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

Here are two ways to teach learners about the crisis in Japan. One is teaching vocabulary in preparation for reading an article from the New York Times, and the other is practice in focused listening with a broadcast from National Public Radio. ESL Voices Activities for this article

A tsunami wave crashes over a street in Miyako City,-photo by Mainichi Shimbun

Excerpt by Martin Fackler, New York Times, March 11, 2011

Powerful Quake and Tsunami Devastate Northern Japan

“TOKYO — Rescuers struggled to reach survivors on Saturday morning as Japan reeled after an earthquake and a tsunami struck in deadly tandem. The 8.9-magnitude earthquake set off a devastating tsunami that sent walls of water washing over coastal cities in the north. Concerns mounted over possible radiation leaks from two nuclear plants near the earthquake zone… Thousands of homes were destroyed, many roads were impassable, trains and buses were not running, and power and cellphones remained down. On Saturday morning, the JR rail company said that there were three trains missing in parts of two northern prefectures… On Friday, at 2:46 p.m. Tokyo time, the quake struck. First came the roar and rumble of the temblor, shaking skyscrapers, toppling furniture and buckling highways. Then waves as high as 30 feet rushed onto shore, whisking away cars and carrying blazing buildings toward factories, fields and highways. By Saturday morning, Japan was filled with scenes of desperation, as stranded survivors called for help and rescuers searched for people buried in the rubble. Kazushige Itabashi, an official in Natori City, one of the areas hit hardest by the tsunami, said several districts in an area near Sendai’s airport were annihilated.”

ESL Voices Activities for this article.

Teaching L2 Learners About Japan’s Disaster

Activities: vocabulary and listening practice.

Language Skill(s) – reading, speaking, vocabulary, and listening.

Level: Lower-intermediate

Time: approximately 1 hour.

Materials: article excerpt,  NPR  segment, and dictionary.

Goals: Learners will be able to identify new vocabulary, improve their focused listening skills,  and get a better understanding of the Japan’s tsunami crisis.

Procedure:

I. Pre-reading questions:

As a class, stimulate background knowledge by having learners answer the following questions.

1. What happened in Japan?

2. Ask learners to make a list of words they associate with the term: tsunami.

II. While Reading

A. Vocabulary: words in context

Place your students in groups, then have them read the excerpt and infer the meanings of the words in bold from the article.

1. Rescuers struggled to reach survivors on Saturday morning as Japan reeled after an earthquake and a tsunami struck in deadly tandem.
2. The 8.9-magnitude earthquake set off a devastatingtsunami…
3. …a devastating tsunami that sent walls of water washing over coastal cities in the north.
4. Concerns mounted over possible radiation leaks from two nuclear plants…
5. Thousands of homes were destroyed, many roads were impassable…
6. …the JR rail company said that there were three trains missing in parts of two northern prefectures…
7. First came the roar and rumble of the temblor, shaking skyscrapers, toppling furniture and buckling highways.
8. By Saturday morning, Japan was filled with scenes of desperation, as stranded survivors…
9. …rescuers searched for people buried in the rubble.
10. …several districts in an area near Sendai’s airport were annihilated.

III. Post Reading

A. Wh-Questions

1. Who or what is the article about?

2. Where did the event occur?

3. When did the event occur?

4. Why or how did the event occur?

IV. Listening: National Public Radio (NPR)

Tears  Of  Loss, Joy Are Common in Kamaishi Japan

After students have finished the reading, you might want to move on to focused listening practice. Have them listen to this NPR broadcast, then answer the questions. The questions are graduated from easy to advanced.

“The people in Northeastern Japan are still struggling to cope with the aftermath of the tsunami. The questions are based on a broadcast from NPR. Rob Gifford was in the coastal town of Kamaishi, and interviewed the hospital staff working at the Kamaishi Nozomi Hospital.”

Easy

1. The host begins by saying there was one piece of good news. What was it?
2. How long had they been trapped in the rubble?
3. In which room of the house were they trapped?

Medium

1. What are the Japanese military carrying out of the buildings?
2. How long had the hospital at Kamaishi gone without electricity?
3. When the tsunami struck the hospital, how high did the water reach?
4. What will happen to the patients if the hospital doesn’t get supplies soon?

Advanced

1. Why did Rob Gifford say, “Tears of joy and grief are the same color…”?
2. Motomi compares the tsunami like a scene from which American movie?
3. Did Motomi find her lost child?
4. In which part of Japan is Kamaishi located?

Answers:

I. Pre-reading questions:

1. What happened in Japan?

2. Ask learners to make a list of words they associate with the term: tsunami.

II. While Reading

A. Vocabulary, Meanings From Context

1. reeled verb. – walk as if unable to control one’s movements.
2. tsunami noun.-a cataclysm resulting from a destructive sea wave caused by an earthquake or volcanic eruption.
3. tandem adverb.- one behind the other.
4. devastating: adjective.- cause [wreaking] or capable of wreaking complete destruction.
5. coastal: adjective. -located on or near or bordering on a coast. (coast: the part of the land near the sea).
6. radiation: noun. – energy that is radiated or transmitted in the form of rays or waves or particles; (e.g., exposure to radioactive chemicals or to nuclear explosions); low doses cause diarrhea and nausea and vomiting and sometimes loss of hair; greater exposure can cause sterility and cataracts and some forms of cancer and other diseases; severe exposure can cause death within hours.
7. impassable: adjective. -incapable of being passed.
8. prefecture [prefectures]: noun.-the district administered by a prefect (as in France or Japan or the Roman Empire).
9. buckle [buckling]: verb.-fold or collapse; bend out of shape, as under pressure or from heat.
10. stranded: adjective.-cut off or left behind.
11. rubble: noun. -the remains of something that has been destroyed or broken up.
12. annihilated: adjective.-destroyed completely.

III. Post Reading

A. Wh-Questions

Students’ choice.

IV. Listening: National Public Radio (NPR)

Tears  Of  Loss, Joy Are Common in Kamaishi Japan

After students have finished the reading, you might want to move on to focused listening practice. Have them listen to this NPR broadcast, then answer the questions. The questions are graduated from easy to advanced.

The people in Northeastern Japan are still struggling to cope with the aftermath of the tsunami. The questions are based on a broadcast from NPR. Rob Gifford was in the coastal town of Kamaishi, and interviewed the hospital staff working at the Kamaishi Nozomi Hospital.

Easy

1. The host begins by saying there was one piece of good news. What was it?

ans. An 80-year-old grandmother and her grandson were found alive.

2. How long had they been trapped in the rubble?

ans. more than a week.

3. In which room of the house were they trapped?

ans. the kitchen.

Medium

1. What are the Japanese military carrying out of the buildings?

ans. stretchers and body bags.

2. How long had the hospital at Kamaishi gone without electricity?

ans. seven days.

3. When the tsunami struck the hospital, how high did the water reach?

ans. to the first floor.

4. What will happen to the patients if the hospital doesn’t get supplies soon?

ans. they’ll become weaker, and eventually die.

Advanced

1. Why did Rob Gifford say, “Tears of joy and grief are the same color…”?

ans. People were crying because they either found or lost a loved one.

2. Motomi compares the tsunami like a scene from which American movie?

ans. Independence Day.

3. Did Motomi find her lost child?

ans. yes.

4. In which part of Japan is Kamaishi located?

ans. Northern Japan.

Additional Reading and activities:

NYT Learning Network: The Earthquake and Tsunami in Japan

Tags: ESL Voices, Japan, tsunami, Voices of ESL