Merienda!

No. 22 June 2014

The Japan Foundation, Manila Nihongo Teachers’ Newsletter

The “NIHONGO Partners” Program
A new department-Asia Center was
created in the Japan Foundation on April
2014.
It was in December 2013 during theASEAN-Japan Commemorative Summit heldin Tokyo that the Japanese government
announced its policy to promote cultural
exchange among Asian countries, withconcentration on the ASEAN member
countries. As a stronghold to carry outthat policy, the Asia Center
was established in the JapanFoundation. It is designatedto promote the WA Project- Toward Interactive Asia
through ‘Fusion and Harmony’,in order to carry out its two
main pursuits, namely, theinteractive exchange of artsand culture, and support forJapanese language learning.
One of the programsof this WA Project is thedispatch anew of
Nihongo Partners
to the Philippines,
Indonesia, Thailand,
Malaysia, and Vietnam, withthe aim to give support tolocal Japanese language education.
The Nihongo Partners are Japanesenationals whose role is to be a partner toboth local Japanese language teachers andlearners, by acting as teaching assistants oras dialogue partners, and at the same time togive support to Japanese language education
by engaging in activities involving Japanese
language and culture both in and outside
the classroom. The Nihongo Partners canbe a source of encouragement for Filipino
teachers, while for learners, they can be apartner with whom to practice the Japanesethat one has learned, or a resource person towhom one can ask questions about Japan.
The program also aspires that “theNihongo Partners enhance themselvesby learning about local culture
and language, and act as a bridge
between Japan and ASEAN countries.”
Therefore, it is encouraged that the
local accepting parties/sponsors
share their local culture andteach the local language to the
Nihongo Partners to a feasible
extent.
Five Nihongo Partners are to
be dispatched to the Philippines

in 2014 to the following tentative
destinations:
1 Pangasinan
2 Manila
3 Cebu4 Cagayan de Oro
5 Davao
To the local sponsors, 日本語パート
ナーズをどうぞよろしくお願いします！

THIS ISSUE’S MENU

What’s Inside

2-3

Merienda Espesyal 1
The 19th Philippine
Nihongo Teachers’ Forum
Special Feature: MARUGOTO

4-5

Merienda Espesyal 2
Nihongo Fiesta 2014
The 3rd Japanese - Language
Education Conference
EPA training finished

6-7

Merienda’s Pick
JLE for Philippine High Schools

The 3rd Japanese – Language Education Conference

Merienda Espesyal 3
Yatte mimasen ka?

TMagkape Muna Tayo
Hello & Goodbye

o answer the needs of Nihongo teachers in the South, the Japanese Language Education
Conference (JLEC) has been held annually in either Davao or Cebu since 2012.
With the first two conferences focusing on the Teacher and the Student, the 3rd JLEC, which washeld on March 22 & 23 at the University of the Philippines Cebu Campus, put the spotlight on the
Client, with the theme “Developing Client-Centric Nihongo Proficiency through Mutual Awarenessof Industry Requirements”. 30 participants from Cebu, Manila and Bukidnon gathered to discuss thetechniques and mindset necessary for effective teaching in company Nihongo trainings.
See page 5 for details

8910

Sapin-sapin
Sensei no Wa
Oshaberi Salon
Urawa Update
JFM Grantees for Nihongo Teachers
Banana Q
Glossary for the Serious
Nihongo Teacher
JFM Library Acquisitions

11

THE 19TH PHILIPPINE NIHONGOTEACHERS’ FORUM
MAY 17, 2014
JICA PHILIPPINES OFFICE AUDITORIUM

PROGRAM“A day to get to grips
with MARUGOTO!:
		「まるごと」をまるごと！”
日本語教師フォーラムにさんかしてくださった先生がた、
JFスタンダードを使った教科書『まるごと 日本のことばと文化』にきょうみを持ってくださって、ありがとうございました。
ジョビ先生のデモレッスンでは、写真や英語、フィリピノ語をじょうずに使って、クラスにげんじつ（reality）を作っていました。みじかい時間に学習者のみなさんは「すきな料理はラーメンです」「私もです」という会話ができるようになりましたね。
午後のワークショップでは、休みの日に何をする？友だちと何を食べる？旅行だったらどこへ行く？ひさしぶりに会った友だちと何を話す？など、学習者にみぢかなCan-doや会話、聴解練習（listeningtask）がたくさんできました。私も先生たちのようすを見て、『まるごMORNING SESSION
Introduction
MARUGOTO Demo Lesson
Lesson 6 - Doko de tab
emasu kaGroup Discussion
Features of a MARUGOTO class /textbook
LectureWhat is MARUGOTO? a Japanese
Coursebook Based on
The JF Standard Ms. Naomi Hatta
Q&A			
AFTERNOON SESSION
Workshop
LISTEN & SPEAK : Making a classroom
activity based on a Can-do
Ms. Naomi Hattaと』の考え方が広がるかのうせいを感じました。

Marugoto X Manila Ma
nual MARUGOTO in Manila

これからもみなさんがCan-doにもとづく教え方をとりいれて、学習

Q&A

者と日本語を楽しんでくださることを心からおいのりしています。
Magkita tayo muli！

Summary

Naomi Hatta - Japanese Language Senior Specialist, The Japan Foundation, Jakarta

My Impression of the 19th Nihongo Teachers’ ForumF

inally came the 19th Nihongo Teachers’ Forum! To me, the forum was not only a successbut it also served as a springboard for me to rekindle my “long lost bond” with thelanguage and culture that I learned to love when I studied in Japan in the mid-90’s. Besides,
I was so delighted to see familiar faces and meet new, young and bright Nihongo teachers
as well! Though my command of the language is not as good as it was many years before,
the speaker, Ms. Hatta, spoke so clearly and gently that, contrary to my expectations, I wasable to understand 80% of the presentation and lecture which was conducted fully in theJapanese language. The Marugoto way of presenting lessons is easy to follow; the pictures
are attractive and can be easily appreciated by a beginner. However, I should say that a
student who has not been to Japan may not be as readily receptive of the ideas presented
in the lessons. So perhaps, an introductory video in English of Japanese life and culture
would bring a better appreciation and comprehension, and make the learning fun and easy.
Thank you, JFM, for the chance to have a glimpse of Marugoto. Hopefully in the near future, I
will get to use it in my class. Mata yoroshiku onegaishimasu.

Veronica S. Garcia, DMD, PhD
Dr. Garcia, or Roni, is a founding member ofthe Association of Nihongo Teachers-Northern
Luzon formed in 2010 in Baguio City. She
has not been active since she transferred to
Cavite to assume an administrative post at theEmilio Aguinaldo College. She studied at the
Osaka University of Foreign Studies and at The
University of Tokushima Graduate School of
Dentistry as a Monbusho scholar from 1992
to 1997. Having been longing to touch base,
she attended the latest teachers’ forum to be
updated about Japanese-language educationand to meet old as well as new friends.

Merienda!

ESPESYAL 1

Special Feature: MARUGOTO

3

Marugoto: Japanese Language and CultureIn the sea of Japanese language books, I was given theopportunity to be further exposed to Marugoto by undergoing
the training and eventually teaching the class at the JapanFoundation Manila. Learning to teach using a new textbook
is not easy, especially when I have not even fully grasped theteaching methods for the staple Minna no Nihongo, our main
textbook for EPA. However, I have noted three important points
the Marugoto textbook gives more focus on, which I later
realized, I have also been applying to my teaching style in EPA.
••

Bunka: It is said that to learn a language is to learn its
culture. At the end of every topic in Marugoto, there
is a 文化と生活 page where a glimpse of Japaneseculture is introduced. What made it more interesting isthat it also serves as a chance to compare and contrast
it to Filipino culture. Since different opinions andviewpoints are heard, it also makes students appreciate
both Filipino and Japanese culture.
Bamen: Japanese language is known to have several•

similar sentence patterns but with different nuances.
It is very important to make the students visualize arealistic situation where they can use the lesson athand. Also, Japan Foundation’s Can-do approach helps
students feel they are accomplishing something at
every end of the lesson.
Tsukawaseru: Marugoto focuses more on letting thestudents speak in Japanese as much as possible.
Letting the students feel that there is nothingembarrassing about making mistakes (but make sure tocorrect them) is in fact, one of the most effective waysof learning, and helps them develop the confidence
to speak in Japanese. Nothing beats the feeling ofaccomplishment when you have successfully sent yourmessage across.

Learning Japanese is more effective when you realize thatwhat you are learning can easily be used in everyday situation.
And based on the reactions and smiles of my students, I think
the methods I learned by using Marugoto have helped me
become a more effective Japanese language teacher.

Maristel M. Miguel
Ms. Miguel is currently handling the Marugoto Elementary 2 (A2) Module 1 class at the Japan Foundation Manila. It is also her
second time to be part of the EPA team, teaching Japanese language to the nurses and careworkers bound for Japan under theJapan Philippines Economic Partnership Agreement (JPEPA).

Have a look at thwe ’Marugoto×Manila Manual’!
The manual for Filipino Marugoto teachers!
This teaching manual is made for Filipino “Marugoto teachers” who will teach the Marugoto Starter A1 – coursebook
for Communicative Language Activities. The lesson plans of the pilot course have been reviewed and rewritten for yourreference. You can arrange these freely to make them suitable for your “Kigaru & Fun” class. We hope this manual will be ofhelp in your Marugoto class. Have a fun using Marugoto!
You can download the teachers’ guide and teaching materials from JFM website.
http://www.jfmo.org.ph/marugoto-teaching-materials/view/659/newsid/901/for-teachers--can-teach-marugoto.html
Other MARUGOTO Websites
まるごと日本のことばと文化
http://marugotonihongo.jp/

MARUGOTO Words 		
http://words.marugotoweb.jp/

MARUGOTO Plus 			
http://marugotoweb.jp/

Teachers’ resources		
http://jfstandard.jp/language/ja/render.do*Marugoto: Japanese Language and Culture is a coursebook based on the JF Standard for Japanese Language Education, and was designed for adult learners withemphasis on using Japanese to communicate, and on understanding and respecting other cultures. In addition, the contents and approach were devised so that students canenjoy studying language and culture for its own sake, even if they are not in Japan.

4

NIHONGO FIESTA 2014

FEBRUARY 22, 2014
SHANGRI-LA PLAZA MALL

			 Congratulations to the winners!!

						 おめでとうございます。
THE 41ST NIHONGO SPEECH CONTEST

Student Division
1st Place & Outstanding Performance Award
Mr. Miguel Francisco F. MAÑALAC (Mindanao Kokusai Daigaku)「彼女のためのカンペキな日本語」“A Perfect Nihongo For Her”
2nd Place
Ms. Corrien Nikki D. PAGLINAWAN (Mindanao Kokusai Daigaku)「120%のバヤニハン」“120% BAYANIHAN”
Non-Student Division
1st Place & Grand Prize
Ms. Jovilline Joyce A. DELGADO(Philippine Nikkei Jin Kai International School)「輪をつくる一人になりたい」“I Want To Be A Part Of The Circle”

THE 6TH NIHONGO QUIZ BEE
FOR HIGH SCHOOL STUDENTS
1st place: Makati Science High School(2011& 2013 First Place)
2nd place: Manila Science High School(2012 First Place)
3rd place: Miriam College High School

2nd Place
Ms. Maria Chessa G. PAICA(Creative Connections & Commons, Inc.)「異動になります」“Changing Positions”
Open Division
1st Place & Special Award
Ms. Marianna Jessica A. GALVEZ (De La Salle University)「フィリピン人だから、当たり前の心」“A Filipino’s Natural Heart”
Special Jury Award
Mr. Ace John L. BERSABAL (Creative Connections & Commons, Inc.)「お弁当」“Lunchbox”

5

Merienda!

ESPESYAL 2

THE 3RD JAPANESE LANGUAGE EDUCATIONCONFERENCE
MARCH 22-23, 2014
UNIVERSITY OF THE PHILIPPINES CEBU, LAHUG CAMPUS

Theme: “Developing Client-Centric Nihongo Proficiency throughMutual Awareness of Industry Requirements ”

As one of the core group members of the Japanese Language
Education Conference (JLEC), I would like to think that
unlike the first time we hosted the event, this year, we weremore familiar with what we needed to do and confident that
we would be able to conclude this conference successfully.
On the other hand, we could not take a backseat with regards
to time since all of us involved in the preparation were also
juggling both our daily jobs and the different preparations forthe success of the event. Prior to the conference, we, ANTV
(Association of Nihongo Teachers in the Visayas)
also hosted major activities and so we really had
to double every effort we could offer and extend
the time of our meetings.
For the 3rd JLEC, we started by using a web
questionnaire and conducted interviews to
get to our respondents – companies offeringin-house Nihongo training. It took us at least
three months to collate and analyze the results.
We were privileged that during the day ofthe event, management representatives
from several companies attended and gave
us their inputs during our open forum. It was very ideal andI felt that the goalof the conference
where Nihongo
teachers and company
representatives open
up their concerns andexchange ideas on

how to improve the in-house
Nihongo trainings in theirrespective companies was
accomplished.
Compared to ourprevious conference,
this year, we only gathered a
few participants. At first, we considered thisa problem on the lack of promotion. In the end, we realizedthat it was a good thing. The participants had enough time forfocused group discussion in every activity
and that not one idea was left behind.
Participants also had a great time with
our lunch and dinner as we introduced tothem the pride of Cebu – puso and letson
manok while eating with bare hands.
If I am to describe what the real
success of this event is, it is when we
concluded our conference with a smile on
our faces not only because of the interestingideas shared but also because we haveagain widened the network of the Nihongo
teachers in our region and fostered new ties and friendships.
I think we will still accept the challenge of hosting the same
event for next year. Bring it on! I will cheer together with the
ANTV team. Yoroshiku onegaishimasu.

Rosario Q. Ocho

Ms. Ocho is aJLEC Core Group Member and an ANTV officer. She iscurrently connected with NEC Telecom Software Philippines as a General
Affairs Staff. She is also a Part time Foreign Language Instructor at the
STI Cebu, Lahug Campus. She graduated with a Bachelor of Science inInternational Studies major in Japanese Language and Studies from
Mindanao Kokusai Daigaku (MKD) in 2007.

The sixth batch of EPA based Filipino Nurse and Certified Care Worker Candidates
NOV. 19, 2013 – MAY 27, 2014

The Preparatory Japanese-Language Training for Filipino Candidates of Nurses and Certified Care Workers under the Economic
Partnership Agreement (EPA) is held annually at the Technical Education and Skills Development Authority (TESDA) located in Taguig City.

Making a music video for Koisuru Fortune Cookie Manila EPA
Version. http://www.youtube.com/watch?v=Lqy1y1mzJlo

Mr. Norio MITSUYA, Parliamentary Senior Vice - Minister for Foreign Affairs
visited TESDA and had a lunch with some JPEPA trainees.

6

JLE FOR PHILIPPINE HIGH SCHOOLS“ENTREE NEW LESSON PLANSFROM REAL STORIES IN JAPAN” PROJECTT

he Japan Foundation, Manila has been conducting a teacher training course for public high school teachers since 2009 in order to support the“Special
Program in Foreign Language: Japanese” implemented by the Department of Education. On the third year of this training program, the teachers aresent to Japan for a 10-day immersion program which aims at enhancing Japanese language proficiency and knowledge of Japanese society andculture through actual interaction with Japanese people and through observation and collection of information and materials about Japan. After the
immersion program, participants are tasked to make their own original lesson plan throughout the year based on their experiences and materials gatheredin Japan. Below is the story of one of the Batch 2 teachers. Her lesson plan includes learning vocabulary of parts of a house as well as making students
recognize ways on promoting cleanliness and discipline through knowing the Japanese peoples’ way of life.

After the Tokyo field work and school visit, thethird stop of our Immersion Program was the home
visit. The home visit solidified my resolve to choose
the values of cleanliness and discipline for the lessonplan that I would be constructing because these
two important values, like most, really start at home.
It is still vivid for me how their genkan (entrancehall) looked like. This is where I conjured up the title“slipper culture”, because we had to change slippers
as we entered various rooms in the house. It was
amusing to
notice this ‘regulation’ that they have and when I asked ourSensei if all households do this, I was not surprised to know that most do.
Actually, even in the school visit, we had a taste of their “slipper culture”
already. So, I did write about this under the Unit 15 “House” of enTree.
When we came back home, our follow-through sessions werespent for consultation with our Sensei. Their suggestions helped me
narrow down my topic to make it simple and measurable. Upon thecompletion of the first draft, I executed my plan among my classmates.
This was a big help for me because their feedback made me realize
about the danger in making generalizations. Before the end of 2013, I
executed my lesson plan among my students. After which, my single lesson plangave birth to another one because my Sensei and I found out that it’s better to separate
them into the lesson proper, and presentation of the students’ output. So, I did.
In retrospect, the whole process was tedious. However, the bottom line is, it made me
proud that I was able to accomplish it. Thanks to the people who inspired and continued
to remind not only me but all of us, to keep on going as we went through one revision
after another.
My lesson plan bears only my name but it was really a concerted effort of many.

”Using chopsticks!! ”
As you know, Japanese people usually use chopsticks
when eating.
How about you? Can you use chopsticks well?
Let’s learn how to handle them through a class activity!
1.

a
tsuk
Naka
2.
3.

The teacher first explains how to
use chopsticks (Hold one chopstick firmly
in a fixed position in the crook of the thumb likegrasping a pencil. Then hold the other one as shown,resting it on the third finger. )Prepare chopsticks (or 2 pencils) and bowls of items
to pick up with the chopsticks. For example, beans,
popcorn or even small sponges.
The students work in small groups. Each student takes aturn using their chopsticks to move as many beans (orother items) from one bowl to another in 1-2 minutes.
The group which moves the most beans without
dropping them becomes the winner. You can use
Japanese during the game. For example “Ganbare! (Sige,kaya mo yan!) ” or “Jouzu! (Magaling)” and also when you
count the beans “Hitotsu, futatsu…”.

CJH Update
This year, from April 10 to May 23,
the Japan Foundation Manila offered
for the first time a course to focus on
improving the Japanese language
proficiency of CJH teachers who havecompleted the three-year training
program to handle enTree, a material
used for high school Nihongo courses.
This course will continue during thefollow-through training sessions to beheld on Saturdays starting in August.
On the other hand, CJH teachers who
have just finished the first year of theenTree teacher training program in
March underwent the second phaseof their training from April 21 to May
23. 21 teachers from Cebu, Pangasinan,
Davao and NCR completed thissummer program.
*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-BSE

Some teachers say it’s hard for non-native teachers to introduce
cultural activities in their Japanese class. Well, that’s not entirely
true! Here are some ideas from Japanese language education
advisors who are in charge of supporting JLE for high schools in
the Philippines. Check them out!!

You can introduce not only how to use
chopsticks but also the etiquette in using
chopsticks. Do you know that there aresome taboos when using chopsticks? HereI will share with you some rules when using
Japanese chopsticks.
To begin with, do not stick your chopsticks
into a bowl of rice. It comes from a ritual in Japanese
funerals. When someone dies, people prepare
a bowl of rice and leave chopsticks stuck in the
middle of the rice.
Let me state another taboo. Do not share foodby passing it from one pair of chopsticks to another.
This also comes from the custom at Japanese
funerals where cremated bones are ceremoniously
picked up by two persons using chopsticks.
You can learn more manners about using
chopsticks from the following website! http://www.
japanzine.jp/article/jz/3011/chopstick-crimes

TakasuMerienda’s Pick2014 JAPANESE SPEAKERS’ FORUM, PHILIPPINES“OURNEEDS, OUR RESPONSIBILITY: INNOVATE PINOY!”NATIONAL FORUM FOR HIGH SCHOOL STUDENTS AND TEACHERS • 4-6 MAY 2014, YOUTH DEVELOPMENT CENTER, PASIG CITY
Japanese Speakers’ Forum, Philippines is an annual event which provides a venue for high school students and teachers under the Special
Program in Foreign Language: Japanese of DepED-BSE to interact and discuss local and global issues using Filipino, English and Japanese. This
year, 35 students from 20 high schools gathered to listen to lectures on innovation and competed in groups in presenting the most innovativeand feasible solutions to their chosen needs/problems of their community in English and in simple Nihongo.

コミュニティーのもんだい？
かいけつほうほうはわたしたちが かんがえた
イノベーションだ！

H.S. Nihongojin

This corner aims to introduce high school students who are studying
Nihongo. Let’s expand our Nihongojin* network

HIGH SCHOOL NIHONGOJIN 13

HIGH SCHOOL NIHONGOJIN 14

Student name: Krisxela G. Fulong
Year and Section: 4th year St. Anthony of Padua
Suki na koto: internet o suru, terebi o miru, ukulele to guitar o hiku, ongaku
o kikuName: Queenie Rose L. Señoron
Year and Section: 3rd year Daisy
Suki na koto: anime o miru, books o yomu, volleyball o suru, dance o suru,
sing o suru, piano to guitar o hiku

For two years, I took Nihongo as my foreign language subject
under TLE. And I can say that it was very interesting, fun and ofcourse super enjoyable. The things like culture, history, language,
writing system, and sports were really good to know.
I really enjoyed the times when we learned Nihongo
especially when we did activities like games, learned language
and writing system in our class. I had some difficult times but
most of the time I could understand fast and I was always
amazed. It was an honor to have joined the 2014 Nihongo
Quiz Bee at the Shangri-La Plaza. It was a great experienceeven though our school did not win in that particular
contest.
I enjoyed so much and I am proud to say that “I ama Nihongojin!”.
School: CARLOS L. ALBERT HIGH SCHOOL, Brixton Hill, Brgy.
Santol, Quezon City
Principal: Dr. Agapito T. Lera
Teacher: Mr. Norman PagdangananBeing a Nihongojin is truly a great opportunity.
For me, learning Nihongo is a stepping stone towards
my dream to travel to other countries and become aphotographer. Japan has been always dear to me
since the day I represented it during our United
Nation’s Day and won as 1st Runner Up. That’s
why I got really excited when I stepped intohigh school because I could take the Nihongo
Class.
As I continue to learn more about Japan,
I will have fun and enjoy all the wonderfulexperiences I may encounter. I am proud to bea Nihongojin!
School: BUANOY NATIONAL HIGH SCHOOL,
Buanoy, Balamban, Cebu.
Principal: Mrs. Marivic M. Yballe
Teachers: Ms. Gemma N. Benemerito, Mr. Linus M. Caminos, Ms. Sheila
Marie A. Carmelotes, Ms. Monaliza N. Tibon*Nihongojin is a term coined from the words ‘Nihongo’ and ‘jin’, which mean ‘Japanese Language’ and ‘person’, thereby giving it meaning “people who are involved in Japanese Language, both nativeand non-native, regardless of their level of proficiency.” The concept was created to give learners a sense of belonging to a growing international community of Japanese speakers all over the world.

8

Merienda!

ESPESYAL 3

Yatte mimasen ka?

「みんなの日本語」 第1課

Goal of the lesson: To be able to introduce one’s self in simple shortJapanese by saying name, nationality and/or occupation on the 		
first meeting a company, a party etc.

You may have attended seminars introducing how toapply “Can-Do” statements. Have you tried applying the“Can-Do” in your lessons? This time, I will share a sample
lesson plan that is the first lesson of “みんなの日本語”
and its “Can-Do”. My lesson plan starts with “練習C” andnot “練習A” or “練習B”! Doesn’t it sound interesting?

やってみませんか？ By Chisato Ofune

Lesson Plan: 60 minute lesson
TIME

ACTIVITYTIME

ACTIVITY

3mins[Topic Introduction] (Activating a content schema)

7mins[Self-introduction activity] (Output Activity)

Talk about experiences about having attended parties

Practice saying the pattern by using their own names andetc. where participants come from various countries, andnationalities, then go around the classroom and introduce

discuss what kind of information are usually exchanged onthemselves to their classmates.

these occasions.
5mins
5mins

3mins

[Introducing Key words]

Talk about what information is usually exchanged at self-

Learn the names of several countries.

introductions besides name and nationality.

[Listening] (Input Activity)

 Expected answers by students:

Listen to the conversation of “練習 C-1”(the second- occupation

edition) or “練習 C-2” (the first edition) without

Think where to put occupation in the pattern learned.

opening the textbook, and try to get what information is Possible answers by students:

exchanged. *- After name Expected answers by students:- After nationality- Name (e.g. Mike must be a name.)- Anywhere except at the beginning- Nationality (e.g. One person mentioned America.)* The teacher tells that it comes anywhere after the name or- The rest of the portion of the conversation must be

nationality.

greetings for the first meeting.
7mins[Topic introduction-occupation] (Activating a content schema)

8mins[Introducing Key words][Listening -2  Practice saying] (Input Activity-2)

Learn vocabularies for occupations by using illustrations,

Listen to the audio again and focus on the names andphotos etc.

nationalities this time. After listening to the audio, share the

7mins[Listening] (Input Activity)

expressions that the students got by writing them on the

Learn how to do self-introduction including occupation.

board.

 Model: Expected answers by students:

はじめまして。おおふねです。日本からきました。

- マイク・ミラーです。／佐藤です。

ジャパンファウンデーションの教師です。どうぞよろしく。

- アメリカから きました。

*Nationality and occupation can replace each other.
Focus on the portion “ジャパンファウンデーション

5mins

Practice saying their names and nationality by using theの教師です” then practice the pattern by using thepattern.

illustrations for “練習B-5”. (Do not follow the pattern for[Listening –3] (Input Activity-3)“練習B-5”, just use the illustrations.)

Listen to the audio again and catch the rest of the words

7mins[Self-introduction activity part 2] (Output activity)

and the expressions. After listening to the audio, share

Practice self-introduction including one’s occupation, thenthem by writing on the board and introduce the meanings.

to go around in the classroom and introduce one’s self to Expected answers by students:

classmates.

- はじめまして。
- どうぞ よろしく。

3mins[Self-evaluation]
Assess if the students can introduce themselves in short
simple Japanese.

* The CD conversations of “練習C” in the first edition of “みんなの日本語” are available but there is no audio file of “練習C” of the second edition.
So it is recommended to record the conversations with your colleagues for use in your class!

Magkape Muna Tayo

Goodbye...

9

TAKAHIRO MATSUI
2011年4月にフィリピンに来て早いもので3年がたちました。お世話になったみなさん，本当にありがとうございました。日本に帰ってからは浦和の日本語
国際センターで働くことになりました。みなさんまた日本語国際センタ
ーで会いましょう。

NAOKO HAYAKAWA
フィリピンの天気のようにあたたかい（あつい？）先生方に助けられ、楽しく元気にすごすことができました。たくさんわらった2年間でした。ありがとうございました。また会いましょう！

Soon to leave...

CHIHANA FUKUSHIMA
2年間、ありがとうございました!!ほんとうに楽しくて、フィリピンが大好きになりました。
また、いつか、どこかで会える日を楽しみにしています!

ERI SUZUKI
みなさんお世話になりました！みなさんのあかるさやあたたかさに助けられ、あっというまの3年4か月でした。
みなさんが自分らしく、ありのままに、毎日幸せに過ごされることをいつも心から祈っています。
いつかどこかで、また会えますように！

CHISATO OFUNE
8月23日に日本に帰ることになりました。マニラ生活は4年5か月。たくさんの人とのいろいろなプロ
ジェクト、新しいチャレンジがたくさんできて、ほんとうに楽しかったです。ありがとうございました。
また、世界のどこかで会いましょう！

SANAE NAKATSUKA
はじめまして、中塚早苗（なかつか さなえ）です。2014年4月にマニラに来ました。
フィリピンのみなさんは、明るくて、元気で、おもしろいですから、毎日とても楽しいです(^-^)/♪。
これから新しい文化、たくさんの人と出会っていきたいです。どうぞよろしくおねがいします。

KOZUE TAKASU
はじめまして！たかすこずえです。４月にフィリピンに来ました。セブで日本語のじゅぎょうのてつだいをします。フィリピンに住むのは、はじめてです。ドキドキ、ワクワクしています！たくさんの人に会えるのを楽しみにしています。よろしくおねがいします。

TAKAHIRO NARITA
はじめまして、成田です。5月16日にマニラに来ました。これまで、タイ、ロシア、インドネシアで日本語教育の仕事をしました。フィリピンは、１５年くらい前に旅行で来たことがありますが、それからいろいろ変わったと思います。私にとって、いろいろ新しいことがありそうですから、楽しみにしています。
どうぞよろしくお願いします。

10

Sapin-sapin

先生の輪は、日本語教師や将来日本語教師になりたいと考えている
人たちの交流の場です。もっと楽しく、もっとおもしろく一緒に日本語教育を勉強しましょう！

“Sensei no Wa” is open to active and aspiring Japaneselanguage teachers. It offers a platform for informationexchange with one’s peers. It is for the further
encouragement of Japanese Language Education - itaims to support professional enrichment, and network
expansion through interactive learning.

“Oshaberi Salon” is a free event for Nihon enthusiasts held at the JapanFoundation, 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, get a lot of inspiration, and form a new
network. If you know someone who is a Nihon enthusiast, tell them about“Oshaberi Salon”.

Let’s join Sensei no Wa

URAWA Update

Reading Tactics 読解ストラテジー
Ms. Katharine Teotico(April 26, 2014)o Clubhop - Iga Kend
Kendo Works)
14(March 14, 20

The 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 their knowledge ofJapan. It is being conducted at The Japan Foundation JapaneseLanguage Institute in Urawa, Saitama, Japan.

Shieba Magno
Tour in Nikko, one of UNESCO’s
World Heritage Sites, together withclassmates. (S. Magno, extreme left)

Rosario Borbajo
We had a fun time introducing our countries
to these cute kids, but it seems they weremore excited to teach us about food, flowers
and games in Japan.

Katharine Teotico
A fun-filled Sunday morning in
February when we tried our hands
at making mochi then eating themafterwards. おいしかったですよ！

Alexander Macainag
Final presentation on how to improve mycurrent Nihongo class

絵描き歌－Drawing
Song(April 4, 2014)

The Japan Foundation
Grantees for Nihongo
Teachers (FY 2014-2015)
LONG-TERM TRAINING PROGRAMFOR FOREIGN TEACHERS OF THE
JAPANESE LANGUAGE(September 9, 2014 ~ March 6, 2015)•
Cherry Rolaine Ramirez
Nihongo Center Foundation, Inc.
(Manila)•Jose Marie Ocdenaria
St. Mary’s College of Tagum, Inc.
(Davao Del Norte)•
Marie Dominique Licup
Miriam College High School(Quezon City)•
Elizaer Christian Cabilan
Philippine Nikkei Jin Kai International
School (Davao)
SHORT-TERM TRAINING PROGRAMFOR FOREIGN TEACHERS OF THE
JAPANESE LANGUAGE•
Joan Siwalen(July 8, 2014 - August 28, 2014)
University of Baguio (Baguio)•
Maria Crispina Francisco(January 20, 2015 ~ March 12, 2015)
Nihongo Kyoiku Tutorial Services(Manila)Banana Q
Glossary for the
Serious Nihongo
Teacher

色の名前

11

By Naoko Hayakawa
雨のきせつ。雨があがった時、空に虹（にじ）があったら、しあわせな気持ちになりますね。
虹は7色。赤、オレンジ、きいろ、みどり、青…いろいろな色がありますね。今回は色のお話です。
では、さっそくしつもんです。「だいだい色」というのはどんな色でしょうか。むずかしいですね。「橙（だいだい）」というのはくだもの
で、みかんのなかまです。ですから、「だいだい色」は「オレンジ」なのです。このように、物の名前で色をよぶことがあります。
ほかの色についてもちょっとみてみましょう。
つぎの１）～５）に近い色は何色ですか。A.～E.の中からえらんでください。
１）さくら色			
A. むらさき２）ねずみ色			
B. うすいピンク
３）空色				C. きいろ４）ぶどう色			
D. グレー（はいいろ）
５）レモン色			
E. うすい青
このほかにもたくさんあります。すみれ色、レンガ色、きつね色…。みなさんも色にすてきな名前をつけてみてはいかがですか。

Be part of the growing
family of the JFM library,sign-up now for membership!
The library is open to researchers/
borrowers from 10:00 a.m. - 7:00 p.m.,
Mondays to Fridays, and from 9:00 a.m.
- 1:00 p.m. on Saturdays. It is closed on
Sundays & Holidays. Just present an ID card
at the Charging Desk. For those who wish
to become Library members or want toknow more about the library, visit <http://
www.jfmo.org.ph/about_us_library.php> orcall (02) 811-6155.
In 2014, about 100 books on Japanese
language education such as, teachingguides, JLPT exercise books, and about 150
Japanese novels, photo books, and mangasuch as Break Blade, Silver Spoon, Attack
on Titan, Kuroko no Basuke etc., have beenacquired by the JFM library.

This time, we present the
MARUGOTO series which wereintroduced at the 19th Philippine
Japanese Teachers’ Forum.
Currently, four levels of MARUGOTO
textbooks, i.e., Starter(A1), Elementary 1(A2), Elementary
2 (A2), and PreIntermediate (A2 B1),
are available at theJFM library. Except for
the Starter (A1), therest are trial versions.
For the Starter(A1) up to the Elementary 2 (A2) levels,
there are two coursebooks: Coursebook
for communicative language activities andCoursebook for communicative language
competences. For the Pre-Intermediatelevel, the two coursebooks have beencombined into one, namely, Marugoto:
Japanese Language and Culture (PreIntermediate A2/B1). For the Starter (A1),the Roman alphabet is used together
with the Japanese characters.
The Coursebook for communicative
language activities provides a new wayof learning Japanese where learners
are able to understand when, where,
and with what feeling the patterns andexpressions are used through manycolor photos, illustrations and audio
materials.

At first, the learners listen to a lotof contextualized conversations, as wellas understanding the contents andgrasping the flow. After understanding
it, learners speak in pairs using theexpressions provided for the specificsituation.
In each lesson, the Can-do (whatlearners will be capable of in Japanese)are clearly indicated, and after thelesson, learners check whether they havebeen able to do the Can-do statements
and write comments. It helps andencourages management of one’s own
study of the language.
Japanese life and culture are also
introduced with a variety of photos.
The learners compare it with one’s own
country and discuss what they think, sothat they discover new perspectives anddevelops a better understanding of theother culture.
Why don’t you take a look at the
MARUGOTO series?

JFM Courses & Workshops
June 2014 to January 2015

COURSES FOR NIHONGO TEACHERSMARUGOTO Teaching Techniques
Module 1
Manila Schedule
June 28 & 29 (Saturday & Sunday)
9:00 a.m. - 5:30 p.m.
/ 9:00 a.m. - 12:30 p.m. (11 hrs.)
Tuition fee: Php800

COURSES FOR NIHONGO LEARNERS
Marugoto Elementary 2 (A2) Module 2
August 5 - November 4 (Tuesdays)
6:20 - 8:30 p.m. (28 hrs.)
Tuition fee: Php4,500
Marugoto Starter (A1) Module 1
August 4 - September 15 (Mondays &Wednesdays)
6:20 - 8:30 p.m. (24 hrs.)
Tuition fee: Php4,250(Php3,800 + Php450 for textbook)

Cebu Schedule
July 26 & 27 (Saturday & Sunday)
9:00 a.m. - 5:30 p.m.
/ 8:00 a.m. - 12:30 p.m. (11 hrs.)
Tuition fee: Php800

Marugoto Starter (A1) Module 2
September 29 - November 5(Mondays & Wednesdays)
6:20 - 8:30 p.m. (24 hrs.)
Tuition fee: Php3,800

教師のための日本語シリーズ
中級日本語 ４
August 27 - October 1 (Wednesdays)
6:20 - 8:30 p.m. (12 hrs.)
Tuition fee: Php900

Marugoto Writing (Moji) Course
November 17 – December 17 (Mondays &Wednesdays)
6:20 - 8:00 p.m. (15 hrs.)
Tuition fee: Php2,400

JLPT Interactive Lecture & Exercises(saturdays)
N5 August 30
1:00 - 4:30 p.m.
N4 September 6 1:00 - 4:30 p.m.
N3 September 13 1:00 - 4:30 p.m.
N2 September 20 1:00 - 4:30 p.m.
Tuition fee: Php200
REGULAR EVENTS (FREE ADMISSION)
先生の輪 Sensei no Wa
August 30 (Saturday)
6:30 - 7:30 p.m.
Nihongo Center Foundation, Inc.,
Makati Campus
November 21, 2014
& January 23, 2015 (Fridays)
6:30 - 8:00 p.m.
Japan Foundation, Manila
Oshaberi Salon
July 4, September 5, November 7, 2014,
and January 9, 2015 (Fridays)
6:20 - 8:30 p.m.

Philippines - Japan Friendship MonthEIGA SAI
Japanese Film
Festival
Shang Cineplex
Cinema 2, ShangriLa Plaza Mall,
Mandaluyong City
July 4 - July 13

Left Behind”, “FLY, DAKOTA, FLY!”, “Hearts
Together” “REUNION”, “Symphony inAugust”, “Homeland”, “Wolf Children”,“Tamako in Moratorium”, “Like Father,
Like Son” and “ROBO-G”.
“STRONG BOY, DEAF BOY, AND
A GIRL IN AN ABAYA” by PETA&“AYANASU (WOVEN)”
by Dora Theater Company

Abreeza Ayala,
Davao City
July 25 - July 27
FDCP Cinematheque, Davao City
July 29 - August 3
Ayala Center Cinema 4, Cebu, Cebu City
August 6 - August 10
This year’s featured films include:“The Kirishima Thing”, “A Story of
Yonosuke”, “Casting Blossoms to the Sky”,“Tug of war!”, “Until the Break of Dawn”,“Momoiro sora o”, “hospitalité”, “Things

PETA Phinma -Theater , Quezon City
July 26 (Drama) 3;00 p.m. & 8:00 p.m.
July 27 ( Workshop)
for inquiries and reservations,please contact the PETA Theater Center
TEL 410-0822 / 725-6244 loc.23
peta.theatercenter@gmail.com
2014 J-pop Anime Sing & Dance
Contest Grand Finals
SM Center Stage, SM Mall of Asia
July 19, 1:00 - 5:00 p.m.

The 20th
Philippines Nihongo
Teachers’ Forum
October 18 -19, 2014
WATCH OUT FOR DETAILS!

2014 Japanese
language
Proficiency Test
December 7 (Sunday)
Manila, Cebu, Davao
Application Forms available
on July 15 (Tuesday) onwards
Registration Period: August 12(Tuesday) to Sept.12 (Friday)*For details, visit www.jfmo.org.ph or www.facebook.com/jfmanila or call (02)8116155 to 58.

Merienda!
The Japan Foundation, Manila Nihongo Teachers’ Newsletter

EDITORIAL STAFF
KELI BISCARRA SANAE NAKATSUKA
C.E.J. AQUINO KOZUE TAKASUMICHIKO IMAMURA FLORINDA PALMA GIL
TATSUYA NAKAGOME ERI SUZUKICHISATO OFUNE KUNIO AONUMASACHIKO KUWANO MIKI MORINAOKO HAYAKAWA ANGELA MAE CRUZADOTAKAHIRO NARITA

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 • www.facebook.com/jfmanila