Daily Living in Japanese a v6 Re ( J B/S paeee N # ] Biacee V7] Sarah Kawamura Sachiko Omoto Renovich Vancouver School District Burnaby School DistrictTable of Contents Acknowledgements Introduction. Daily Schedule My Week Invitation Planning An Event Creative Works 43 55 72Acknowledgements We would like to express our sincere appreciation to those who guided us in the writing of this lesson aid, Through the Japan Foundation Fellowship Grant, we were fortunate to work with Hatta Naomi Sensei and gain valuable insights. We would also like to thank Drs. Hiroko Kataoka from the Japan Foundation Los Angeles Language Center and Yoko Collier- ‘Sanuki from the University of British Columbia, and Mrs. Héléne Horban, Languages Co-ordinator for the Surrey School District, for giving us useful suggestions. Finally, we are grateful to Kaiseisha Publishing and Hoshino Tomihiro Sensei for allowing us to include lessons about Hoshino Sensei in this book.Introduction This resource book on daily living was designed to aid teachers in creating real-life based language classrooms. ‘The resource follows the Japanese 5 to 12 Integrated Resource Package. It is geared towards senior level Japanese courses (11 and 12), but can be adapted to be used with lower grades, Based on the communicative approach, the activities and cumulative tasks reflect situations which students may encounter in daily life, The lesson aid is divided into five units: daily schedule, my week, invitation, planning an event, and creative works. Each unit includes explanations of cumulative tasks, ideas for activities which promote the building of listening, reading, speaking, and writing skills, handouts connected to the activities and worksheets on language practice. The tasks and activities encourage students to develop skills in language learning, and include language learning strategies such as using visual cues, recursive listening/reading, and note taking, The following is an abbreviated list of useful resources for the Japanese classroom. Bunka Institute of Language. 1993. Tanoshiku kikou books land II, T®U< Wo 54 Tokyo. 1995. Tanoshiku hanasou. (RU ME53 Tokyo. 1996. Tanoshiku yomou books 1 and Il, T#L<#% 55 Tokyo. CAG Teaching Materials Development Group. 1993. 80 Communication games for Japanese language teachers. (HKHI3 254—Y av¥—h8 0) ‘Tokyo: Japan Times, Ltd. Coveney, Tsuyako, Masahito Takayashiki and Naoko Honma. 1993. Japanese in modules books I, 2 and 3. (%Ya—-WVTCBRE C>rBAAB) Tokyo: ALC Press Ine. Hadley, Alice Omaggio. 1993, Teaching language in context 2nd edition, Boston, MA: Heinle & Heinle Publishers. The Japan Foundation. 1999. Kyoukasho o tsukurou. (Explanation and Practice versions) (&RBEESS) GLomw i: iA Le 5M) — Urawa, Japan. iiiDAILY SCHEDULE Main Goal: Students will be able to describe their daily schedules. Tasks: -towrite adiary (p. 20) -to discuss with friends about their daily lives Activity Objectives LRSW | Page Activity Cards | to introduce students to vocabulary Ls 2 related to daily activities IKK O-A to have students identify the main R 7 activities in the reading passage eter to have students write their daily Ww ff schedule 4y’8a— | for students to understand the main L 10 points in an interview KE CH S(T for students to talk about the Ls 2 UEP? | sequence of activities 4e8 = AWS | for students to discuss when they do Ls 16 ESD? various activities ABAIED for students to ask and answer questions] LS 17 AFYa— | about their daily routines EGF for students to review daily activities RS 17 by playing a game YORE for students to read and understand R 20 the main points in a diaryActivity Cards Objective: to introduce students to vocabulary related to daily activities The following is a list of games and activities for students to learn and practice new vocabulary. Photocopy the vocabulary lists and white out the words. Re-photocopy to make sets of game cards, enough for your class. Cut-out pictures can be pasted to card paper (index cards) and laminated for repeated use. Otherwise, students can be assigned to make their own set of cards to be kept in a ziplock bag. 1. Pigtail Students are in groups of 4 or 5. Put the stack of cards face down on the floor, or a big table. One student draws one card, and says the phrase it describes. If he is able to do this, he puts it face up beside the stack of cards. Students continue to put their cards around the stack to make a “pig tail’. If a student cannot remember the word describing the card, he must collect all the cards in the pigtail. Whenever it is his turn, he must get rid of the cards he collected before he is allowed to pick from the stack again. Once the last card in the stack is picked, the game is over. The person with the least amount of cards wins. Adaptation: If teaching T, 7€). etc., students can connect the last card with the one drawn using the appropriate grammatical form. g oF “Oy a a Op ovo OOggo O q o Oo 2. Concentration Students are in groups of 4 or 5. Shuffle 2 sets of cards together, and then place them face down on the floor. Students must pick two matching pictures and say the appropriate phrase describing them. If successful, the student keeps the two cards, If the student makes a mistake, he places them back down. Each student can continue to pick cards until a pair is unmatched. At the end of the game, the student with the most cards wins. 3. Go Fish Students form groups of more than 3 people. Shuffle 2 or 4 sets of cards together to create pairs. Hand out 5 cards to each player. Each student looks at his set of cards and throws i Out the activity in Japanese. ‘The first person faces the next person and asks questions based on the card i.e. do you listen to music? BAR< LEXKTRD? If the other person has the card, he will answer IV). & & EF and give the card so that the first person can throw them out. If he does not, he will respond WA, ER KEA. and the first person will have to pick a card from the extra pile in the centre. The first, student who throws away all the cards wins. Alternative: Each student must continue to pick up extra cards from the centre pile to have five cards consistently, until the pile is gone.4. Animals ‘This is an adaptation of the card game called "Animals". Students are in groups of 4 or 5. Each student shuffles one set of cards for himself. The cards are kept face down in a stack in their hands. On the count of 3, students flip the first card over and place it on the floor/ table. The flipping continues until two (or more) cards match. The students who flipped the matching cards must say the phrase associated with the card. Whoever says the correct, phrase first wins the round, and is able to pass his pile on the floor to the losing opponent. Students start flipping again, until there is another match. Whoever gives all his cards away is the winner. 5. WSTE In groups, students spread a set of cards with the drawings facing up. The teacher calls out a phrase. The first person to slap the correct card keeps the card. At the end of the game, the person with the most number of cards wins. 6. Bingo ‘The teacher creates bingo boards with 25 squares. (Lines can be drawn on cereal boxes and laminated.) Students place 24 activity cards in the squares (centre is free). The teacher shuffles a set of cards, and selects one of them to read out. Students with the same card flip it over face down on their game board. When a student has five squares in a row, he calls out bingo, and says the phrases to win the first round. Students will continue to play for the second round without clearing the board. To win subsequent rounds, students must have 2 lines, 4 comers, X and black out, ete. 7. Story telling ‘The teacher tells a story of a person's day. The students, either by themselves, or in partners, place the activity cards in order of the story. Alternative - The teacher has each line of the story numbered and written down on separate pieces of paper. In groups, students must complete the story with each member taking turns to go to the front to read a part of the story. They report back to the group and the next person goes to the front after the group has found the picture. 8. Comic Strips 44a~ KAAS Students choose four cards at random and create 4 box cartoons based on the activities. 9. Dialogues Students in partners choose a few cards at random and create spontaneous dialogues which include the appropriate phrases. 10. Classifying activities Students categorize the cards by themes: frequent activities/infrequent activities skilled activities/unskilled activities morning activities/afternoon activities, etc. In each grouping, students should add new activities, using a dictionary.a 2 a3 TREADS PBESSD ee 3 e pak es ORES BX HED “BECRA SOB IK SE SEACBA AD 5A SAFIYA /BRO Ya-R/Bbe/ LEC UETS ERAS aA-E-EOe SF ar © oepo od : -| (1 |_fAL_t PR EBB AT < ERAIEERS VERB DS Pld EPOSY FT ICS ATR/ VSREFS a e a TUA4 RZ FrESAVAZ BABS SFIS LOLETS EFLEBS YR-DPvERSma 1 B/E OU TEAS VIR b/ CADET LA BA Ete RERS CADEFE/OUS CI Frome Kyamndn@ yz com 63 jes 18108 se Or am | OD subject: Harwin, ap AVERY RS PT RAY/SG— L/S ayta—-s—-#FB EXA—NEBLS hay 7ETS Ge) a Be @ : a ANE ESS LB CIEW BS LB ISELOS ETI BOS Ere aSS De heeS RALBSTS \@ OS ee eB HAR ETS © 5 a BEB/KSREHHS AEBS a BR BS/RLS VX I-kbUS BSEAIIIOSf/. 5 ~@ RPEGFETS brn-eTS az x (PAA) Rye BRAT Y PRA RE aTS etd etd tie | BEES LOZ F=RETS FWRVETS YaXvVEetS be at - a/2 Z a c as (Sw) DVETS PEDEVETS VAPVV ARTS aD AX-ETS AJ ~#—- KEFS VrTAvetS RY fh seca s R-VVIRTS ANESYAYETS ANVIETSEX O-H Objective: to have students identify the main activities in the reading passage Pre-reading The teacher writes the title on the board and asks students to brainstorm for themes and/or vocabulary which may be covered in the passage. ex. theme - activities, places, time, etc. vocabulary - FB 238. WI etc, Reading _Students read the passage either quietly or out loud. Students determine the sequence of the activities by writing numbers into their notebooks which correspond to the pictures. Post-reading Students check answers with the class. Answer Key NH ePlOH See a tetet Otte g. a + 1 Ed - 13 9 * 5S 6 2 * 3 7 14 * 16 * Heeeeanise O ace, El Objective: to have students write their daily schedule 1. Students receive copies of page 9. 2. Students draw their daily activities. (optional - time for each activity) 3. Students write out each activity under the pictures, using conjunctions where possible. Alternative - Students create their own cartoons, albums, etc. drawing and writing out their daily schedule.8 Read the passage below and write the order of activities, filling in the circles with numbers. MBI win “A pees vee ede EC EMC SORE ET. SLC LEA OBE 1s BVEF. ECOFLERARMDMCMERA ET. HIME BOS HHA ST BOCH, ELTON ACHES ET. eeinevcncescey a 18S OPE THAD ETC UK ST. PRSIICBDD ET BEMISboCHb, OF=ZOMBELET. EK RISA 79TIC es arr Ro CWE, IA OLBORCI 7 LAVELKD, MPROETAIE eae acy if FROTY LET. PMOL TWOARPETS CH. UK ARTIS 6 ROMMEFEVET, MOMERA THEO YR ORY bE LES. COR COMME S< La SLED. tPBOVT I—e eb BUT. HhOP CAM REF, CHE 0-H.oo Oe Qo090000boo0oob0o00000o00ooooon0 OH8oOHo0000b0 000000000000 ooooo0 Oob000000 0000070000000 oo0000 OoOoo00000 oo ooo ooooooooooooD DoOoo0b0oon ooo onoeoooooOoAoooo HBoOo89enoGeo ooo ooon0ogonoooooooo ONO90000DnDDoOoOoOonD oo ebooooOooooo0 H8oO00000o0 ooo bo000000eoooooo0010 Aveta Objective: for students to understand the main points in an interview ‘The teacher hands out the worksheet on page 11 and students look at the picture of Kim on the top of the page. Pre-Listening The teacher tells students that they are going to hear an interview about Kim's daily life. Students draw check marks beside activities Kim might do. First Listening _Students draw circles for activities mentioned in the dialogue. Second Listening Students answer questions about Kim found at the bottom of the page. Post Listening Students check answers and discuss the purpose of the interview. Listeni Tv: CARS. MeOH ODOR OWTHEAIC Yea LOWETA, Fy FKa-LTOOW THA? AA WWtTE. RAL, EUPICBHAMNE? BS ATH. HW, US, FASARERM CSE RTD ? MBCBZRERT. BETHREEARZILELETD, AKL, BETHS. BEART, MEMOET. Tbs RIC feet. ZS TH A, PRILAINCIE UK BA THD ? ISP EAICIIUED EF. PIRICBDY RTD? RECBDD ET FDEARPRERD 2TH EARL LELETD 2 WEVSRAR-VELEF. FEAELKEVY. PoH-ELEVLET. PME TA RICO ETD. TEU CWABEC IDET, 1 ESTED. RTLEARILELEFD? A: BORERATR YY I-EHUT. MIRELET, Ty: FVERMETD? HA: RARE LCR BRET. Tu: REOBMECS THD? HA: ALL. WOOF LMCOSAET. Tyr: £5 CH. ES OSVMESTRWELIDu Aven 1 You will hear an interview of Kim's daily life. ‘What do you think Kim does every day? Put check marks beside your guesses. 2. Listen to the dialogue and circle Kim's daily activities, Also take notes on any additional information you may hear. 3, Listen to the dialogue again and fill in the times below. : elo, A Bee RBs 9 4 8 fio H 2 BES PRA LES ERLE S BSBE THEMELETD? Objective: for students to talk about the sequence of activities 1 ROVE ER ‘The teacher places an overhead transparency of p. 13. The teacher then asks students what they do after they wake up. ex. HEA AEE: BEE: ete: SEE : ASAILPRFITES ETD 7 THERE ED, BETH BMELETH ? LEAREET. ASABEE TROLEARE ET. BSARRE THOME LETH? As the students give various answers, the teacher records them on the overhead. After students seem comfortable with the structure ~-C%> 5, have them explain the sentence formation. ‘The teacher hands out copies of p. 13 and/or 14. ‘Students go around the class asking each other about their daily routine. ‘Students report their findings to the class. A homework sheet is provided on page 15.13 Becha HeLete? ews a WeABEEF PHESOSWET | DARLEEED ZVED BS EEMBARS LA BAB EREF of BOS OW 2 BECKIAZEAEF | aA-b-#ORET ? APE, 2a BHoOTHH fe LETD ? e//«l(4][s PIT SAE ES a bic TVA b CET LEFF DADEF LET OS TAY ebebE byavic 2 WEED PERL ET WEES14 RichRotPh Fete He LET ? FLUe BARC E AAR ESS HET eeet LET Res x dade BRoe ayta- 2 Let RAE Let BACARRA CH DME LEDS ? oe |e CAD TBE LEF FVERREF SASEGILEF Blas | az BYES -FeURT | BARK eRSED EAEELAED 2. Ms eK YR I-BOUVETS BSEACILWY EF TRHREPEEF aBae MRSCHE UE AMES. Bogs YES Bbochb Me L&Tm? “use the ‘C form of the verb **be careful not to use the plain form with 4% because it means "so" or "therefore". A. Write about yourself. 1 Haacas . 2 BRR OWS ° 3 Ric Boome : 4 ce Becay i 5 HME Ucpe i 6 ces “che Beer. 7 hb Bie HEET. 8 cmb “She LE. 9 cmb REL HBc Bias. 10 TR RET. B Connect the appropriate phrases. 1 &ome Booms: BH Bows. 2 atve Rivops- “He prves. 3 Whe wocmp- He aires. 4 vyee Bacay. Fite fuss. 5 LAtse lice: Hic ows.PREC ARE ESR? Objective: for students to be able to discuss when they do various activities 1. The teacher asks the class what time they wake up and takes a survey. ex. BREAIMMETARE KTR 7 ESBS SA? CMEC SBE SA? ECBRE SA? Students raise their hands when their times are called, : ‘The teacher points to a clock and explains that C4 is used with approximate time, allowing a range of time. Students fill in the worksheet below with times for when they do various activities. Students interview a partner about their activities. Students could also practice the use of “Fi and 44 with time expressions, are py dpEL EES BEET. PRICTEET. DATBECEV ET. FLERAET, AAR EDELET. ayta-FevEt. YX I-#OVEF. / BSAA) EK. ET 7 ENA LOS LET. RET,7 BMRDATV aw Objective: for students to ask and answer questions about their daily routines a The teacher hands out the worksheet and demonstrates a sample conversation. 2 The teacher fills in a sample schedule on an overhead. 3. Students write about themselves, then find partners to interview. 4. When students complete the first interview, they find a different partner. 5. Students present one person's schedule to the class. EEF — Objective: for students to review daily activities by playing a game Tere Tne. a photocopies the gameboard on p. 19 onto a larger sheet of paper Grxi7). Students are divided into groups of 3 or 4. The teacher gives out a gameboard, | die, and pegs to each group. Students place pegs on the start box and take turns rolling the die. Students say sentences based on the pictures in the boxes, ie, sequence HE CHOW CORMERAKT, time PRUE A MCRERAET, (The teacher can decide on the structure to practice ahead of time.) 6. If students are unable to say the sentence, they do not move ahead. 7. For the squares with pictures of dice on them, the student rolls again to see which way to go. Yaee