Fall 08 - personal.psu.edu€¦ · Web viewChoose one natural resource of tourism in Okinawa such as chorals, mangroves, protected species of animal, and beaches. Discuss possible

Fall 08

Fall 08

APLNG 493: Teaching ESL

Professor Karen Johnson

Course Development Project

Shiho Asato

Teaching English for Specific Purposes

Students: Sophomore to junior tourism major college students at public university in Okinawa, Japan

Level: intermediate to advanced level

The teaching context I am choosing is English as a Foreign Language (EFL) course at a public university in Okinawa, Japan. English is a predominant language in foreign language subjects of the national entrance exam. Accordingly English is the most popular foreign language among college-level foreign language courses, and a university would have been able to offer various English courses to meet student’s individual academic or vocational needs. On the contrary to the primary and secondary educations which are strictly bounded by national curriculum, the curriculum of higher education in Japan was left to each university’s discretion. Taking my old university as an example, students need to take two-semester comprehensive English courses which have more than 20 sections in each semester and have a university-widely united curriculum. Students will learn integrated English skills in those courses.

After completing these courses, students will be able to know basic English skills, and students should take advanced English course which are more specified to some specific purposes. However, these advanced English courses are mainly on exam-based (TOEFL/ TOEIC preparation course) or on text-based instruction. The contents of the instruction is within the frame of general academics and not contextualized in practical settings, so students hardly have opportunity to apply their English communication skills and knowledge to their real life setting in relation to their majors. Therefore, the aim of this course development project is to incorporate college level EFL language teaching with community-based or project-based language learning for Tourism major students. The course will arouse students’ awareness of their own culture, and they will be able to introduce their culture to other people in English.

This project contains syllabus, lesson plan 1 to 4 of Unit 1 and lesson plan 1 to 2 of Unit 2 (3 weeks).

English for students of Tourism

Course description

This course is an integrated-skills, content-based and project-based English course. It focuses on the development of English for communication in the field of Tourism. The course emphasizes students to consider about resources for tourism by using practical English.

Course Goals

By the end of the course students will be able to

· Communicate in English by participating in community events as a volunteer.

· Consider diverse possibilities of local culture for tourism resources.

· Know the concept of volunteerism and hospitality.

Meeting Times

Mon. and Wed. from 10:20 am – 11:20am (60 min/lesson) 16weeks total

Course Requirements

1. Completion of all assignments

2. Participation in group activity and class discussion

3. Participation in field work activities

4. Mini Projects

Mini Project 1: Souvenir Development Project

Develop an idea of souvenir goods.

It should represent at least one aspect of local culture.

Consider how it would profit to local community.

For presentation, create advertisement of the commodity (poster, brochure, video clip, Power Point)

Mini Project 2: Tourism in a Community

Choose one natural resource of tourism in Okinawa such as chorals, mangroves, protected species of animal, and beaches.

Discuss possible damage to nature and community as a result of tourism development

As a conclusion, bring up practical solution of the issue.

NOTE (for each mini project)

Mini Projects will be done in groups with three members.

Presenters should offer visual aids and handouts for their presentations.

After presentation, write a project report individually.

5. Final Project

During the semester, you will join international events or held in the city as a guide, a translator, or a member of promotion committee. You can choose any kind of social events or internship1. You have to give a 10-minute presentation and write a reflection paper about your experience in the event.

Assessment

Class participation: attendance –10 %, in-class activity performance–10 %

2 Mini Projects –40 % (20% for each project)

Final Project –40 %

Note

1 Examples of international social events and internship

Uchinanch Festival (World-wide immigrant festival)

International Karate and Kobudo Competition

Special Olympics

Naha Marathon

Town tour guide projects by local NPOs

Course Content

Topic

Day 1

Intro

Overview of the course

Day 2-5

Unit 1

History of the Kingdom: landmarks and the World Heritages

(Day 3) Field Work (Shuri-jo Castle Tour)

Day 6-9

Unit 2

Dietary Culture: Secret of Longevity

Day 10-13

Unit 3

Art and Music

Day 14 & 15

Mini Project 1: Presentation

Day 16-19

Unit 3

Ecotourism and an Ecology Movement

Day 20-23

Unit 4

Migration Study and Migration Literature

Day 23

Special Lecture by a Guest Speaker (migration literature)

Day 24 & 25

Mini Project 2: Presentation

Day 26-29

Unit 5

US Military Base: the Nearest Foreign Culture

Day 30-32

Course Project Presentation

Lesson Plan: Unit 1 Day 1

Instructional Goals of this Unit:

Ss will be able to

Give and ask directions.

Know about the city and community.

Consider valuable usage of tourism resources.

Instructional Objectives:

Ss will be able to

Know the main landmarks of Okinawa.

Know vocabularies for giving and asking directions.

Warm-up—Introduction to City Guide

Material: pictures (Appendix 1)

T introduces Pictures of landmarks in the Okinawa and Ss answers what they are.

Group Discussion—Places to Visit in Okinawa

Objective: Ss will be able to articulate places of landmarks on the map and their experiences.

Purpose: To help students realize that there are so many places to visit in Okinawa

Material: area map (Large size)

Procedures:

1) Ss will be divided into groups of four members.

2) In a group, Ss discuss about the place in Okinawa they have visited. In discussion, Ss have to explain their experiences by answering questions of where it is, when they went, with who they went, and what they did, etc.

3) Each group tells about their discussion to the class. T marks the topic places on the map.

Preparation to the Field Trip

Objective: Ss will be able to know the direction and transportation methods to Shurijo Castle.

Purpose: To prepare for the field trip in the following class

Procedures:

1) T asks Ss what kinds of method of transportation they are going to use to go to Shurijo Castle. (The possible answers are car, taxi, bus and monorail. Among them, car will be the most popular transportation method.) T continues the interaction by asking them how they are looking for information if they don’t know the direction.

2) T introduces Google Maps as one of information resource. On Google Maps, T demonstrates how to search a place. From the direction, Ss will be able to know vocabularies for describing directions.

Google Maps: http://maps.google.com/

3) T introduces YouTube video clip to show Ss real conversation models of asking and giving directions. Ss write down what king of expression they could listen to.

YouTube: http://www.youtube.com/watch?v=zUD6SkItQVw&feature=related

4) T distributes pieces of paper, local maps and handout (Appendix 2) of vocabulary list for asking and giving directions.

5) In group, Ss make a direction map from their place to Shurijo Castle. Along with the map, Ss should write itinerary to the castle.

Assignment Ss will complete reading assignment (Appendix 3).

Appendix 1

Examples of Landmarks in Okinawa

Chura-umi Aquarium

Zanpa Cape

Se-fa Utaki

Stone Pavement in Shuri

Shuri-jo Castle

Himeyuri Peace Museum

Prefectural Museum and Art Museum

Appendix 2

Asking and Giving Directions

Ask directions

Can you tell me the way to …?

How can I get to …?

Could you tell me the direction to …?

Is there … near here?

Give directions

If you don’t know the direction >> I’m afraid I don’t know. / I’m not sure.

If you know the direction >> let’s give a direction by following words.

Movements

Go down

Go straight on

Go along

Pass the pet shop

Go past the pet shop

Go up

Go over the bridge

Turn right

Take the first on the right

Go through the park

Turn left

Take the first on the left

Go towards the church

Turn around

Cross the street

CompassNorth

West

East

South

Place

in front of

a few blocks/doors down

behind

on the right/left to

next to

at/on the corner of

Beside

opposite

near

Transportations

Take a bus/ metro/ the A line

Go by bus

Get on at the South Allen bus stop

Change at the library bus stop

Change to the red line at the library bus stop

Get off at Brice Jordan Center

Roads

Avenue/ Street/ Boulevard

Appendix 3

Reading

Gusuku Sites and Related Properties of the Kingdom of Ryukyu

Ruins of the main island of Okinawa wherethe influence of Japan, China and the Korean Peninsula still lingers

Okinawa prefecture

Cultural heritage sites are scattered among the southernmost islands of Japan and on the main island of Okinawa. There are 9 ruins symbolizing the unique culture and religious beliefs of the Kingdom of Ryukyu that once flourished here.

In Okinawa, dictatorships began to arise in various areas from around the twelfth century, and castle-like buildings called "Gusuku" were constructed. However, these buildings were not like Himeji-jo Castle, which is registered as a world heritage site as well, but more like a fort. Gusuku were also treated as sacred sites under local religious belief. When the 14th century came along, each area was unified into three counties and the unified Kingdom of Ryukyu was finally established in 1429. In line with this, the symbol of the Kingdom "Shuri-jo Castle" became the sole Gusuku.

Shuri-jo is built on upland 120 m above sea level overlooking Naha City. The castle area surrounded by stone walls approx. 10 m high is 400 m east to west and 270 m north to south. Inside the castle, there is an open space and facilities for political, cultural and diplomatic activities and festivals, and the largest wooden structure in Okinawa "Shoden (central building)" was built on the castle premises. This building shows a strong influence from various cultures including from Japan and China, which proves that trade with Asian countries was very active at the time. The pattern of dragons or vermilion lacquer coating shows the influence of China, and the structural form of the roof shows the influence of Japan. Shurijo was completely destroyed in World War II and most of the present buildings are reproductions built up until 1992. Because this place is used as a location for TV dramas, it attracts many tourists.

On the west side of Shurijo is a massive stone structure, "Tamaudun", created using a natural rocky outcrop. This is the tomb of the successive royal families of the Kingdom of Ryukyu, and the inside of the tomb is paved with coral reef fragments, and at the center of the structure and in the east and west towers stand lion statues called Shisa, which are a symbol of Okinawa and a charm against evil.

Naha city, Chinen village, Nakagusuku village, Kitanakagusuku village, Katsuren town, Yomitan village, Nakijin village, all on the Okinawa Main Island in Okinawa prefecture

Retrieved from http://www.jnto.go.jp/eng/indepth/featuredarticles/worldheritage/c_11_ryukyu.html



Ss will be able to know about the World Heritage in Okinawa.

Quiz

Purpose: To evaluate Ss’ understanding about Shuri-jo Castle.

Procedures:

1) Watch the informational video clip of Shuri-jo Castle. Ss will take notes while watching.

Straycompass.com: http://straycompass.com/video_page.php?recordID=73

2) Based on their notes and reading assignment, Ss answers comprehension questions (Appendix 1).

Group Activity—Know the World Heritage in our island

Objective: Ss will be able to

Skim the reading material.

Explain about a topic in English.

Consider why they are qualified as the World Heritage.

Purpose: To help Ss understand nine sights of World Heritages in Okinawa

Procedures:

1) Ss are divided into groups with four members.

2) T distributes different reading materials (Appendix 2) to each group.

3) Ss will skim the passage to find answers to the reading guide. After reading, they can discuss with group members.

Reading Guide Questions

1. Where is it?

2. What is its purpose?

3. Who used it?

4. Why it is valuable? etc.

4) Ss write down their answers on the board.

5) Each group explains their topic to the class. Each student should speak up at least one time.

6) T marks these places on a map by putting pictures.

7) T introduces other World Heritages in Japan. T and Ss discuss why these ruins are qualified as the World Heritage.

Pair Activity—Giving and Asking Directions

Objectives: Ss will be able to

Ask directions to some place.

Give directions to some place.

Purpose: To offer Ss opportunities to use the target expressions in conversations

Material: Campus Map (Appendix 4), Vocabulary list (Appendix 2 at Unit 1 Day 1)

Procedures:

1) Ss will be divided into pairs.

2) In a pair, one student play a role of receptionist of the university, and the other student plays a role of visitor.

3) T distributes a piece of paper which tells direction of role play (Appendix 3).

3) Ss do role play by following directions at each role’s strip.

4) Ss change their roles and practice the conversation.

5) T designates some pairs to give a demonstration.

Appendix 1

Quiz about Shuri-jo Castle

1) In what way “Gusuku” is different from other castles in Japan? What are the distinctive features in its structure?

2) When was the kingdom unified?

3) What aspect of structure of the castle represents strong influence of China?

4) What is the role of “Tamaudun”?

5) How many times the main den was burned and reconstructed before World War II?

6) Shisa is a living creature. Yes / No what is their role?

Appendix 2

Reading

Article 1

Holy and Sacred: Sefa-utaki

The creation of the Ryukyu Islands began when the mythical creator, Amamikiyo, descended to create seven sacred homes for gods to dwell within out of clay, stone, grass and trees. One of these sites is the World Heritage Site known as Sefa-utaki, located in Chinen Village, a southern district on Okinawa Island. The term Utaki generally refers to religious sites or groves and there are many found throughout the islands. Out of all these sites, Sefa-utaki was regarded as extremely holy and had strong ties with the official religious organization established by King Sho Shin of the second Sho dynasty.

The supreme position in this organization was that of the Kikoe Ogimi. Inauguration ceremonies for this position took place at Sefa-utaki. As Ryukyu's highest-ranking priestess, Kikoe Ogimi oversaw Ryukyu's religious ceremonies and provided the royal authority with both religious and moral support. Huge rocks and trees that shelter many ceremonial altars surround Sefa-utaki. Going through a triangle-shaped opening, one will find the most sacred altar known as Sangui. From here, one can see Kudaka, the island where the mythical legendary god, Amamikiyo, descended.

Even now, Sefa-utaki and other mythical spots in the southern area attract many worshippers. In one pilgrimage known as Agari Umai, people visit Sefa-utaki and continue their journey to other mythical spots where the legendary creator, Amamikiyo, descended and resided, and follow the path the Ryukyuan kings once trod.

From: Okinawa Tourist Information Mahae Plus by Okinawa Convention and Visitor’s Bureau http://www.ocvb.or.jp/card/en/0000000814.html

Article 2

The Centerstage: Shurijo Castle, Tamaudun, Sonohyan-utaki Shrine, Shikina-En

History reveals that Shurijo Castle, located in Naha City, became the capital of the Ryukyu Kingdom when Sho Hashi (1st Sho Dynasty) defeated chieftain rivals and unified Okinawa as one kingdom. Construction of the castle and its surroundings is believed to have started in the mid-14th century and continued throughout the years under many kings. By the mid-16th century, the castle had expanded to the size that we see today. Over the course of its history, Shurijo Castle went through several ordeals of devastating fires, but was rebuilt each time. Bombing in the Battle of Okinawa (World War II) reduced the castle to rubble and ashes but again, painstaking efforts were made to restore it, and Shurijo Castle, rebuilt in all its glory, opened to the public in 1992.

Inside the large walls of Shurijo Castle are a number of gates, buildings and historical artifacts including steles, investiture tablets, dragon pillars, plaques and lion-dog figures known as shisa. As you walk the castle grounds, you cannot help but notice the cultures of other countries creatively blended to produce its unique design and style. In the center of the castle grounds are three main buildings. Standing proudly in the middle is the Seiden, the main stage of the kings. Here in this building, visitors walk corridors to see the king's thrones, gorgeously decorated with auspicious symbols. The two buildings standing beside the Seiden are the Nanden and Hokuden halls. In the kingdom era, the southern Nanden was a building where ceremonies for Japanese officials were held. Connected to this hall was the Bandokoro, a reception area that served as an entryway for those who visited with official business. The northern Hokuden hall functioned as an administrative office where state affairs were conducted. It also served as a building to receive and entertain foreign guests such as the Chinese envoys and even Commodore Matthew Perry. At the 2000 Kyushu-Okinawa Summit, the G8 leaders were guests in this hall for a dinner reception hosted by former Japanese Prime Minister Mori and his wife. These buildings are now used to house a shop and informative exhibitions on the kingdom's history.

In the vicinity of Shurijo Castle are two stone constructions, which are also listed as World Heritage Sites. One of these is a royal mausoleum known as Tamaudun. In this mausoleum rest the kings and family members of the 2nd Sho Dynasty. Large and distinct in size and appearance, the mausoleum was built by King Sho Shin, the third successor to the throne of the second Sho dynasty. Another World Heritage Site that was constructed during the reign of King Sho Shin is the stone gate of Sonohyan-utaki Shrine. It was a link to the gods, and kings visited this gate to pray for safe journeys before departing the castle. The stone gate is a masterpiece proving the advanced and intricate construction skills the kingdom possessed in those days. Another world heritage site located a short trip away from Shurijo Castle is Shikina-En gardens, the king's second residence. Located to the south of the castle, Shikina-En was also called the "southern garden." The site served as a villa for the royal family and was used to entertain Chinese investiture envoys. On the grounds, one can see traditional building structures, a beautiful artificial pond and stone structures, all skillfully and harmoniously landscaped.


Article 3

The Second Largest and Greatest: Castle Ruins of Nakijin

The ruins of Nakijin Castle are found in Nakijin Village, a district located in the northern area of Okinawa Island. The castle served as the fortress of the chieftains who ruled the northern district. Built on a mountain with a wide view, the castle is enormous, second to Shurijo Castle in size, and erected strategically yet in harmony with the surrounding geographical features. The curved walls are exquisitely constructed and extend 1.5 kilometers. As you stroll through the grounds, you will see that this invincible castle commands an extraordinary view of pristine blue waters. Nakijin Castle is famous for its early-blooming cherry trees and attracts many visitors every spring.


Article 4

The Lands of Legendary Rulers: Castle Ruins of Zakimi, Nakagusuku and Katsuren

Located in the central area of Okinawa Island are three ruins that leave behind legends of powerful rulers. Zakimi Castle in Yomitan Village was constructed by the renowned Gosamaru in the 15th century and shows intricate but graceful curve lines. Serving as an entranceway, the arched stone gate is considered the oldest on the islands and is a valuable work of art.

Standing proudly at a height of 150 meters and overlooking the Pacific Ocean are the ruins of Nakagusuku Castle, which border the Kita Nakagusuku and Nakagusuku villages. Gosamaru, the builder of Zakimi Castle, was in residence at this castle while under orders by the king to restrain another ruler known as Amawari, a chieftain in Katsuren Castle, whose power and influence posed a threat to the dynasty's reign. As a renowned builder, Gosamaru added two adjoining enclosures that proved to be the most superior in that era.

The ruins of Katsuren Castle, the fortress base of the powerful chieftain Amawari, are located in Katsuren Town. The castle is comprised of enclosures that gradually increase in height. Low protective stone walls provide visitors a beautiful panoramic view. Excavations on this site produced valuable relics indicating that chieftains of this castle conducted overseas trade. From an archaeological standpoint, the castle is an important heritage site.


Appendix 3

Directions for Role Play

Student A

You are a receptionist of the university. A visitor to a conference is calling you to ask a direction to the Building of Liberal Arts Studies. Navigate the visitor to the place.

You can start the conversation from

----This is the department office of college of Liberal Arts, how can I help you?

First, you should know where the visitor from calling from.

When you give a direction, you may use following words to explain the direction clearly.

First,

Second,

And then,

Student B (Version 1)

You are a visitor of a conference which is held on campus. You are heading to the Building of Liberal Arts Studies. Now you are at North gate of the campus. Call the receptionist and ask direction to the building.


You are a visitor of a conference which is held on campus. You are heading to the Building of Liberal Arts Studies. Now you are at East gate of the campus. Call the receptionist and ask direction to the building.


You are a visitor of a conference which is held on campus. You are heading to the Building of Liberal Arts Studies. Now you are at South gate of the campus. Call the receptionist and ask direction to the building.

Appendix 4

Campus Map of the University of the Ryukyus



Ss will be able to

Know the history of the Ryukyu Kingdom.

See the example of presentation of tourist attractions.

This lesson will be done in a field trip to Shur-ijo Castle which is one of the World Heritages and one of the most famous landmarks in Okinawa.

1) Ss are to gather at the Shuri-jo Castle Park.

2) The class sightsee the Castle and other landmarks around the castle with a tour guide.

During sightseeing, Ss should consider following commercial aspects of the tourist attractions as well as cultural aspects.

Demographic of visitors—who are they? Where are they from?

Maps and brochures—do they contain enough and clear information? Are there any difference between Japanese version and English version?

Infrastructures—bathroom, restaurants, child care place, pavement and parking

Guidance—is it clear and coherent?

Stuff members—what are their jobs? uniform, language, and service manner

3) Ss may interview with visitors.

4) After the trip, Ss will have a questions and answers time with staffs at the castle park.

Assignment

Ss write one to two pages of reflection paper about the trip. In the paper, they should consider one or two questions above, analyze the facts gained from the fieldwork, and argue about them.



Ss will be able to

Give a direction to landmarks in the city.

Develop membership in a community.

Warm up—Refection of the field trip

1) T collects Ss’ reflection paper of the field trip.

2) T asks Ss what they saw, what raised their interests, and what they learned.

Group activity—Promote an event and invite guests


Review the vocabularies for giving and asking directions.

Describe destinations.

Purpose: To develop their membership in a community

Materials: local area maps, vocabulary list (handout on Day 1), blank paper, color pens

Procedures:

1) Ss will be divided into groups with three to four members.

2) In a group, Ss develop a plan of promoting an imaginary event in the city, and create a poster for advertisement. Followings should be considered in planning.

What is the event?

Who are your guests? Make a reason how the event contributes to the guests and target community.

Where is the location of the event?

When will it be held?

How would the guests be able to go there? Describe the destination from the university campus to the place (direction map).

3) After creating posters, each group gives a presentation to promote their event.


Instructional Goals of this Unit:

Ss will be able to

Know the unique dietary culture of Okinawa.

Introduce food culture in English (recipes).


Ss will be able to

Know their dietary habit.

Understand Western people’s perspective about Okinawa dietary culture.

Pair Work—what did you eat?


Understand and use vocabulary about diet.

Make a diet list in English.

Purpose: To let Ss prepare for the topic of this unit.

Procedures:

1) Ss are divided into pairs. With pairs, Ss ask each other what they eat for a week, and make a list on a worksheet (Appendix 1).

2) The diet list will be sorted out into 10 categories along with Diet Food Pyramid (See PDF file: Food_Pyramid).

3) Ss compare their eating habit with a model pyramid.

Reading—Okinawa Diet


Know that Okinawa has a unique and healthy diet culture.

Find data from text and illustration.

Compare and contrast real and ideal.

Purposes: To assist Ss understand other’s perspective towards Okinawa diet.

Material: reading materials (Appendix 2)

Procedures:

1) T distributes a reading material (Appendix 2) to Ss. Ss read it silently.

2) Ss compare their dietary habit chart with two pyramids (USDA food pyramid and Okinawa Diet Pyramid). Then, with their partner, talk about similarities and differences among two pyramids and your diet lists.

Assignment Ss will complete a reading (Appendix 4) and prepare for discussion.

Appendix 1

Worksheet

Direction:

Ask your partner what he/she ate during this week, and make a list.

According to Food Pyramid, sort out your meals and count frequency of your diet.

How often do you eat?

rice, noodles, beans and other whole grains

vegetables

fruits

flavonoid foods

calcium foods

omega-3 foods

vegetable oils & condiments

meat, poultry and eggs

sweets

alcohol

teas or coffees

Appendix 2

Reading

The Okinawa Diet program

The Okinawa Diet Food Pyramid

A Guide to Daily Food Choices

The food pyramid concept is a great visual tool for helping us see clearly the food choices that we should be making. The Okinawa Diet™ food pyramid is based on 25 years of research and reflects the eating habits and patterns of the longest lived healthiest group of people in the world.

The USDA Food Pyramid

The most well known food pyramid comes from the originator of the concept: The U.S. Department of Agriculture (USDA). The USDA food pyramid has come under much criticism lately and is seen by many as outdated. This has prompted the USDA to announce they will be revising their pyramid.

We hope they take note of the research behind the Okinawa Diet™ food pyramid during their revisions, as our research shows the Okinawa Diet™ food pyramid is a significant improvement upon the USDA food pyramid.

Let's compare the two pyramids. While there are definite similarities, the Okinawa Diet™ food pyramid shows more clearly how to divide foods into daily and weekly categories so that you can easily judge whether you are eating certain foods too often or not often enough.

Here are 5 other areas where we feel the Okinawa Diet™ Food Pyramid has improved on the original:

· The top of the USDA pyramid ignores important differences among types of fats.

· The dairy section should emphasize low-fat choices, and the two to three servings a day in the USDA pyramid may very well be too much.

· Potentially health-promoting fish and beans are lumped in the same group with red meat. This gives the false impression that two to three servings a day of red meat might be healthy--it would not.

· Vegetables and fruits should receive stronger emphasis.

· The grain section should emphasize whole grains.

The Okinawa Diet™ Food Pyramid is a scientifically proven guideline for healthy eating. It is based upon the traditional dietary habits of Okinawan elders, who have been proven to have the healthiest diet in the world. We strongly encourage you to download the Okinawa Diet™ Food Pyramid, print it and post it to your refrigerator door, where it can serve as a convenient guide for you and your family in making healthy food choices.

The Okinawa Diet™ Caloric Density Pyramid

Reduce the amount of calories not the amount of food

The Okinawa Diet™ Caloric Density Pyramid

Download high res PDF

The major concept behind the Okinawa Diet™ healthy weight management philosophy is the principle of caloric density. Simply put--it's the amount of calories per gram of food. Eat more food with a lower caloric density and less food with a higher caloric density. The net result is eating more food with fewer calories.

We all have to eat a certain amount of food to feel comfortably "full"--usually between two and three pounds a day. If we eat less than that we tend to feel those gnawing hunger pains often associated with dieting. So cutting back too much on the amount of food we eat is the wrong approach to weight loss. If you feel hungry all the time, sooner or later your willpower will crumble; then there goes the diet, and back come the lost pounds.

Retrieved from: Okinawa Diet Program http://www.okinawaprogram.com/okinawa_diet/okinawa_diet_food_pyramid.html

Appendix 3

Appendix 4

Reading

Direction: After reading, think about following topics and prepare for discussion.

1. What would you eat at family gathering events?

2. What would you usually do at family gathering events? What are the purposes?

3. Do you like to gather with your family?

4. Who prepares meals at family gathering events?

A "Chanpuru" Culture

"Chanpuru" is a general name given to dishes made by stir-frying vegetables and tofu. First, heat your frying pan well and cook the tofu to a golden brown, then add vegetables and stir-fry. Salt and season to taste. Chanpuru is the most-loved dish of Okinawan home cooking. By extension, the word "Chanpuru" has also come to refer to anything created by freely mixing or blending all sorts of things together. The special feature of Okinawa's culture is its "Chanpuru" mix of elements. In the Ryukyu Kingdom era, Okinawans readily absorbed cultural influences from China, Japan, Korea and Southeast Asia in the course of trade relations. More recently, and under different circumstances, the American bases in Okinawa have had a powerful cultural impact. Down through the ages, the Okinawan people have accepted a variety of cultural imports and assimilated them to create this unique and distinctive "Chanpuru" culture

This tradition has endured right down to the present day. In olden times Awamori (a liquor with roots in Thailand, so they say) was borrowed; Rafute (a meat dish from China) was taken in. Of course, both still hold a magnificent and unshakeable position in the Okinawan diet. More recently, the vigor of this tradition has shown itself in the practice of adding white steamed rice to Mexican tacos to make a dish called taco rice (the name tells the story), and in the adding of pig's feet to the "Oden" pot and then calling green vegetables "vegetables" and throwing them in, too.

Taking a food originally from another country and "Okinawa-izing" it reflects the Chanpuru spirit of not being fussy about things, nor overly discriminating (or, to put it another way, it means being casual, easy-going, even a little slapdash; in the Okinawan language, "Teigei") This is said to lie at the roots of the Okinawan personality. Not being fussy about how tacos should be made, putting whatever into the oden, casually trying this or that without worrying about how it will turn out; this produces all sorts of creative variations.

At any rate, let's have Awamori, let's have taco rice. And by a dash of superior effort and consummate skill, we'll make a thing better than it was in its place of origin. This is the genius of Chanpuru culture

A Culture of Eating Together

People nowadays are busy. Grownups have the pressure of work. Between cram school, after-school activities and so forth, children are always on the go. Family members take meals together less often; eating separately or alone is on the rise. When a family gathers around the table to eat together, the bonds between parents and children, brothers and sisters, husband and wife have a chance to grow stronger. When family members eat separately, these bonds tend to weaken. Furthermore, since ancient times people have gathered together to make offerings to their ancestors and to local spirits. In the so-called "Naorai" communal bread breakings on these occasions, they reaffirm their ties to the spirits, and their consciousness of community with family and neighbors is strengthened.

The winds of modernity have swept over Okinawa as well, as the celebration of the New Year has shifted from the lunar to the modern calendar. Still, our ancestors continue to play the leading part in "Seimei Sai" and in the Bon festival of the lunar calendar. The foods offered on these occasions may vary a little from household to household and from area to area, but there are some items that absolutely must be included. At Seimei Sai and Bon time, people will be lined up at Kamaboko -- fish sausage -- stores, and in joining the line people are sharing in a community consciousness as they once did when they ate together. Says anthropologist Masao Higa, "Offering food of the proper kind and in the proper way is how we draw near to and communicate with our ancestors and the spirits. The feeling is that without a proper offering, we cannot gain the acceptance of our ancestors or achieve a close relationship with the spirits."

In past times, when a child was born the household would cook a big pot of rice and taro root soup and invite the neighborhood children and people passing by in for a feast. "Please bestow your kindness on this child who has newly entered into life in this world," was the family's earnest wish. Just the other day, in fact, I heard this story: a person from mainland Japan was walking along when he was hailed by someone he didn't know to come and join a feast of goat's meat at a house-raising ceremony. Surely this augurs happiness for that home.

Buddhism and Meat Eating

In some countries around the world, eating meat is taboo. Other countries exhibit differences in their preferences for meat. The Japanese, for example, generally rank beef first, followed by pork, chicken, whale meat, lamb and mutton, goat and horsemeat. The Chinese, it seems, put pork first, then lamb and mutton, chicken and horse. As for Okinawa, "pork as number one" sums it up. Okinawa clearly favors the Chinese preference over the Japanese. However, in Okinawa's case what is available and familiar no doubt outweighs preference in determining the rank order.

In Okinawa, during the hunting and gathering era, wild boar and dugong were hunted for food. It is thought that beef and horsemeat have only been eaten since the 12th century, and pork since the 14th century when potato cultivation spread through Okinawa. Pork did not appear on the tables of ordinary folk until the latter half of the 18th century. Thus, consumption of these meats is not all that old. A major factor in the spread of pork was the need to entertain the Sappo envoys from China, the "pork as number one" country. The Buddhism that spread in Japan fostered the appearance at least of shunning meat. Shintoism originally held the idea that meat eating was defilement. In the fusion of Shintoism and Buddhism, it is thought that this idea became linked with the Buddhist proscription against killing living things. Further, when rulers in Okinawa instituted policies to turn people from hunting and fishing to agricultural pursuits, the use for food of domestic animals like oxen and horses that were needed to till rice paddies was strictly forbidden.

After 1609, Okinawa's Satsuma Han overlords, fearing that Buddhism would spread among the people, took control of (Jodo Shin sect) Buddhism in Okinawa and put Okinawa's Buddhist priests and monks under strict supervision. For that reason, the prohibition against meat arising from Japanese Buddhism failed to take root in Okinawa. Therefore, pork consumption remained important. Fresh hog's blood was prepared for the blood "Irichii" used in the Buddhist mass for the dead and for Obon, "Unkejushi," (a welcoming dish of seasoned rice offered on July 13 of the old calendar) would not be what it is without pork.

Not so long ago, Okinawans who moved to mainland Japan were discriminated against, not only because of the language difference, but also because they did not adhere to a specified Buddhism and because they ate pork.

Healthy Food: The Heart of the Okinawan Diet

When older folks in Okinawa meet their children and grandchildren after a time apart, their greeting is likely to be, "Are you eating good food?" Eating good food means eating so as to take care of your health. When the elders say "food," they don't mean the kind of "delicious" delicacies that many people want to eat nowadays. Quite the contrary: They mean food good for the body, in the Okinawan dialect, "Kusuimun," healthy food with curative powers. They mean taking care by eating a daily diet that will help prevent illness and disease.

In modern times we have an overflowing abundance of food no matter what season of the year, but in earlier times this was not necessarily so. People lived their lives in a general condition of poverty.

Okinawa enjoys a mild subtropical climate, but is regularly hit with typhoons or drought in the summer, natural calamities that once brought misery and even death. In the past medical science was still primitive, so people found ways to use seasonal vegetables, fish and meat products to strengthen their power of resistance to disease and ward off fatigue. These foods also found their way into dishes prepared as offerings in ancestor-worship ceremonies held throughout the year.

Through centuries of experience and close and continuing relations with China, Japan and Korea, a great deal was learned and assimilated into a consciousness of "food as tonic, food as medicine." A balanced everyday diet was developed that managed to suit changes in the seasons and differences in one's physical condition. Before eating, the woman of the house or the older folks would say, "This is such and such medicine. Eating it is good for you." After the meal everyone would say, "Kusuinatan," meaning "it makes my body feel good, it's like medicine." This was like saying, "Oh, it was delicious" to praise the meal and it also expressed a feeling of thanks to those who had cooked and served the food.

Words like "Kusuinatan" (good medicine), "Sagigusui" (medicine with a good laxative effect), or "Chishimashigusui" (medicine that clears the blood), words that indicate nutrition and healthfulness, show the importance that people placed on these things. Additionally, they also reveal a keen awareness that cuisine lacking these qualities is as good as worthless. This is precisely the sense of "food with medicinal qualities."The food we put in our mouths builds flesh and blood. "Our bodies are what we eat" is the thinking here.

Nowadays, when people tend to overindulge in rich foods, an approach to diet different from that of earlier times, when people were poor, is required. The young people of Okinawa are no exception.

Alongside foods that are tasty but lacking in nutrition, Okinawa's stores abound with "Kusuimun" foods. In past times, people ate as a matter of course a balanced diet of food obtained locally and suited to their physical circumstances. This has now become difficult, but still there are those who want to revive a mixed diet that includes such food.

The requirement of tastiness has now been added to the need for food that builds and sustains the body. While perhaps supplementing and modernizing the legacy passed down to us by our ancestors, we should keep working to find practical ways to preserve and develop their "Kusuimun" way of thinking in our daily lives.

Okinawan Cuisine http://www.wonder-okinawa.jp/026/e/index.html



Ss will be able to

Know that the concept of “i-shoku-dou-gen” is in their life.

Evaluate their dietary habit.

Discussion—Tell us about your experience


Know the concepts of “i-shoku-dou-gen” and “slow food.”

Know historical and cultural background about food culture.

Procedures:

1) Ss are supposed to complete reading assignment (See Appendix 4 at Unit2 Day1)

2) Ss will be divided into pairs.

3) Ss talk about the discussion topic with their partner.

4) After pair work, T asks some pairs to share their experience.

Reading and Discussion—Are we on a life-long island?


Know other people’s perspective about Okinawa dietary culture.

Compare and evaluate their lifestyles.

Purposes: To assist Ss evaluate their lifestyle

Material: Reading material (Appendix 1)

Procedures:

1) Ss read a book review article (Appendix 1).

2) Ss will be divided into groups with five members.

3) With a reading material and their own dietary chart, Ss discuss their dietary habit. Following are discussion questions.

1. How old is (was) your grand parents?

2. (If you are from outside of Okinawa), is there anyone around you who is over 85?

3. Do you often eat fast food?

4. Do you constantly do exercise?

5. What do you think about the article? Do you agree or disagree? Why?

6. Do you think you are keeping a healthy diet? If so, what’s the clue of your success? If not, how would you improve it?

7. Do you recommend your eating habit and lifestyle to other people?

4) After group discussion, each group tells what they talked to the class.

Appendix 1

Reading

New book promotes Japan's long-life island

May 15, 2001 Posted: 9:49 PM EDT (0149 GMT)

NEW YORK -- Okinawan traditional lifestyles could be an answer to the quest for a long, healthy life, a newly published book suggests.

"The Okinawan Program" examines the lifestyles of Japan's southern island prefecture and tries to explain how it has one of the world's highest life expectancy rates.

The writers based their research on a 25-year study of Okinawan centenarians as well as examining the dietary, physical and psychological factors that have given Okinawa the world's highest concentration of people older than 100.

"Okinawans may not live forever, but they are able to stack the odds in favor of lifelong health," the health professionals said in the book, as quoted by Reuters.

The three authors -- Dr. Bradley Willcox, a geriatrics fellow at Harvard Medical School, his twin brother D. Craig Willcox, and Dr. Makoto Suzuki, professor emeritus at Okinawa's Ryukyu University medical school -- said Okinawans' low-calorie, plant-based diet high in unrefined carbohydrates affords protection against most diseases associated with aging.

Regular exercise, psychological resiliency and the local form of spirituality help contribute to the high life expectancy rates in Okinawa, they said.

Heart disease minimal

The authors observed that Okinawans are able to spend more of their lives free of disabilities than people in other industrialized nations.

"Heart disease is minimal, breast cancer so rare that screening mammography is not needed, and most aging men have never heard of prostate cancer," they said.

Many of the factors contributing to the high life expectancy in Okinawa disappear when Okinawans move away from home, they said, noting that Okinawans who moved abroad have seen drops in their life expectancy.

The book was published by New York's Clarkson Potter/Publishers and hit the U.S. market this month.

According to Japan's health ministry, Okinawa has 28 centenarians for every 100,000 people.

Hard to maintain

Life expectancy in 1995 in Okinawa was 85 years for women and 77 years for men, it said.

Compared with the Group of Eight industrial nations, Okinawan women live about four years longer than women in France, five years longer than Italian women, five and half years longer than Germans, six years longer than Britons and Americans, and 13 years longer than Russians.

Okinawan men outlive the men of G8 countries such as Italy and Britain by about three years and outlive Russian men by 19.

A U.S. Navy doctor stationed in Okinawa said that as younger people in Okinawa eat more fast food and exercise less, it will be hard to maintain the high life expectancy numbers.

"The change in lifestyle and diet may lead to a drop in the average life expectancy in Okinawa," Cmdr. Colin Chinn said.

Retrieved from CNN News:

http://archives.cnn.com/2001/WORLD/asiapcf/east/05/15/japan.okinawa.healthbook/index.html

Documents

Fall 08 - personal.psu.edu€¦ · Web viewChoose one natural resource of tourism in Okinawa such as chorals, mangroves, protected species of animal, and beaches. Discuss possible