Day９ トピック５

だい９か なんじに おきますか
Topic 5：
5： せいかつ だい９か なんじに おきますか

Attendance & Review

15 minSlide 1* Ask S to recall Can-dos L8, then show Slide 1* ASK What are the expressions learned for Can do 19? 20? 21?
* Actually ask some S the questions recalled by students* Ask S to recall the expressions when visiting, like instead of doorbell (), before entering (), etc.

めんくださいおじゃましますごIntroduction of the topic●Teacher’s Focus● To introduce a new topic through the introductory page (p.61).
Photos in p.61

T: In the previous topic, you learned to talk about one’s house & rooms, &how to visit. But do you often visit your friend’s houses? (NO) Why not?
(DON’T WANT TO DISTURB FRIENDS)
T: Before we visit, one of the things we have to find out is about one’s
In our 5th topic,schedule. 61(seekatsu), we will talk about things we do every day.
So let’s take a look at our Can-do’s.

ページを見てください。
どういう いみですか。

せいかつ「せいかつ」って●Teacher’s Focus●To Check the Can-do statements to see what you will be able to do by the end of each lesson.

Slide 2
*Show slide 2 of Can-do’sREAD:
23. Tell the time you do something
24. Talk about your daily routine

11

６じはんに おきます
Roku ji-han ni okimasu◆Situation◆ To talk with a co-worker or a friend about one’s daily activities.
●Teacher’s Focus●
To determine whether the students can handle both the new terms regarding time and the terms about
one’s daily activities, adjusting the amount of CD input information to the level of the students.

1

20 min113

Slide 3
* Show Can-do 23 slide, say: let’s start with can-do 23….
Before listening: Guess the meaning of the words
T: Do you have a routine every day? during weekdays? or weekends?
T: More or less, we all have a fixed routine of what we do daily.
* Ask some S for their routine, what time they wake up, sleep? Why early/ late?

1©2014 The Japan Foundation, Manila

Day９ トピック５

だい９か なんじに おきますかと ページを見てください。

T: 62 63
What do you think are the topics for today? (Actions, time)
T: So we will learn about actions we do regularly, as seen in this timeline. What are actions depicted here?
* T will not confirm yet whether answers are correct.
T: Let’s try reading the sentences before we listen to the CD.
*Sは絵を見ながら、文字を読む。

Listening –Listen & point
T: OK, look at your textbook while listening to the CD. Focus on the last word, pointing to it as you hear it.
You will hear other words not written in the textbook.
*T mentions “#1, etc..” to guide S through the CD.

聞いてください。

After listening: Confirmation of the meaning
T: What do you think these last words are? (Action words)* Easy to understand are: OKIMASU, NEMASU, TABEMASU* Ask S for the meaning of the verbs* Culture Note:-Japanese take a bath in the evenings, to relax before sleeping* Is this routine same for Filipinos?
* After S are able to guess the meanings, go to Oral practice.

おふろOral practice 1 (without time) -Listen & point
T: Let’s listen again to the CD. This time, while pointing to the words being said, repeat the LAST WORD ONLYof each phrase. (Can read from the textbook)
T: CDを聞いてください。それから、言ってください。

Oral practice 2 (without time): Confirmation of the meaning and pronunciation -Point & repeat
T: Next, I will say a sentence. Point to the picture being referred to and then repeat after me. (Can read fromthe textbook). For example, if I say, you point & say,. OK?
* Say sentences in order for the FIRST ROUND.
* Say sentences in random order as follows for the SECOND ROUND.

おきます

ねます
会社に行きます
しごとをしますしんぶんを読みます
おきます

114

Slide 4

おきます

うちに帰りますにっきを書きます
ばんごはんを食べます
シャワーをあびます
おふろに入ります

Guess the meaning of the word
T: Let’s recall our Can-do: “Tell the time you do something.”
T: Can you tell the time already? (No)
Oral practice 1
T: OK. 62,specifically the lower right portion.
There’s a pattern for the time, right? What is it? (Number + JI)
T: Listen & repeat after me, pointing to each time expression as we goalong.
* T says time in order, S = chorus

ページを見てください

Oral practice 2* Show slide 4 of time expressions with roomaji
T: Next, look at the slide. I will point to the time & you say the time.
* T points to time on slide IN ORDER*Reference: http://words.marugotoweb.jp/static_contents/pc/collection/time.php?lang=en(MARUGOTO Words collection “time”)

2©2014 The Japan Foundation, Manila

Day９ トピック５

だい９か なんじに おきますかSlide 5
Oral practice 3* Show slide 5 WITHOUT roomaji
T: Next, I will point to the time & you say the expression.
* FIRST ROUND T points to time on slide IN ORDER* SECOND ROUND T points to time on slide IN RANDOM「～はん」

Oral practice 4* Show slide 6 with HAN
T: For half past the hour, just add HAN. Repeat after me.
* T Says time in order, S = chorus

Slide 6

Oral practice 5* Show slide 5 WITHOUT roomaji
T: Next, I will point to the time & you say the expression.
* FIRST ROUND T points to time IN ORDER* SECOND ROUND T points to time on slide IN RANDOM

2

なんじに しますか。

What time does the man do the different things?

15 min115●Teacher’s Focus● To let the students focus on the time when listening to the CD.
Before listening
T: Our next activity will be a listening activity. For this listening exercise you will refer to the slide. You will hear
5 sentences. Get your notebook or a sheet of paper & write numbers 1-5 instead of ア オ . Write theletter of the action & the time mentioned.

□～□Listening sample #1 Track #115
T: Let’s listen to the example. What is the action & time? (61. 6（ろく）時半に おきます。

T: OK, let’s begin.

ア時半に おきます)

Listening: Guess the meaning of the sentences #2-5 Track #115
*T mentions “# 2, etc..” to guide S through the CD and pauses after each numberエウ

2. 7（じ）はんに かいしゃに いきます。
4. 10（じゅう）じに おふろに はいります。

3. 12（じゅうに）じに ひるごはんを たべます。
5. 12（じゅうに）じはんに ねます。

オイAfter listening
1)
2) 1
CD

ペアで答え合わせ問ずつ を聞きながら答えを確認

3

ばんごはんの あとで なにを しますか。
What do they do after dinner?

1 の ことばをみて ききましょう。

Look at the words in 1 and listen.

10 min116-119●Teacher’s Focus● To remind the students that the situation is talking about one’s activity
AFTER EATING DINNER, and to let them focus on the activity done after dinner.

3©2014 The Japan Foundation, Manila

Day９ トピック５

だい９か なんじに おきますか
Before listening
T: So we have just discussed the daily routine of a typical Japanese company employee. Next, we will listen toSpecifically, what their routine is
the routine of the 4 characters shown on p. 54. 54
after dinner, hence the title,
But before we proceed,
how about you? What is your routine after dinner?
* T gives example, pointing to the actions in the book:
T: Like for our character,.
How about you?...

ページを見てください。
ばんごはんを 食べます。それから 何を しますか。

ばんごはんを 食べます それから シャワーをあびます。

Listening sample #1 Track #116
T: Let’s take a look at the example. The answer is C, which is what action? (for that action in the dialogue.
* Play CD.
T: Did you hear? What portion of the dialogue? (Last line)
So focus on the last line. OK,

しんぶんを 読みます). So listen

しんぶんを 読みます
はじめましょう。

Listening: Guess the meaning of the conversation #2-4 Track #117-119*T mentions “# 2, etc..” to guide S through the CD and pauses after each number.
After listening
1)
2) S
3) 1
CD

ペアで答え合わせ 1(c) 2(j) 3(k) 4(e)の答えを聞いて、文を言わせる(Output)
問ずつ を聞きながら答えをチェック

Slide 7
Confirmation of the meaning
T: This time, listen to the CD with the focus on the MEANING of theconversation. Try to guess the flow of the conversation.
* Play Track #116
T: Can anybody give me the flow of the dialogue?
* Get the meaning of the kaiwa from the students.
* Show slide 7 of kaiwa.

はやいですね21

Hayai desu ne◆Situation◆ Talking about the time one wakes up & goes to bed for people of various occupations.
●Teacher’s Focus●
Before listening to the CD, let the students guess and talk about the occupations of the characters
based on the illustrations, and also to try to guess the time that they wake up &goes to bed.

1なんじに おきますか。なんじに ねますか。

120-124
15 minTeacher’s Focus
After listening to the CD and confirming the meaning of theterms about time, let the students practice saying time +using the memo in P. 62. Also, confirmof the meaning
and.

●Slide 8

What time do they wake up and what time do they go to bed?

●
「はやいですね」「おそいですね」

ごろ* Show Can-do 23 slide 8, say: LET’S start with can-do 23…..
Guess the meaning of the word
T: Do you have a routine every day? during weekdays? or weekends?
T: More or less, we all have a fixed routine of what we do daily.
* Ask some S for their routine, what time they wake up, sleep? Whyearly / late?

4©2014 The Japan Foundation, Manila

Day９ トピック５

だい９か なんじに おきますか
Slide 9Before listening
T: In the previous hour you learned how to say time, and also various
actions you do during a day.
* Show slide 9 & say
T: This is our topic for the next listening exercise.
T: Look at the words on the slide 10. Can you guess their meanings? ()T: 56* Let S read title

さ、ひる、よるページを 見てください。
何時に おきますか。 何時に ねますか。

あSlide 10

Slide 11

Listening sample #1 Track #120
T: First, let’s look at the characters. Can you recognize theiroccupations? (COMPANY EMPLOYEE, SUMO WRESTLER, MANGAWRITER, POLITICIAN, SINGER)
T: Let us first look at the example. The answers are? (6:30 & 12:30).
What should you focus on when you listen? (TIME)* Play CD.
T: What portion of the dialogue did you hear the time? (After thequestion)
Did you hear the 2 times together? (No, after each question)
So you now know the pattern of the dialogue. Focus on the time &write your answers. OK,はじめましょう。

Listening: Guess the meaning of conversation # 2-5 Track #121-124*T mentions “# 2, etc..” to guide S through the CD and pauses after
each number.
After listening
1)
2) 1
CD

ペアで答え合わせ問ずつ を聞き、答えを板書してチェック

Slide 12Slide 13

Confirmation of the meaning of conversation
T: This time, listen to the CD with the focus on the MEANING of theconversation. Try to guess the flow of the conversation.
* Play Track #120
T: Can anybody give me the flow of the dialogue?
* Show slide 11 of kaiwa*Show slide 12 TIME +pattern, then explainusing slide 13,
can practice saying (time +)* To teach meaning of/, ask S:
T:(DEPENDING ON ANSWER, SAY EITHER/. (Practice adj. by saying various “time/”

何時におきますか
おそいですねねますにごろ
はやい おそい

Memo (ni/goro)in p. 645©2014 The Japan Foundation, Manila

ごろ

はやいに おきますDay９ トピック５

だい９か なんじに おきますか2

だれが はやいですか。おそいですか。

Who gets up early and who goes to bed late?

10 min23Slide 14
Before talking
T: Before we have the activity, let’s practice the basic dialogue.
T: Repeat after me.
* Do T-S
T: Next we’ll have Group A & B. Change the answer depending on thetime flashcard I will show you.
* Do A-B, B-A

Talk in pairs - Interview
Worksheet: Nanji ni okimasu ka /nemasu ka
T: Let’s have an activity. We can imagine a situation where you have a Japanese for homestay. You willinterview your classmate regarding their waking & sleeping time. Fill in the worksheet with the information
you get. Within the time limit I will give you, Try to find out who wakes up the earliest/latest, & who goes tosleep the earliest/latest. You will have a presentation at the end of the activity. Don’t forget to greet yourclassmate at the start of your conversation, and also thank your classmate at the end of your conversation.
* After the activity, T can ask those who wake up/sleep early or late, or at irregular hours to share thereason why, before asking the S to present. Compare waking & sleeping times.

31

まいにち いそがしいです
Mainichi isogashii desu

◆Situation◆ Yoshida san talks about his family’s daily activities.
●Teacher’s Focus● Before listening to the CD, make sure that the students have familiarized
themselves with the times and activities shown in the exercise, and let them try guessing the answers.

1

よしださんに かぞくの いちにちを ききましょう。なにを しますか。
なんじに しますか。 10 min

125-128

Listen to Yoshida-san’s Family talking about their daily routine. What time do they do it?

Slide 15Show Can-do 24 slide,
T: Let’s start with Can-do 24…..
Before listening
T: For this listening exercise, we will talk about. By
listening to the CD, you will write down the letter of the activity andthe time of the activity in the blanks .
T: But first, let us look at who the family members are. We have, then?
* Let S recall L4, kazoku-can refer to p. 40.
(2=, 3=, 4=)* T can ask S to compare the schedule of their own
to that of the one found in the book. Ask S as to thedifference between routines of Filipino & Japanese housewife, elderly,
student* For’s schedule, can bring out fact that in Japan, only very richfamilies have maids
T: Let’s also review the time expressions & the actions. There are someactions you may not have learned yet, but focus on the time being
mentioned.
* Let S notice that first action =, last action =よしださんのかぞく

よしださん

おくさん おこさん おかあさんん、おかあさんおくさん、 おこさおくさん

おきます6©2014 The Japan Foundation, Manila

ねますDay９ トピック５

だい９か なんじに おきますか
Listening sample #1 Track #125
T: Let’s listen to the example. The answer is a and 10:30, so let’s listen to the CD id you can catch the activityand time.
T: This time, it’s a monologue & not a dialogue. OK, let’s begin.
Listening #2-4 Track #126-128*T mentions “# 2, etc.” to guide S through the CD and pauses after each number.
After listening
1)CD
2) 1

ペアで答え合わせ問ずつ を聞きながら答えをチェック

2

あなたの いちにちを はなしましょう。

24
10 minTeacher’s Focus
To let the students talk about their daily routines in 5-6 sentences by using
the activities of Yoshida san’s family as reference.

●

Talk about your daily routine.

Slide 16●

Talk in pairs
Worksheet: Anata no ichinichi o hanashimashoo
T: Our activity will be to share what we do & at what time during theday (true or made-up) with our partner. Say at least 6 sentences. Youcan use the slide shown as a guide. You can start with what time you
wake up & end with what time you sleep.
T gives example, and says:
T: After which the partner willanswer, and proceed directly in saying the schedule for the rest ofthe day.
* T can remind S that pattern is (TIME /+ACTION.)

さん、 さんは なんじに おきますか。に ごろ

T: The listening partner will react appropriately with phrases like?
* Ask S to give appropriate reactions.
Ex:etc.
T: Listen to your partner, as I will ask questions about your partner atthe end of the activity. No note taking is allowed. I may also call onsome of you to share your schedule with everybody.
* At the end of the activity, T can ask questions like:* T can ask a few S to present if there is time.

はやいですね、おそいですね、あ、そうですか

なんじに おきますか。
なんじに ねますか。
なんじに かいしゃに いきますか。

Can-do check
Slide 177©2014 The Japan Foundation, Manila