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World Greetings- This lesson presents students with greetings from several cultures- both modern and traditional.  The activity of exchanging name cards is also included.  The Final Activity is a Speaking Activity wherein students form pairs and exchange name cards.                           

Points for further discussion and development could include:


The gestures of greetings. For example, on the bottom of page 6, ask students what the see as the same as Japan, or different?  Is there any other thing that they can see about how people in different cultures greet each other?  Points might include touching, the closeness of the two people, and do they touch?  How do you feel if someone stands too close?  Or if a stranger touches you?  Eye contact is very important for English-speaking peoples.  An easy way to emphasize this is with a strong ‘PEE!’ at the end of the chant in this lesson (together with the final flourish of horns at the end).  Emphasize that the PEE! is the time for a handshake and eye contact.

In the culture of business card exchange, the American style is quite casual, but the Japanese style is quite formalized.  Giving and receiving the card with both hands, and then placing it on the table in front of you throughout the meeting are  important in Japan.  In the USA, cards are given and taken with one hand, and then often casually put into a shirt pocket.

Culture of names-  Family name first or last?  Discuss your home culture pattern (is it different for young people and adults?) and in Japan.  For students, first names are often used in Japan. After school age, people tend to use only family names in work and business.

Other ways to say ‘My name is OO.’ in other languages-  Spanish- Me llamo (mei yamo) OO.  Indonesian- Nama saya OO. 

On a teaching note- Giving a sense of reality to the language used in the classroom is one of the most difficult things to accoomplish in the language classroom. Having the students write their own names onto the name cards in the workbook, or having them make their own on a computer, is a great way to help students get a sense of reality with the activitiy.  In this case, it’s MINE.  This same strategy can be used in other activities, by having students color in simple line drawings, for example.

www.EigoNoto.com copyright 2010 Elton Ersch

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