Can-do! Can-teach!!

×マニラマニュアル「まるごと 日本のことばと文化 入門 Ａ１ かつどう」 を使ったコース向け

The reason of the success ofMARUGOTO in Manila
The learner experiences
1) fun and satisfaction while using thekaiwa meanings.
2) no pressure to learn characters.
The teacher develops
1) the ability to draw answers from the learners.
2) a strong will for self-improvement.

×マニラマニュアル
Welcome to the MArugoto × MAnila MAnual
The Marugoto course in Manila started in April 2012. Here, at the Japan Foundation, Manila,
only the Activity coursebook is used in this conversational class, and so, we do not focus ongrammar and Japanese Characters (Hiragana, Katakana and Kanji).
Our motto is “Learning is Kigaru & Fun”, and many “Marugoto Lovers” have been born in the
Marugoto classes to date. On the other hand, for “Marugoto teachers”, a great deal of
preparation is necessary. There is a need to learn how to teach using this new type ofcoursebook, especially on how to use the many photographs, illustrations and sound tracks
effectively in class.
This teaching manual was made for Filipino “Marugoto teachers” who will teach theMarugoto Starter A1 – Coursebook for Communicative Language Activities. The lesson plans ofthe pilot course have been reviewed and rewritten for your reference. You can arrange thesefreely to make them suitable for your “Kigaru & Fun” class. We hope this manual will be of help inyour Marugoto class. Have a fun using Marugoto!
Naoko Hayakawa (The Japan Foundation, Manila)
Carmencita Biscarra (The Japan Foundation, Manila)
Jovita Sancho (Nihongo Center Foundation, Inc.)
May 2014, Manila* The photographs used on the slides were not included in this manual due to copyright reasons.

×マニラマニュアル
2014 年 5 月版

【連 絡 先】 独立行政法人国際交流基金マニラ日本文化センター
URL: http://www.jfmo.org.ph1©2014 The Japan Foundation, Manila

×マニラマニュアル

Marugoto schedule in Manila: Starter A1 Module 1
Module１: Lesson 1 – Lesson 102h / meeting × 12 times = Total 24 hours

The Japan Foundation, Manila
MARUGOTO: Japanese-Language & Culture
Module 1: April 4 - May 16, 2013, Tuesdays and Thursdays, 6:20 - 8:30 p.m.
M eeting
No.

DateDay1

April 4Thur

Course Opening & Orientation; Topic 1 Lesson 12

April 11

Thur

Topic 1 Lesson 23

April 16

Tue

Topic 2 Lesson 34April 18

Thurs

Topic 2 Lesson 45April 23

Tue

Topic 3 Lesson 56

April 25

Thurs

Topic 3 Lesson 67

April 30

Tue

Topic 4 Lesson 78May 2Thurs

Topic 4 Lesson 8

9May 7

Tue

Topic 5 Lesson 910May 9Thurs

Topic 5 Lesson 10

11May 14

TueReview

12May 16

Thurs

Performance Test, Feedback Session & Closing Ceremony

T opicStarter A1Starter A1Elementary1 A2Elementary1 A2(Coursebook for(Coursebook for(Coursebook for(Coursebook forCommunicative

Communicative

Communicative

Communicative

language

language

Activities)

Activities)

Module 1:
Lessons 1- 10

Module 2:
Lessons

12 meetings

12 meetings

Starter A1Moji11- 18

10 meetings

languagelanguageActivities)

Activities)

Module 1:
Lessons 1- 10

Module 2:
Lessons 11- 18

14 meetings 14 meetings

2©2014 The Japan Foundation, Manila

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Icons
in the Marugoto coursebook
These icons are introduced to the students on pp. 14-15 of the coursebook. Familiarize yourselves withthese icons as they will serve as guides as to the content of each portion of the lesson.

ListenListen and Find
You will listen to a lot of contextualized conversations. Besides
guessing the contents of the conversation, it is important to graspthe flow of the conversation and notice the expressions that arerepeatedly used.

Listen and repeat
Look, Listen and Try Saying
Look at the illustrations/photos, listen to the recording andcheck your understanding while pointing at the photographs andillustrations. Try saying the words and sentence patterns quietly
as you listen. Take note of the words that you will need to attain theCan-do statement.

Talk in pairs
Try UsingSpeak in pairs using the expressions in the conversations youlistened to. If you cannot do it well, try listening to the conversation
again.

3©2014 The Japan Foundation, Manila

×マニラマニュアル

Read / Recognize
Read the short sentences related to the lesson. Rather than using aword-by-word approach, use reading strategies such as grasping
the overall meaning of a paragraph or extracting specificinformation.

Write
Write short sentences related to the lesson. After looking carefullyat the model sentences, write sentences using your owninformation.

Add to your portfolio
File the items in a portfolio to help manage your own studies.

Rate your performanceusing the ‘Can-do check sheet’
After the lesson, do self-check whether you were able to do theCan-do statements, and write your comments.

4©2014 The Japan Foundation, Manila

×マニラマニュアル

FlowLet the students look at the photos and guess thetopic. Discuss about the topic in English and/or（before the first lesson of each topic） Tagalog.

Introductory page

Let the students know what they will be able to do atthe end of the lesson.

Can-do／Listen/Listen and repeat
Wakaraseru: Introduction
Vocabulary / ExpressionsofOboesaseru:
Practice before Output
Tsukawaseru:
Output through Activity / Game

Talk in pairs<For new vocabulary> Before listening to the CD,
let the students read silently. After that, play the CD,
letting the students point to the photos or illustrations
that fall within the scope of what they listen to. After
listening, check the meanings. In ‘Listen and repeat’,
let the students repeat after the CD.
<For listening comprehension> Before
listening, check whether the students know how toanswer the exercise. Then listen to the example andlet the students guess why the answer is as given.
Make sure the students understand how to answer
the questions before listening.
If there is a suitable CD track to serve as a model
conversation, let the students listen to check the flow.
After sharing the setting and confirming the meaningof the conversation, let the students repeat after theteacher. Once they can repeat smoothly, do pair
practice. At the end of ‘Talk in pairs’, let the students
present in front of the class.
*When visual aids are required, the teacher should
inform the students to bring the required item as an
assignment in the session prior to the lesson when itis to be used. Ex) Since Lesson 4 ( -２) requires theuse of a family photo, the teacher should tell thestudents during Lesson 3 to bring their family photos.

②CanCan-doThe ‘Can
CanCan-do check’
Home work（About myself, about topic）

Confirm whether the students have been able toaccomplish the Can-do objective.
At the end of the lesson, let the students fill in the‘Can-do check sheet’. At the end of each topic, let thestudents fill in the Record of Japanese Linguistic andCultural Experiences as homework.
At the end of each topic, give out uniform sized paper
and let the students write about the topic as a project.

5©2014 The Japan Foundation, Manila

Day１
オリエンテーション
Day 1●Orientation（30minutes）
Explain the background of the course along with the distributed handouts.
Distributed handouts: 1) Course orientation, 2) Can-do check sheet,3) Japanese culture experience record sheet 1 & 2.
1) Course Orientation

6©2014 The Japan Foundation, Manila

Day１
オリエンテーション
2) Can-do Check & Culture Experience Sheet
Let the students rate themselves (upper protion) at the end of each lesson, andFill up the lower portion as well at the end of each topic.

7©2014 The Japan Foundation, Manila

Day１
オリエンテーション
3) Before and After Marugoto
Let the students fill in the “Before” portion at the start of the course, and the“After” portions at the end of the course.

8©2014 The Japan Foundation, Manila