of Muslims in many countries, including our own. So his demise should be welcomed by all who believe in peace and human dignity.”

ESL Voices Lesson Plan for this article.

Lesson: Understanding Terrorism

Level:  Low Intermediate -Advanced

Time: approximately 1 hour.

Materials: article excerpt, questions for discussion.

Objectives: Students will learn about the significance of the death of Bin Laden; the meaning of terrorism and its connection to the United States and 9/11. Learners will practice reading comprehension, and  learn new vocabulary.

I. Pre-Reading Tasks

A. Speaking activity: learning phrases for conversation.

Before beginning the lesson, review the following phrases of Conversation with students.

Suggestions for Guiding Discussion Groups

In a conversation class, there are different formats for group discussions, ranging from informal small talk to a very structured group debate on a controversial topic. In all cases it is important to teach students the words and phrases necessary for them to contribute effectively to the group discussion. Teaching students the proper language to use in certain situations, such as giving opinions, agreeing and disagreeing, is necessary for organized group discussions,  and is vital when students are discussing controversial or sensitive topics. The main focus should be that they respect the opinions of each other. You can create a handout of your own set of relevant phrases for your  students. Also remember that your language in the classroom will also affect how your students speak to each other.

Agreeing and Disagreeing, Interrupting

Examples

I agree.

I agree with you.

I think you are right.

Excuse me, but I disagree.  I don’t agree with you.

Excuse me.  Could you clarify that?  In my opinion…

Additional Phrases for Conversation

B. Stimulate background knowledge

Find out what students know about the following terms: Bin Laden, terrorism, 9/11.

II. While Reading Tasks

A. Vocabulary Practice (inference)

Give students the excerpt from the article (entire article can be read by clicking on NYT above). Have them try to infer the meanings of the underlined words from the sentences. They may use a dictionary if they like. See the answers below.

1. “Osama  bin Laden the mastermind of the most devastating attack on American soil in modern times
2. Mr. Obama declared that“justice has been done” …
3. The news touched off an extraordinary outpouring of emotion as crowds gathered outside the White House, in Times Square and at the ground zero site, waving American flags…
4. “…We must and we will remain vigilant at home and abroad.”
5. Bin Laden’s demise is a defining moment in the American-led fight against terrorism…
6. The mostly young people who celebrated in the streets of New York and Washington saw it as a historic moment, one that for many of them culminated a worldwide manhunt that started when they were children…
7. “Bin Laden was not a Muslim leader; he was a mass murderer of Muslims,”
8. “…Indeed, Al Qaeda has slaughtered scores of Muslims in many countries, including our own.”

B. Questions for Discussion and Reflection

1. What is terrorism?
2. Who was bin Laden, and what was his background?
3. What did he do that angered and hurt the American people?
4. Describe what happened on 9/11/01 in the United States?
5. Describe the following terms: The Taliban, al-Qaida, Muslims.
6. What effect will his death have on people in other countries?
7. How was Bin Laden killed?
8. Do you think Bin Laden-related terrorists will retaliate?
9. Do you think it’s correct for the American people to celebrate his death?

III. Post Reading Tasks

A.  Ten Questions You would Ask the following people

Place students in groups and have them think of at least 10 questions (total) they might like to ask the following people. Students can add other people to this list.

• President Obama
• Bin  Laden (when he was alive)
• The soldiers who captured and killed bin Laden
• The people who lost loved ones in the  9/11 attack

B. Activity: Using Photos To Stimulate Discussion

This is an excellent activity to encourage students to use their imaginations, and their language skills.

Procedure:

Place students in groups or pairs and hand out photos from above (remove the captions), or choose others from the web.

Using the brainstorming technique, have students discuss what they think is going on in the pictures.

Some possible questions you might propose to the students:

1. Who is the person in the photo? (Who are the people in the photo?)

2. What do you think they are doing, thinking, saying?

3. Write down your thoughts.

Visit each group and provide help if needed.

Each group prepares a short story for each photo. Students should write down any new vocabulary words, and check the meanings using a dictionary.  Students share their photos and stories with the class.

For more ideas on using photos for discussion visit lessons for Speaking.

Answers to Vocabulary Practice

1. mastermind: noun. someone who has exceptional intellectual ability to plan and direct.
2. devastating: adjective. wreaking or capable of wreaking complete destruction.
3. justice: noun. judgment involved in the determination of rights and the assignment of rewards and punishments.
4. extraordinary: adjective. beyond what is ordinary or usual; highly unusual or exceptional or remarkable;
5. outpouring: noun. the rapid and continuous delivery of linguistic communication (spoken or written);
6. ground zero: noun. the site of the World Trade Center before it was destroyed
7. vigilant: adjective. carefully observant or attentive; on the lookout for possible danger;
8. demise: noun. the time when something ends.
9. culminate [culminated]: verb. reach the highest or most decisive point.
10. manhunt: noun. an organized search (by police) for a person (charged with a crime).
11. Muslim: noun. a believer in or follower of Islam
12. slaughter [slaughtered]: noun. the savage and excessive killing of many people

Additional Lessons New York Times Learning Network.

Tags: 9/11 tradegy, Bin Laden, ESL Voices, President Obama, United States