Day１ トピック 1

だい１か こんにちは
Topic 1：
1：にほんご だい１か こんにちは
Attendance
Introduction of the topic●Teacher’s Focus● To use the photos on the introductory page (p.21) effectively to arouse thestudents’ interest in the new topic. 10 min
Introduce what will be discussed in this topic in English or Tagalog.
T: What is this woman doing? （Greeting） Do you know any Japanese greetings? How about our greetings?
What are these people doing? （Talking） Who are they talking to?（Friends/Teachers） What language dothey speak? Which country are they from?
We won’t study Japanese characters in this course, but what do you know about Japanese characters?
（The same as Chinese characters? Hiragana? Katakana?）●Teacher’s Focus● To introduce the Can-do statements so that the students will be aware ofwhat they will be able to do by the end of the lesson.

Slide 1

T: みなさん、読んで ください。
(Let the students read aloud the Can-do statements)

Slide 2

T：Let’s start with the second Can-do. Wouldn’t it be cool to be able torecognize Japanese scripts? Let's study Japanese characters!

2

ひらがな·カタカナ·漢字（かんじ）hiragana/katakana/kanji2

T: Do you have any ideas (pre-conceived notions) about Japanese scripts? (S：I think it’s the same as Chinese.
Japanese scripts include Hiragana and Katakana.)

1©2014 The Japan Foundation, Manila

Day１ トピック 1

だい１か こんにちは
１にほんごは どれですか。

Which is Japanese? 10 min●Teacher’s Focus● To make the students notice that there are many other countries besides
Japan which have their own writing system.
Let the students recognize the Japanese notation system and motivate them (p.24).
T: Take a look at p.24. Do you recognize the countries of origin of these writing systems?
（From left: English, Chinese, Korean, Arabic, German, Thai, Russian, Hindi, Mongol, Japanese, Myanmarese）
T: Can you read any of them?
* English & German - because they are written with the Roman alphabet* Other languages have their own writing system. Pilipino-ALIBATA?
Introduction to the 5 writing systems:
T: Do you know the names of the Japanese writing systems? How many systems are there? What are thedifferences among them?
HIRAGANA-syllabic; curved strokes; used for writing native words
KATAKANA-syllabic; pointed strokes; used for writing loan words/onomatopoeia/words for emphasis
KANJI-derived from Chinese characters; have meanings & also represent sounds
ROOMAJI-use Roman alphabet to represent syllables
ARABIC NUMERALS-SUUJI* Do chorus of the 5 types of writing systems.

２

ひらがな？カタカナ？漢字？

Hiragana? Katakana? Kanji? 15 min●Teacher’s Focus● After making the students recognize the 5 writing systems, show how these
are combined in various reading materials, and make them aware of the existence of Japanese writing
systems in their surroundings.
*Give out Nihongo newspapers
T: Look at the reading material.
T: Can you recognize which is Hiragana, Katakana, Kanji, Roomaji?
T: What do you notice? (Teacher to do BANSHO)* How are Hiragana, Katakana, Kanji, Roomaji are combined?
* Written both vertically & horizontally.
* Which is the front page? * Which is the headline? The article?
* No space between words.
ざ っ し ほん しょうせつ きょうかしょ ま ん が* Show other reading materials 雑誌・本・小説 ・教科書・漫画.
* Let the students notice above observations for other reading materials, especially that books open fromright going to left.

(1) しんぶんSlide 3
Photo in p.24(Article aboutshichigosan)

T: OK, take a look at this slide.
T: Look at the boxed portion of the shinbun which says number 1.
T: Can you recognize which writing system is being used? (Hiragana, Kanji)* Let the students point out and show to classmates which is Hiragana/Kanji.
* Do the same for numbers 2 (Katakana & Kanji) & 3 (Hiragana, Kanji & Suuji)2©2014 The Japan Foundation, Manila

Day１ トピック 1

だい１か こんにちは
OPTION TO CUT THISPORTION SINCE ALREADY DONE WITH NEWSPAPER(2) ざっしSlide 4

Photo in p.25
(Upper portion)３

T: Look at p.25. What do you think these are? (Magazine? Flyer?)
T: This time, try to match which number describes the scripts shown in boxes
a to ○
e . For example, in number 1, we have Hiragana + Kanji → (○b ).
○Can you recognize the Hiragana & Kanji? (YES)
a , ○
c , ○
d , ○e )T: Try numbers 2-5 with your partner. (○* Show slide 4 for the students to check their answers.

あなたの まわりに 日本語が ありますか。
Can you find Japanese scripts around you?

10 minSlide 5Photo in p.25
(Under portion)

１1

T: Look at the photos. Do you recognize these places? (France & Thailand)
T: What do you notice?
* Even if the setting is not Japan, there are Japanese signs.
T: Signs regarding what? * Restaurant/Massage spa
T: How about here in the Philippines? Do you encounter Japanese writing?
Where?
* Restaurant, food labels, trucks, buses, hotels, etc.

こんにちはKonnichiwa

Slide 6
Slide 6 を見せる。
Can-do を読む。
1. To be able to exchange greetings

あなたは どうしますか。にほんでは どうしますか。
１

What do you do? What do people do in Japan?

10 min●Teacher’s Focus● To make the students become aware of the various ways that people greet
around the world. (Intercultural Understanding)

Ask about the pictures. (p. 22-23)
T: What situations do the pictures depict? (Greetings)
T: How do people greet each other in the pictures? (Touch cheek, bow, put hands together, handshake – butgreetings are not just gestures, expressions are also said)
T: Are the settings & relationships of the people the same for the 5 examples? (No) How are they different? (a,c-VERY close friends/relatives; b-business clients; d, e-friends, people you meet for the first time, businessclients)
T: How about us Filipinos, do we also greet the same way? (Yes for a, c, e, and also MANO, BESO, WAVE OFHAND)

3©2014 The Japan Foundation, Manila

Day１ トピック 1

だい１か こんにちは
T: How about the Japanese? From what you have heard or read, watched on TV, videos, or seen in real life,
how do you think they greet each other?
(Prevalent is (b) or おじぎ, but not always. For ex. at JFM, just saying expressions like good morning, etc. isenough)Discuss about ways of bowing, physical distance of people while bowing

215 min●Teacher’s Focus● To make the students can pronounce and know the meaning of new vocabulary.
Before listening
T: Let us learn the basic expressions used in daily situations.
*The students try to read p.22-23 by pairs.
T: Try reading the expressions with your seatmate, focusing on the setting – imagine when these expressions
will be used; later on you will listen to the CD for the correct pronunciation.
T: Were you able to guess the setting & the meaning of the expressions? Were you able to pronounce theexpressions?
* REMIND: 2 vowels together are pronounced not separately, but by lengthening the vowel sound.
Listening 1 Track #002-010 (without pause) and point to the appropriate portions of the textbook.
T: Listen to the CD; again, try to imagine the setting. Also try to guess the meaning of the expression. As youlisten, point to the character who is speaking.
*T mentions “# 1, etc.” to guide S through the CD.
*After listening to the whole track, ask whether the students were able to guess the meaning of theexpressions.
Confirmation of the Meaning
BATCH 1:
T: Let’s listen to expressions 1-4 again, point to the characters again, and then we will discuss the meanings.
* Listen again to number 1. Ask the students what the situation is,Track #002-005 one by one
and what the meaning is. Include talk about bowing, only slightly with the head.
* Do Chorus repeat & individual round, if time allows----- DO the same for expressions 2-4. ----*After confirming the meaning of expressions 1-4, review expressions using e-kaado, doing Chorus &Individual round, if time allows.
#s 1-4

あいさつの絵
あいさつの絵カード

BATCH 2:
T: This time, let us listen to expressions 5-9, point to the characters again, and then we will discuss themeanings.
Track # 006-010 without pause* Listen again to number 5. Ask S what the situation is,Track #006-010 one by one
and what the meaning is. Ask for concrete examples, like what are the situations where one says THANK
YOU, I’M SORRY, or calls someone’s ATTENTION.
* Do Chorus repeat & individual round----- DO the same for expressions 6-9. ----* After confirming the meaning of expressions 5-9, review expressions using e-kaado, doing Chorus &Individual round.
#s 5-9

あいさつの絵
あいさつの絵カード

BATCH 1&2: Mix 絵カード, show randomly to students and let them say the expression.

あいさつの絵
あいさつの絵カードをランダムに

Listening 2 Listen to the CD and repeat while looking at the pictures.
T: Again, listen to the CD and repeat after each character, including the appropriate gesture.
Track #002-010

4©2014 The Japan Foundation, Manila

Day１ トピック 1

だい１か こんにちは
３にほんごで あいさつを しましょう。
Greet each other in Japanese. 20 min●Teacher’s Focus●

1To let the students be aware of gestures and interpersonal distance as part of greetings in Japan.
Oral practice 1
・Divide the class in two groups. (A and B)
・Show e-kaado and let the students say the greetings.（A→B, then B→A）
T: Say the appropriate expression of the e-kaado shown.
Oral practice 2・Respond appropriately to what the teacher says.
T: Respond appropriately to what I say.
Oral practice 3
Pair work：greeting by pairs.（A→B, then B→A）
Role play/game (S can bring their books during the game)*Students form 2 lines facing each other. One group is A, the other, B.
*Instruction: I will give a situation & you will do role play & say the appropriate expression and do appropriate
gesture depending on situation. For round 1, A will speak first, then B.
Ex: IT’S 8AM, YOU MEET YOUR OFFICEMATE AT THE CORRIDOR. What do you say?
(A 「おはようございます」 B 「おはようございます」)
OK, let’s start!
1. You meet your officemate 8 am at the corridor (おはよう ございます)
2. You meet your classmate 6:15 pm before class starts (こんばんは)
3. You are going home after watching a movie (さようなら / じゃあ、また)
4. You visit your teacher during lunch break (こんにちは)
5. Partner A, you saw B drop some papers, call the attention (すみません—はい)
6. Partner A, Partner B opens the door for you (ありがとう ございます/ すみません・・・いいえ)
Change roles: For round 2, B first, then A replies
7. Partner B, you come late for an appointment (すみません・・・いいえ)
8. You received a gift from A (ありがとう ございます/ すみません・・・いいえ)
9. You meet partner A at the mall one evening (こんばんは)
10. You don’t have overtime, so you are leaving ahead of A (おさきにしつれいします・・・おつかれさまでした)
11. You meet your partner on an early morning jog (おはようございます)
12. You are going home after having lunch with a friend (さようなら / じゃあ、また)*If time allows, let S draw a picture card and do role playing.

Can-do check

Slide 75
©2014 The Japan Foundation, Manila