Merienda!

No. 29 February 2018

The Japan Foundation, Manila Nihongo Teachers’ Newsletter

The 26th Philippine Nihongo Teachers’ Forum
This Issue’s Menu
What’s Inside

2-3

Merienda Espesyal 1
The 26th Philippine
Nihongo Teachers’ ForumJPEPA Instructor’s Report

4-5

Merienda Espesyal 2
From the Nihongo Partners
Practice Teaching Courses
in Manila & Alabang
Minna no Nihongo Brush-up Course
Merienda’s Pick
JLE for Philippine
High Schools
Merienda Espesyal 3
Yatte mimasen ka?

6-7
8
9

Magkape Muna Tayo
Hello!
The 25th PNJK Anniversary
Urawa Update2017 Japanese-Language Programfor Sakura Network Member
Institutions
Sapin-sapin
Sensei no Wa
Oshaberi Salon
Banana Q
Glossary for the Serious
Nihongo Teacher
From The JFM Library10
11

Through the cooperation of The Japan Foundation, Manila and the Association of Filipino Nihongo
Teachers (AFINITE), the 26th Philippine Nihongo Teachers’ Forum was successfully held at the De La Salle
University, Manila on October 14, 2017. Around 80 Filipino Nihongo teachers, several of whom have travelled
all the way from Cebu, Bukidnon and other provinces, gathered for the forum entitled “Enhancing Strategies
for Teaching Language and Preparation of Instructional Materials for Nihongo Teachers”. The program
included a lecture, workshop, presentation of sample instructional materials, and sharing of ideas about the
topic. (Please refer to page 2 for more details on the program.)

The Japan Foundation, Manila
Offers Its First Minato Course
JF Japanese -Learning Minato is a Japanese language
learning platform provided by the Japan Foundation. The
first course offered by the Japan Foundation Manila under
this platform is the Marugoto A1-1 (Katsudoo & Rikai) Tutor
Support Course. In this course, students learn about Japanese
language and culture by doing online exercises and attendingclasses at the Japan Foundation Manila once every two
weeks. Classroom lessons give the students an opportunity
to use the Japanese that they have learned online throughcommunication activities and roleplay.
Among the twenty students selected to participate
in the pilot course, eight enthusiastic students have beenable to complete the online module.
We encourage you to learn Japanese language andculture by joining not just the Minato e-Learning coursesof Japan Foundation, Manila, but the courses being offeredby the Japan Foundation Kansai Center (KC) as well.

KC Courses include topics like MARUGOTO
Katsudoo & Rikai (A1-1, A1-2, A2-1, A2-2 levels)
HIRAGANA, KATAKANA, Japanese in Anime &Manga (A1, A2 levels), KC Yom Yom, and HAIKU.
Please visit the website https://minato-jf.jp/
for more details.

The 26th Philippine Nihongo
Teachers’ ForumMay 21, 2016
(JICA Philippines Office Auditorium)

Message from the ParticipantsI

Ronnie Cabuyao lived in Japan for 14
years as a Research and Development
Engineer for Automotive Wire
Harnesses. Currently, he is working at
a Japanese manufacturing company
where he teaches Japanese to
its employees. He also worked parttime as Japanese language instructor
at a university in Pampanga. He
occasionally attends various JFM
language teaching courses and islooking forward to putting up his own
Japanese language school someday
in his hometown in Angeles City,
Pampanga.

t was my first time to attend the Nihongo Teacher’s Forum last October 14, 2017 after
having wanted to attend this event ever since I find out about it. So, despite the badweather and despite the distance I had to travel to get to the event, I made sure I would
not miss it this time.
It was good that I already knew some of the people in the event because I did not feel outof place or alone during the entire event. However, even if I did not know anyone in the event,I think I would not have felt left out because everyone is so friendly (from the organizers to theparticipants) and anyone will definitely make new friends and connections on this event.
The hosts that day were very funny and entertaining. They made the entire program
lively and upbeat.
It was quite a surprise, though, that the speakers who were invited for the event were
non-Japanese speakers or did not have anything to do with the Japanese language. This wasquite refreshing and offered a new insight into Japanese language teaching.
What the speakers taught us were skills that can be useful for teaching a new language
such as Japanese. We learned from them the methods they use for teaching in a fun andengaging way. They also gave us ideas on what and how to prepare materials we can use toteach different topics in Japanese.
The entire program was organized and productive and I want to attend more future
trainings such as this. I also hope that more people in the Philippines would be able toparticipate and join this training. Maybe in the future, JFM could come up with live streaming
videos for those who could not be physically present in these events.
Thank you very much to the Japan Foundation, Manila and the Association of Filipino
Nihongo Teachers (AFINITE) for making Japanese easier to learn and for providing a lot of
support for Filipino Japanese language teachers.

Program
AM SESSION
Lecture: Teaching Strategies
in Foreign Language Teaching
Ms. Nancy N. Lim
College Instructor, Pamantansan
ng Lungsod ng Valenzuela
QUESTION & ANSWER

PM SESSION
Workshop: Preparation of Instructional Materials
for Foreign Language Teaching
Mr. Ernesto D. Ylasco
Education Program Specialist II, DepEd Schools Division Office, Caloocan City
Workshop and Presentations
SummaryMerienda!

ESPESYAL 1

3

T

he invitation of the Japan Foundation, Manila for Nihongo Teachers has
made me fall in love with Japan the second time around. Last October 14,
2017, I was blessed to be one of the participants of the 26th Philippine
Nihongo Teachers’ Forum. I, together with my fellow Nihongo teachers havesurely learned so much from the forum. The speakers were very commendable,that has made a huge impact on the improvements that I am now applying
in my teaching strategies and most especially on the instructional materials I
am using to efficiently teach the language. The people were very friendly andapproachable that created a positive vibe throughout the forum which made it
even more memorable.
As a neophyte of this journey, I am very blessed to have experienced suchrare and worthwhile moment. It has opened me to many possibilities that will
hopefully make me more immersed in this wonderful culture and make friends
with my other fellow Nihongo teachers. Daghang Salamat, Japan Foundation,
Manila!

Trizia Fesuel M. Moreno (center), together with her fellow Nihongo
teacher, Mr. John Mark P. Timay and with Nihongo adviser, Dr.
Mercidita S. Villamayor. She is a college instructor of the Hospitality
Management Department of Bukidnon State University. She is also
one of the Philippine-Tohoku Goodwill Ambassadors last May 2011
in Japan.

JPEPA Instructor’s Report

Ma. Filameda S. Horiuchi is a graduate of BS
Industrial Education major in Drafting Technology
from Technological University of the PhilippinesManila, where her thesis on Master of Technology
Education is in progress. She is a PBET passer
and TM1 certified. Attended Japanese Studies in
Waseda University, Tokyo and Japanese Language
Extramural Course in UP-Diliman. Presently
connected with NLSI-TESDA, TUP-Manila andJF-EPA Program as a Japanese Language Lecturer.

I started attending trainings at the Japan Foundation, Manila way back 2013. That time, I
was not aware what EPA was and my confidence in teaching Nihongo was not enough. I tried
teaching under EPA a year later to its 7th batch, where prior to actual schedule, there was a
preparatory seminar. Each team was composed of 4 Japanese and 2 Filipino lecturers. The
system was entirely new to me. I was lucky to have supportive team members who answered
my queries; even our head lecturers helped me facilitate some points when necessary. A year
went by, again and again, until this became my 4th time to teach under the program.
Sometimes, when we expect less the more is given to us, as I got a chance to participate
in the Summer Training Program for Foreign Nihongo Teachers in Urawa, Japan this year. It
was such a great opportunity to learn the latest methods of teaching with other Nihongo
teachers from all over the globe. Our acquired techniques can be applied into our own lessons
to make them more communicative and interesting. During that period, we also visited
caregiving facilities and institutions where the EPA candidates proceeded after their training in
the Philippines. It was indeed a meaningful experience to talk to former candidates. And those
who were in the review class displayed improved language skills as they explained situationsin Japanese, and were able to write medical terms in Kanji. I reminisce the days when they
were just starting, and were elated that I was once a part of their success!
Seeing where they are and what they do made me understand the importance of the
preparatory Japanese class; for lecturers like me need to be more creative, responsible andresourceful in order to meet the challenges in the field of teaching. I appreciate it that EPA
supports Nihongo teachers and provides a venue to learn more. May this program endure andstrengthen the bond between the Philippines and Japan!

4

From the NIHONGO Partners
The “NIHONGO Partners” Program endeavors to support local Japanese-language teachers and students bysending Japanese nationals predominantly to secondary education institutions in the 10 ASEAN countries.

Metro Manila Realizations About Your Experiences and Being a Nihongo Partner Here in the Philippines
Chiya Murata (University of the Philippines)
The University of the Philippines has 12 Japanese classes. 300 students are studying
this semester. They are very interested in Japan; sometimes I am surprised thatthey know much more about Japanese manga, culture, famous places in Japan
than I do. Because of that, it’s a very good opportunity for me to think deeply andappreciate Japanese culture more.

Kensuke Kimura (Quezon City High School,
San Antonio National High School)
Teachers in the Philippines are very cheerful. You can see the teachers
enjoying especially when there are school events, and they are always
excited with their students. A certain teacher told me this phrase, “Join them!
(students)”. Teachers in this country always share good atmosphereand enjoy every moment with their students.

Pangasinan Points that Need Improvements in the Japanese Language Education in the Philippines

Yukari Shimomura (Juan G. Macaraeg National High School)
Hirotaka Toshioka (Mangaldan National High School)
地方では日本語の情報が不足しているので、日本語を勉強する必要性を浸透させることが最優先だと考えます。先生方は多忙なので、まずは日本人の日本語教師が授業の中で積極的に主体的な役割を果たし、先生方の日本語の力が伸びていく中で徐々に現地講師との役割分担を見直していくといった仕組みを構築するか、現地の先生方が日本語学習時間がもっと確保できる環境作りが必要に思われます。

Cebu the Nihongo Partners Program

Hopes and Expectations for Japanese Language Education in the Philippines and also for the Future of

Takuto Kawashima (Buanoy National High School)
現在、フィリピンの日本語教育は需要が高まりつつあります。
今後、日本や日系企業で働くフィリピン人が増えることは確実であり、大変注目されています。一方で、それに伴う文化の衝突も心配です。
日本語パートナーズ事業には、日本・フィリピン両国の文化を理解するための活動や、日本語教育の需要を増やすための活動がこれまで以上に期待されていると思います。

5

Merienda!

ESPESYAL 2

JFM Teacher
Training

きょうしけんしゅう

教師 研 修Practice Teaching Course

Every year, the Japan Foundation, Manila offers this course to active or aspiring Filipino Nihongo teachers or those who wish to take basic
training in teaching Japanese. Participants take up instructions on skills in classroom teaching.

Alabang

ManilaPractice Teaching Course in Manila • September 23, 24 & 30, 2017

Practice Teaching
Course in Alabang(PAD Foundation)
October 7 & 16, 2017

Minna no Nihongo Brush-up Course
November 6 – December 13, 2017
In the “Minna no Nihongo” Brush up course, teachers are able to review their knowledge of Japanese grammar,
and at the same time learn how to teach different grammar points.
It is very helpful for NihongoThis course is very nice sinceteachers who want to makeit helps teachers gain more

the lessons more interestingknowledge on how to facilitate

for the students.

effective classroom activities.

6

JLE for philippine high schools
CJH Update

The enTree 2 (E2) course for the 4thbatch of CJH teachers will continue until
March 2018. The enTree 3 Course (E3)will start on April 2018. The Followthrough Training Sessions will be held
once a month in Manila & Cebu.
Incoming CJH-related Activities(April-May 2018)
enTree 3 Summer Intensive
Course in Manila and Cebu
April 24 – May 25, 2018
10-day Immersion
Program in JapanMay 11 – May 20, 20182017 CJH Pedagogy Seminars
The Japan Foundation, Manila (JFM) has
been conducting Pedagogy Seminars twice ayear for the public high school teachers of the
SPFL program in Japanese who have completed
the three years training course since 2014.
On November 2017, the JFM conducted two
seminars. On November 11 (Saturday) in theJapan Foundation (Manila) and on November 18(Saturday) in Applied Nutrition Center (Cebu).
In Manila, the topic was “How to Use
Vocabulary Map in Advance”. A vocabulary map
is a visual organizer that promotes vocabularydevelopment for foreign language learners.
It was already adapted in enTree as one of thereflection materials, however in this seminar, it
encourages that it is not only arranging set of
vocabulary words but it also serves as a practicein conversation or writing. The participants might haverealized a positive effect of vocabulary map throughthis seminar and are expected to apply it to theirlessons as well as in studying Japanese language.
In Cebu, the topic was about the “Best PracticeContests”. It was a contest of good practices in
the respective schools. There were 2 sections: firstwas the enTree section which is related to theenTree lessons; second was the Special Activities
Section which includes any activity except enTree
lessons such as Nihongo Fiesta, and Collaborations
with Nihongo Partners, etc. A presenter made a
3-minute presentation using PowerPoint withpictures. Participants learned a lot of interestingteaching ideas from teachers of different schools.
Furthermore, it became a good opportunity toreflect on their own Nihongo teaching activities.

Re-training for Batch 1, 2, 3
teachers in Manila
April 24 – May 25, 2018
*CJH: Course on Japan for High School
Classroom Instruction; Teacher Training
Program for Public High School Teachers
under the Special Program in Foreign
Language: Japanese of DepED-BCD
Manila pedagogy

Cebu pedagogy

JS Forum 2017 in Japan いろいろなひとがいることをたのしもう!
Erena Fukuoka
Program Coordinator, The Japan Foundation Manila
Being part of the にほんご人フォーラム2017 was a great opportunity for me to see thecurrent situation and innovation of the Japanese Language Education in the Philippines as wellas in other countries. Language is not a barrier when interacting with others. What is importantis you understand what the other party wants or what they need and how you can make themunderstand what you want to say. If you have ‘Omoiyari’ and ‘Egao’, you can make a lot of friends.

わたし

く ふ う

How do I apply the enTree* method in class? 「 私 の工夫」㻌 㻌
School: Cordova National High School
Principal: Evelyn G. Malubay
Teachers: Sheila D. Mabras
Maria Cristina A. Sandal
Grade levels: Grade 9 /10 (118 students)
Cordova National High School under the SPFL
Program offers the enTree 1 subject to 118 students.
enTree 1 offers salient features that boost
students’ interest in learning the Japanese language
and culture.
Teaching enTree to students is fun andexciting. We make sure that students are moreengaged in the learning process (throughintroducing learning strategies) by using multimedia instructional materials that ignite students’interest in the subject such as teaching vocabulary
lessons with songs and actions that are meaningful
for students’ retention of the lessons.
Teaching enTree becomes more effective
also by involving students in cultural sessions

with the help of our hardworking NihongoPartner Saki Okamoto. Cultural sessions assuch writing calligraphy, wearing yukata,dancing bon odori and learning how
to use chopsticks have caused great
enthusiasm and eagerness for ourstudents.
Furthermore, students were able toreflect on rediscovering and appreciating
one’s own culture. They were also able toembrace and respect cultural differences
between each country, the Philippines andJapan. We believe that by fostering students’interests, we create a positive atmospherethat is beneficial to activating students’
engagement that is very relevant to the success of
the Nihongo program. As Alfred Mercier have said,“what we learn with pleasure, we never forget.”*”enTree - Halina! Be a NIHONGOJIN !! -” is a resource-type teaching material designed by The Japan Foundation, Manila to respond to the need for developing human resources who possess Japanese communication skills.
This teaching material aims to allow the students to find their personal goal, learn about the world and themselves, and achieve self-growth while accomplishing their particular goal. One special feature of enTree is that it seeks toenhance not only the learners’ language ability, but also their intercultural competency.

JS Forum 2017 in Japan いろいろなひとがいることをたのしもう!

Eduardo B. Tan
Teacher, Doña Teodora Alonzo High School(Former School - Florentino Torres High School)
Joselito B. Bisenio
Teacher, Makati Science High School“It is important to enjoy yourself andembrace whatever comes your way whether
it’s a challenging day or a great day, justwelcome it with open arms.”
This was the quotation that inspired me a
lot when I attended Japanese Speakers’ Forum
held in Japan last August 17-September 1,
2017. The forum’s theme for the students’program was “いろいろなひとがいることをたのしもう! For the teachers’ program, eachcountry representative was asked to design
a lesson which will be shared with otherteacher-participants and to do a demo lesson
with the same lesson/topic. むずかしかったです が おもしろかった です!
The forum became an avenue to meetother high school teachers and students
of Japanese language. たのしかったです!
During the forum, there were several activities
essential in improving one’s skills in teaching
the Japanese language. Since the forum
was designed to help teachers improve theirpedagogical skills, one cannot help but tofeel challenged. Always, the benefits ofparticipating in the Japanese Speakers’ Forumare more than the costs because you are
not only improving as a Japanese language
teacher but you are also weaving a thread thatconnects you to other Nihongojins!
School: Pitogo High School
Principal: Lilybeth D. Sagmaquen
Teachers: John Joseph D. Ortiz
Charry S. Sarmiento
Grade levels: Grade7 / Grade 9 / Grade10 		
(40 students)
When I first heard the new about the training
in teaching Nihongo to Filipino high school
students, I got really excited because I know it wasgoing to be fun and challenging at the same time.
Learning the language is one thing, teaching it isanother. Though we have students who are very
eager to learn, there are still difficulties that weface from time to time. Primarily because, unlike
English and Filipino, which were taught to themfrom the very beginning since they started inschooling, Nihongo is a very different language
and it is just being introduced to them now.
Another major difference is that Nihongo uses
characters (Hiragana, Katakana and Kanji) which arecompletely unknown to them, unlike English andNarvyn Clarie L.Carillaga
Student, Makati Science High School

Elaine S. Lalusin
Student, Florentino Torres High School (Manila)

The words “Beautiful”, “Pretty”, “Amazing”,
and “Incredible” are not enough to describe
my experience in Japan. At first, I felt shockedby how clean and organized Japan is. The
pathways where people walk in and the roads
where vehicles pass by are neat and orderly.
Second, I was amazed by the kindness of theJapanese people as well as their hospitality
and their discipline, which made me think
twice before doing a certain thing, and being
careful to the things I say and do. Third istheir food, there was not a single meal in mystay in Japan that was not delicious. From
breakfast to dinner, all the food that I ate
were superb and even the snacks I boughtin convenience stores were delicious, I truly
missed Japanese food when I came backto my home country, the Philippines. Lastlyis their culture, Japanese culture for me issuch a wonderful thing, though I haven’t
learned everything yet, the few activities
that I experienced such as; wearing a yukata,performing wadaiko, and experiencing
summer festival made me want to know more
a lot about their culture. Though I am not yet
fluent in Japanese, through these experiences
I know there will always be a room for
improvement. I can’t wait to come back toJapan someday!

My experience in Japanese Speakers’ Forumis very unforgettable! The lessons we learned,
places we visited, food that we tasted and many
more! I’m very honored that I’d get to participate
on this forum. ありがとうございました, JapanFoundation, Manila and Kamenori Foundation!

Wearing of Yukata - Philippine Representative

Nicolo Daniel M. CaféStudent, Juan G. Macaraeg National High School(Pangasinan)

Time passes, but memories remain. In theforum we created a lot of memories in a shortperiod of time. Day by day I realized that friendshiphas no boundaries, even though we have different
diversities and cultures. The forum showed to me
that communicating and interacting with different
cultures develops multiculturalism that showcases
our understanding in accepting and promoting theculture of others. At the end of the forum, the only
thought that crossed my mind was the importanceof entrusting your hands and connecting yourself
without hesitation to the other races.

Ever since our arrival from Japan on September
1, 2017, people have always been asking “What wereyour experiences in Japan and how do you feel
about them?” And I was glad to answer all of them.
When the JFM asked the same question, I didn’t
even think twice before answering.
I could only describe participating in aninternational forum with other global-mindedstudents, exhilarating. I had difficulty collaboratingwith some because I wasn’t proficient at Japanese,but I still managed and even befriended many
people there.
We also got to visit Tokyo. The beautiful citythat I used to see in anime all the time is even moremagnificent in person.
I’m going to visit Japan again in the future
because for me, great experiences should never
happen once in a lifetime.

Filipino which use both the Roman
alphabet. It really is a big challenge.
During our first year of
training, when we were taught ofthe enTree method of teaching,
I figured it is not much different
from our style of teaching under
the K-12 curriculum, wherein,
we let the students discoverlearning on their own and we
act as facilitators and guidethem throughout the process.
However, since again, Nihongo isa new language to them, it takes
a greater deal preparation to see to it that theobjectives of the lesson are met. So, how do I apply
the enTree method in my class? Well, just like how
we are trained to do it, we ask thought-provoking
questions that would lead to the introductionof the lesson and the preliminary informationthat are connected with it that aims to spark thestudents interests and assess if they have any priorknowledge about the lesson. This is
maintained throughout the entire
session, never spoon-feeding theinformation to the students. Being
loyal to this method of teaching can
be a bit difficult sometimes as there
will be instances when the students
will have zero knowledge to what
we are getting at, but nevertheless,we try to stick to this method at
all times. For example, on the partof a lesson wherein we have to
discuss the presence of Japan in thePhilippines and vice versa throughtrade, we let the students discover what are theproducts that came from Japan that are already apart of every Filipino’s life and later on, ask them
what they think are the products of the Philippinesthat are imported to Japan. That way, we let thestudents’ curiosity lead them towards the answer
to those questions and the content of the lesson.
Hence, applying the enTree method in our classes.

Sophia A. Pleje
Student, Pitogo High School (Makati)

8

Merienda!

ESPESYAL 3

Yatte Mimasen ka?
Methods on How to Come up with Ideas on Making Learning Interesting～Gamification～

池津 丈司（いけづ じょうじ） Joji Ikezu
It is not easy to come up with ideas to make one’s classes interesting, right? Today, I would like to introduce
a method that will enable you to conceive of ways to make your lessons enjoyable, such that an uninterested highschool student taking Nihongo as an elective will turn into a motivated learner. This is called gamification.
According to the theory of gamification, human beings have various desires, and if the actions that will satisfy
their desires do not require effort, these will be irresistible. This principle, being used in marketing, training, etc., isknown as gamification. However, it does not mean that it is enough to just include games in one’s lessons. It is using
the principle that students would be looking forward to an interesting and irresistible game that should be the basis
in designing one’s lessons and exercises.
Undoubtedly, teachers have experienced their students becoming excited when the topic of a conversation orreading exercise is 「たべもの」,「れんあい」, or 「おかね （かいもの）」. From the viewpoint of gamification it is said that these topics are
exciting because these are important for everyone throughout their lives, and are considered topics of high concern for all.
The psychologist who advocates this theory of gamification is Steven Reiss. According to him, human beings have the following 16
basic desires:
Acceptance, the need to be appreciatedCuriosity, the need to gain knowledge
Eating, the need for food
Family, the need to take care of one’s offspring
Honor, the need to be faithful to the customary values of anindividual’s ethnic group, family or clan
Idealism, the need for social justice
Independence, the need to be distinct and self-reliant
Order, the need for prepared, established, and conventional
environments

Physical activity, the need for work out of the body
Power, the need for control of will
Romance, the need for mating or sex
Saving, the need to accumulate something
Social contact, the need for relationship with others
Social status, the need for social significanceTranquility, the need to be secure and protected
Vengeance, the need to strike back against another person(Sarah Mae Sincero (Mar 18, 2012). 16 Basic Desires Theory. Retrieved Nov 21, 2017 from Explorable.com: https://explorable.com/16-basic-desires-theory)

Roughly 20 years ago there was a popular handheld oval-shaped digital pet game known as “Tamagotchi”.
Everyone was carried away by the imagination of nurturing mysterious characters inside the game without setting
a competition against others. This can also be explained in the gamification theory that there is “the need to takecare of one’s offspring” (Family), which explains why it is very interesting and irresistible.
If we are to apply this to a class, let’s say for example that there are three members to a team who are tasked
to cultivate seeds or insects. They may be asked to research best practices in growing seeds using the Japanese
Language, or make an observation record written in the Japanese Language. If they are going to cultivate
vegetables, they fulfill the “the need for food” (Eating). With this, learning becomes more fun.
Another example is to use the desire for “Independence” or “Order” for the study of grammar like the “te-form” of theverb. It may be more effective to have the students look for the regularity and discover the grammar rules
instead of the teacher teaching them with considerable effort. Have groups discuss and find the regularity,then after that, have them present the results to the class. This will be more fun as the desires for “Acceptance”
and “Honor” will be fulfilled.
With that, here is a task for you. How can you apply the desire for “Saving”?
For example, look for items around you with Japanese words written on it, take pictures and attachedthem to a card board. Consequently, write the date and place when and where you found the items, howthese words are read, their meanings, your impressions and comments, etc. upon finding these items. Then
keep them in a portfolio. How about that?
The more you gather, the more you will know what aspect of your life is influenced by Japan, how you
are affected by it, and probably will increase your motivation in studying Japanese.

9Magkape Muna TayoManabu Kobayashi

Marie Stephanie Gabica

Hi, I am Manabu Kobayashi. I came to the Philippines
with my wife & son last July 2017. My job in the JFM
is new to me, even though the working style in thePhilippine style is very tough, I try to do my best andenjoy working. Yoroshiku onegai shimasu.

Emerie Lo
はじめまして！私はエメリーです。ダバオから来ました。I have been working here at JFM for 7 months
already. I can say that it has been a great experience
to be working with great and talented people.
I am looking forward to learning more and acquiring
new skills. どうぞ宜しくお願いします。

皆様、はじめまして！私はステファニーです。6月からJFMで働き始めました。ダバオから来て初めてのマニラの仕事で緊張していましたが今、段々とマニラの生活と仕事にも慣れてきました。これからも色々な経験をすることを楽しみにしています！
精一杯頑張りますので宜しくお願い致します。

Yasuko Ogawa
はじめまして。小川靖子（Ogawa Yasuko）です。10月にフィリピンに来ました。ＥＰＡを担当しています。フィリピンは初めてですが、みなさんの笑顔がとても印象的で素敵ですね。まだまだわからないことも多く、毎日が新しいことの連続ですが、笑顔を忘れず、楽しみながらチャレンジして行きたいと思っています。どうぞよろしくお願いします。

The 25th PNJK Anniversary
The Japan Foundation, Manila received a Plaque of Appreciation fromthe Philippine Nikkei Jin Kai International School for the “JFM’s invaluable
support by giving training program and study tour opportunities in Japanto students and teachers”. It was given on the 10th day of October 2017,
on the occasion of the 25th founding Anniversary of Philippine Nikkei Jin
Kai International School at the Mindanao Kokusai Daigaku, Davao City,
Philippines. Mrs. Cecilia E.J. Aquino received the plaque of appreciation on
behalf of the Japan Foundation, Manila.

Urawa
UpdateThe program is designed to provide
teachers of the Japanese-language
working abroad an opportunity to
improve their Japanese
language skills and teaching
methodology and to deepen theirknowledge of Japan.
It is being conducted at The JapanFoundation Japanese-Language
Institute in Urawa, Saitama, Japan.

Josef Carlo Orillo is a Japanese-language instructor and translator at the Nihongo Center
Foundation, Inc.. He has experience in teaching elementary and intermediate level Nihongo,
Nihongo conversation, and Nihongo for caregivers and nurses.

A presentation about Japanese culture. A group
activity with representatives from Indonesia and aJapanese college student volunteer.

Wearing yukata during the natsu-matsuri workshop with fellow representatives
from the Philippines, Panama, Indonesia, and Vietnam.

2017 Japanese-Language Program for Sakura Network Member Institutions
The 2017 Japanese-Language Program for Sakura Network Member
Institutions was held from June 14 to July 12, 2017 at The JapanFoundation Japanese-Language Institute, Kansai (JFKC). The programaims to support Japanese-language education for Sakura Network
member institutions and countries where the institutions are located,
as well as strengthen the relationship between Sakura Network
member institutions. The participants from the Philippines were Ms.
Ellen Ocharon (Nihongo Teacher, MKD), Mr. Manahan, and Ms. Leila
Halos (Student, UP Diliman)

Experiencing Japanese culture - Wadaiko (Japanese Drums)

Michael Manahan (standing fourth from the right) is an Instructor at
the UP Diliman Department of Linguistics where he teaches Japaneseand Linguistics courses. He is currently an MA candidate at the UP
Department of Anthropology.

10
先生の輪は、日本語教師の交流の場です。
もっと楽しく、もっとおもしろく一緒に日本語教育について勉強しましょう！

Sapin-sapin“Sensei no Wa” is open to both experienced and neophyte Japanese-language
teachers, and offers a platform for information exchange with one’s peers. It is forthe further encouragement of Japanese Language Education and aims to support
professional enrichment and network expansion through interactive learning.

Let’s join Sensei no Wa

How to Use Japanese TV Programsfor Nihongo Learning
June 9, 2017

Internet Learning Tasks
for Japanese Language Learners
August 11, 2017

Beyond Minna no Nihongo Renshuu C:
Communicative Exercises
Based on Textbook Dialogue
November 11, 2017

Ms. Maria Cielo E. Sales
Japanese SAP L1 Support, DXC(formerly known as Hewlett and Packard Enterprises)
2014-2016 Nihongo Teacher,
Miriam College (Middle School)
Grantee of The Japan Foundation Long Term
Training Program for Teachers of the JapaneseLanguage, Saitama, Japan(September 2016 – February 2017)

Ms. Charisma P. Coloma
Japanese-language instructor
at the Japan Foundation, Manila
Grantee of the Short Term Teacher’s Training
Program at the Japan Foundation
Language Institute in Urawa(Summer 2016)

Mr. Josef Carlo O. Orillo
Japanese-language instructor and translator
at the Nihongo Center Foundation, Inc.
Grantee of the Short-Term Teacher Training
Course at the Japan Foundation Language
Institute in Urawa, Japan.
(Summer 2017)“Oshaberi Salon” is a free event for Nihon enthusiasts held at theJapan Foundation, Manila. During each session, the participants try
to complete a task on their own or collaborate with others using
Nihongo. The participants not only discover something new about
Nihon or Nihongo, but they can also try their Nihongo skills, get a lotof inspiration, and form a new network. If you know someone
who is a Nihon enthusiast, “Oshaberi Salon” might be ideal!

私の好きな漫画My Favorite Manga
October 20, 2017

私の町
My Hometown
July 14, 2017

私の行ってみたい
日本の場所
Places that I Want
to Visit in Japan
November 10, 2017

私の好きな歌My Favorite Song
September 8, 2017

私の好きなスポーツ
My Favorite Sports
December 15, 2017

Banana Q

㻌
㻌
くに

なまえ

かんじ

か

国の名前を漢字でどう書く？㻌 by Yasujiro Takei
くに「比律賓」これって、どこの国かわかりますか？㻌
かんじ

だいす

Glossary
for theSeriousNihongoTeacher11

そうです！漢字が大好きなあなたならわかりますよね！？㻌
「フィリピン」です。㻌
にほん

くに

なまえ

かんじ

あらわ

日本では国の名前をカタカナではなく漢字で 表 すこともあります。㻌
した

かんじ

くに

あらわ

下の漢字は、どの国を 表 しますか？㻌 では、さっそくチャレンジしてみましょう！㻌
ぜんぶ

Good
luck!

かんじはかせ全部できたら、あたなは漢字博士です！㻌
㻌
㻝）英国㻌
㻞）印度㻌
㻟）泰㻌
㻠）伊太利亜㻌㻡）独逸㻌
こたえ 1）イギリス 2）インド 3）タイ 4）イタリア 5）ドイツ 6）スイス

㻢）瑞西㻌 ※㻴㼕㼚㼠㻌 ：ヨーロッパの国です㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌Be part of thegrowing familyof the JFM library;sign up now for membership!
The library is open to
researchers/borrowers from10:00 a.m. - 7:00 p.m.,
Mondays to Fridays, and from9:00 a.m. - 1:00 p.m. on Saturdays.
It is closed on Sundays & Holidays.
Please present an ID card
at the Charging Desk.

For those who wish to become
Library members or want to know
more about the library, visit
www.jfmo.org.ph/about_us_libraryor call (02) 811-6155 to 58.

語彙マップで覚える漢字と語彙 初級1400
語彙マップで覚える漢字と語彙 中級1500
Have you heard of a “Goi Map”? A “Goi map” is a tool for learning
vocabulary. Vocabularies associated with certain words and theirrelations are arranged and shown in a diagram. You will be able tolearn the words and kanji within a common topic, therefore it is easy tomemorize and use them.
The important and frequently used vocabularies are chosen bycorpus. It can be used for JLPT preparation. Elementary and intermediatelevels are available with English translations. Not only for Japanese learners but Japaneseteachers must check this out as well.
NIHONGO EXPRESS Practical Conversationin Japanese Basic 1ビジネス日本語会話
NIHONGO EXPRESS Practical Conversationin Japanese Basic 2ビジネス日本語会話
You can learn elementary level grammar and conversation in abusiness scene. Many useful business conversations can be practiced using
these books. It includes a CD that contains various model conversations for 8
to 11 hours. If you need business Japanese, check this book.
マンガ『坊っちゃん』 英語圏版
『Botchan』by Natsume Soseki is one of the famous novels in Japan.
Have you read it?
This is a unique Japanese textbook since it is written in manga style.
The textbook is derived from a classic Japanese novel, so you can learn thestory at the same time learn the Japanese language. This makes it easierand more enjoyable to learn. In addition, a website is provided for the user
to download and access the practice exercises, vocabulary lists, and culture
notes for free.

JFM Courses & Workshops
February to June 2018

Courses for Nihongo Teachers
Minna no Nihongo Brush-up Course
April 11 – May 21 (Weekdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition: Php 1,800
Practice Teaching Course
March 17, 18, 24 (Saturdays & Sunday)
9:00 a.m. – 5:00 p.m. (24 hrs.)
Tuition: Php 1,200
Courses for Nihongo Learners
Marugoto Starter (A1) Traveler’s Course
March 17, 24 & 31 (Saturdays)
10:00 a.m. – 12:00nn (6 hrs.)
Tuition fee: Php 900
Marugoto Elementary 1 (A2) Module 1
March 19 – May 7 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,500(Inclusive of textbook)
Marugoto Elementary 2 (A2) Module 2
April 18 – June 5 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (28 hrs.)
Tuition fee: Php 6,000(Inclusive of two textbooks)

Marugoto Starter (A1) Module 1
May 28 – July 11 (Mondays & Wednesdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,400(Inclusive of textbook)
Marugoto Elementary 2 (A2) Module 3
June 19 – August 2 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (28 hrs.)
Tuition fee: Php 6,000(Inclusive of two textbooks)
JLPT Interactive Lecture & Exercises*Registration is separate per session /per level. Contents are the same.
N5 April 4 (Wednesdays)
Time: 9:30 a.m. - 1:00 p.m.
N4 April 11 (Wednesday)
Time: 9:30 a.m. - 1:00 p.m.
Regular Events (Free Admission)
Sensei no Wa
March 16 (Friday), April 13 (Friday),June 8 (Friday) 6:30 – 8:00 p.m.
Oshaberi Salon
February 9, March 9 (Fridays)
6:20 – 8:00 p.m.

Marugoto Elementary 1 (A2) Module 2
May 16 – June 18 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (28 hrs.)
Tuition fee: Php 4,500(Inclusive of textbook)
The above schedules are tentative. Please check the JFM website (www.jfmo.org.ph)or Facebook page (www.facebook.com/jfmanila) for updates.

THE 2nd JAPANESE LANGUAGE PROFICIENCY TEST 2017
December 3, 2017 (Sunday)
Number of Applicants

Manila
Cebu
Davao
Total

N1
166
12
37
215

N2
459
62
53
574

N3
686
118
81
868

THE 1st JAPANESELANGUAGE
PROFICIENCY TEST 2018
July 1, 2018
Manila, Cebu, Davao

N4N53,489 1,762
345
287
340
443
4,174 2,492

Total
6,545
824
954
8,323

Online registration period:
Februrary 7 - March 6, 2018
Please visit the JFM website(www.jfmo.org.ph)or Facebook page(www.facebook.com/jfmanila)
for more details.

Merienda!
The Japan Foundation, Manila Nihongo Teachers’ Newsletter

EDITORIAL STAFF
STEPHANIE GABICAKELI BISCARRAMICHIKO IMAMURAYASUJIRO TAKEISAYAKA MIYAZAWA
JOJI IKEZU

C.E.J. AQUINOTARO NARITOMIEMERIE LO
YOSHIKO MOROKUMAMAMORU MORITA

2018
The Nihongo Fiesta is an annual event heldby The Japan Foundation, Manila, whichshowcases the Japanese language, arts andculture through various activities and events
such as the Nihongo Speech Contest, Nihongo
Quiz Bee and J-pop Concert.

February 17, 2018 (Saturday)
Shangri-La Plaza Mall
Mandaluyong City
SHANGRI-LA PLAZA CINEMA 3
45th Nihongo Speech Contest
10:20 a.m. - 12 :15 p.m.
SHANGRI-LA PLAZA CINEMA 3
10th Nihongo Quiz Beefor High School Students
Organized in cooperation with the
Association of Filipino Nihongo Teachers(AFINITE)
2:15 p.m. - 4:45 p.m.
SHANGRI-LA EAST ATRIUM
J-pop Concert – Kizuki Minami
5:00 p.m.
*The program is subject to change without prior notice.
For latest updates, please check
The Japan Foundation, Manila Facebook page.
(www.facebook.com/jfmanila)

27th

The
Philippine Nihongo
Teachers’ ForumMay 2018
WATCH OUT FOR DETAILS!

Published by The Japan Foundation, Manila(JFM) located at the 23rd Floor, Pacific Star Building,Sen. Gil Puyat Avenue, cor. Makati Avenue, Makati
City 1226, with telephone numbers (632) 811-6155 to 58,
fax number (632) 811-6153; and email address atemail@jfmo.org.ph. • www.jfmo.org.ph