Day１０ トピック５

だい１０か いつが いいですか
Topic 5：
5： せいかつ だい 10 か いつが いいですか

Attendance & Review

15 minSlide 1

T: Let's recall last lesson’s Can-dos. (Show slide L.9)
Ask questions like:

まいにち 何時に おきます。それから 何を しますか。
何時に あさごはんを 食べますか。
何時に かいしゃに 行きます。
何時に うちに かえりますか。
何時に ばんごはんを 食べますか。
何時に ねますか。
* Ask S to give appropriate reactions
Ex: はやいですね、おそいですね、あ、そうですか、etc.

Introduction of the topic●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 2
T: Now that you know how to talk about your daily routine, how about if
your friends invited you to go out? Would you say yes at once? (No) Whatwould you do? (I would check my schedule). So in today’s lesson, we willtalk about one’s schedule for the coming week or even for the month.
Let’s take a look at our Can-do’s.
*Show slide 2 of Can-do’s. Can-do

1

を読む。

かようびは よる がっこうに いきます
Kayoobi wa yoru gakkoo ni ikimasu◆Situation◆ To talk about own schedule for the week.
●Teacher’s Focus● To let the students listen to the CD several times to give them enough chance
to be able to grasp the sentence structure. To Let the students say the sentences a number of times in
preparation for the speaking task.

1

30 min129-130

Slide 3*Show Can-do 25
Before listening
T: Do you have an organizer or appointment book?
T: What do you write in it? What for? (Appointments, so as not to forget)

1©2014 The Japan Foundation, Manila

Day１０ トピック５

だい１０か いつが いいですか
Slide 4

ページを 見てください。

T: 66
What do you see?
(Calendar, sentences, etc.)
T: So this time there are a lot of new words that you will hear from the
CD. Let’s take a look at them before listening.
T: What do you think are the words at the top of the calendar?
(days of the week)* T will not confirm yet whether answers are correct.
T: Try pronouncing the words. (Let S read, etc)
T: How about the 3 words in the middle & at the right of the calendar?
(time expressions)
T: The pictures in the calendar have meanings, as written on the bottomof the page.
* Read, but do not give away the meaning yet.
T: Do you have an idea about the meanings of these pictures?
* Let S guess.

p. 66
Upper portion

げつようび

読んでください。
読んでください。

Listening Track #129-130 -Listen & point
T: OK, let’s listen to the CD. It’s a monologue, a series of sentences. You
will hear the sentences written at the bottom. While listening, try topoint at the words & sentences that you hear. You will discover as
pattern. Don’t worry if you don’t get everything at the first try. We will
listen to it at least twice.

Slide 5

聞いてください。

After listening: Confirmation of the meaning
T: What do you think the sentences talked about?
(Schedule for the week)
T: Did the sentences have a pattern?(Yes, -yoobo, then action)
T: What do you think ~yoobi means?
*After S are able to guess the meaning, show slide 5 & confirm meaningof pattern.

Slide 6

Slide 7

Slide 8p. 66
Upper portion

Oral practice 1 ～曜日 -Listen to the CD & point to the words in the book & repeat
Track #129*
T: p.66
Do you know what the words at the top part of the calendar are? (days of the week)
T: Listen to the CD. As you hear the word, point to it in your textbook & repeat.

「～にちようび、」までを見てください。
ください。

聞いてください。それから、言ってOral practice 2 ～曜日 -Point to slide & say
T: This time, close your books. Look at the slide 7. Point to the word as I say it & repeat after me.
Oral practice 3 ～曜日* Show slide 8 without –T: This time, I will point to the calendar & you will say the day.
* First point to days in order; then random

ようび*Reference: http://words.marugotoweb.jp/static_contents/pc/collection/calendar.php?lang=en(MARUGOTO Words collection “calendar”)

2©2014 The Japan Foundation, Manila

Day１０ トピック５

だい１０か いつが いいですか
Slide 9Oral practice 1 -きのう、
きのう、今日、今日、明日 -Listen to T & point & say* Show slide 9 with kinoo, kyoo, ashita & let S guess meaning of&.
T: Do you recall the meaning of? (today)* Point to kyoo & say:
T: If this is, then what do you think is the meaning of?
?(yesterday, tomorrow)
T: Ok, point to the word & repeat after me.
* T says words in order, then random
Oral practice 2 -きのう、
きのう、今日、今日、明日 -Copy T’s gesture with saying
T: This time, if I do this (hand behind right shoulder), it means. If I do. If I do this, (hand in front of right
this, (hand on right shoulder), =shoulder), =. Is it clear?
* Let S say appropriate word while T does gesture, first in order, thenrandom.

きのう

あした

た

きょう

きょう

きのう あしあした

Slide 10

きのう

きょう

「せんしゅう～らいしゅう」

Oral practice -先週、先週、今週、
今週、来週 Track #129*-Listening to T & pointing with saying
T: Next, look at the slide 10 & let’s go to these 3 words at the right.
Let’s listen to the CD. Track
T: Ok, so* T runs pointer through days 1-7 & says
, through days 8-14 &says, & through days 15-21 & says
. T repeats
gesture for all 3 words, then asks S to repeat.
T: Ok, what is the meaning of,&?
(last week, this week, next week)? (week)
T: What do you think is the meaning of
T: Ok, point to the word & repeat after me.
* T says words in order, then random

…
こんしゅう

せんしゅう

らいしゅう
せんしゅう こんしゅう らいしゅう
しゅう

Slide 11
Oral practice 1 -文 :Confirmation of the meaning Track #130

意味の確認
T: Next we will take up the activities in the schedule. 66 ページを見てください。 Let’s listen to the CD again, try to guess the meaning of thesentences. Again, point to the sentences as you listen.
T: Ok, let’s see if you can tell me the meaning of the sentences.
Slide 11
* Ask S for meaning of each picture, starting with
Oral practice 2 -文 -Listen to T & point & say
T: Look at the slide. Point to the picture as I say the sentence & repeat afterme.
Oral practice 3 -文 -Saying without hints* Show slide 12 without sentences.
T: Next, I will say a sentence. Point to the picture being referred to and thenstrepeat. OK? (Point 1 in order, than random)を見てください。

びょういんに いきます

Slide 12
Oral practice 4 -文
T: Next, I will show you these picture cards. Say the appropriate sentence
for each picture.
* Group pictures into 2, do the following:
1. Show
S = chorus 3x, then 1 by 1, then chorus(→/)
2. Do the same for
(→
)
(→
/
)

びょういんに いきます。
かいしゃ がっこう
えいごを べんきょうします。 にほんご
ともだちと かいものに いきます。 いもうと ははびじゅつかんに いきます

3. Review 4 pictures by showing randomly, S = chorus.
4. Do #s 1-3 for 2nd group of pictures, i.e.,(→BADMINTON)
(→
/
)
→
→

テニスをします。
いもうとが きます はは ともだち
コンサートに いきます（ パーティー）
ともだちと しょくじを します（ かぞく）
3
©2014 The Japan Foundation, Manila

Day１０ トピック５

だい１０か いつが いいですか2

あべさんの らいしゅうの スケジュールは どれですか。

131

10 minWhich is Abe-san’s schedule for next week?

Before listening
T: We will next have the listening exercise. Let’s take a look at the introductory sentence. 67
Who is the character? ()
T: The focus is to find out which among a-d is Abe-san’s schedule by listening to the CD. Look at the activities
in each schedule. Is there anything you don’t understand? Ok, listen to the CD. I will pause after each line.
Listening* Play CD, Track #131
T: What is your answer? (C)What was your clue? (==)
T: To confirm your answer, let S listen again to the CD.
* Play CD, Track #131
T: Were you able to see why (C) is the answer?
T: Ok, next, you will again listen to the CD, this time focusing on the meaning of the sentences; take note of
new words & expressions. This is also in preparation for the next activity.
*Play CD for
After listening: Confirmation of the meaning
T: Were you able to get the meaning of the monologue? What were the new words or phrases that you heard?
()* Discuss meaning of () through, like say:
T: EX:
Oct 16
Oct 30How about the class time?
12:30
2:30

い。

ページを見てくださ

あべさん

きんようび しょくじ、 どようび いもうと

から、まで

から、まで
から、 まで
板書
まるごとクラスはからまでです。
まるごとクラス
まるごとクラスは なんじから なんじまでですか。

から

までです。

あなたの らいしゅうの スケジュールは どうですか。

3

What is your schedule for next week like?

Photo
in p. 67
Bottom portion

10 min25

Before talking
T: Next,
67
What are they doing?
(Sharing schedule) Why? (They want to do something together.)
Before we end our class, you will be sharing your schedule with yourclassmate. To help you out let’s take a look at a few more patterns thatyou can use.

みなさん

ページを 見てください。

Slide 12
* Show slide 12
Oral practiceT:* Ask S whether they understand, then confirm the meanings* Explain parts that they don’t understand* These mean:” Other than these schedule, I’m free.”

みなさん、読んでください。

Talk in pairs
T: Now, let’s go to the activity. You will have a partner, & narrate your schedule next week to your partner. The
objective is you want to go out together, and you want to find a common free time between the both ofyou. First, fill out the NAME & “” portion of the worksheet. This will be yourreference in giving your narration of your schedule next week.
T: For the one listening, put checks on the days that your partner is NOT free. There is no need to write theactivities being mentioned. After both of you have shared your schedules, find your common free time.
Refer to the slide for your guide, and to p.58 for the sentences about the activities.
After talking
T: Were you able to tell your schedule? Were you able to find a common free time?
*Ask a pair to narrate their own schedules & ask the classmates to see whether the two presenters have acommon free time.

わたしのスケジュール

4©2014 The Japan Foundation, Manila

Day１０ トピック５

だい１０か いつが いいですか

2

1

いつでも いいです
Itsu de mo ii desu

25

カーラさんの バースデーパーティーは いつが いいですか。

132-134

When is the most convenient day for Carla-san’s birthday party?

20 minIntroduction of the topic◆Situation◆ Kim-san calls the others to decide on the schedule of Carla san’s birthday party.
●Teacher’s Focus● To remind the students of the Can-do statement for this portion.
Slide 13

T: Now that you know how to talk about your schedule for the week, think
about when you would actually refer to your weekly schedule. When
you are among friends, what is the situation where you would refer toyour appt book? (When you want to schedule a date with your friends)
T: Yes, so for the 2nd hour we will talk in particular about (CLICK & SHOWSLIDE)
Can-doを読む。

Before listening
T: For the 2nd hour, the Can-do is: To be able to talk about when to have a party. 68
Can you imagine the setting? (Phone conversation)* Arrows signify
making call to,&.
T: What do you think the topic of the conversation is? ()* Let S be aware of Karla’s picture, of all numbers having ONLY&
as choices.
T: Maybe.... let’s see.
will be asking a question, & the 3 will give their replies. Can you tell whatwords you should focus on? (&- since it is seen/given that Kim-san is OK or MARU forboth these days.)
T: Do you know what to put in the boxes? (/)

ページを見てください。

キム

ジョイ すずき

キムさん

どようび

シン
パーティー、カーラさん、どようび、にちようび
どようび にちようび

にちようび
まる バツ

Listening sample #1 Track #132
T: OK, let’s first listen to the example, where Kim san made the phone call to Joi san. Do you know how theJapanese answer their phone? (). The CD will not include those greetings but go straight to the
topic. Try to guess why Kim-san’s answers are both MARU. Focus first only on what Kim san will say. She
will speak first.
* Play,T: Can you guess the flow of the conversation?
Were you able to guess why the answers are both MARU? The clue is Kim san’s reply at the end. Let’slisten to the CD again.
* Play CD.
T: Did you hear Kim-san’s answer? ()
T: What do you think it means? (Both Sat & Sun, either Sat/Sun, etc.)* If S cannot guess meaning, T to repeat dialogue, OK;,*T gives meaning by writing CHECK & Mon~Sun if S cannot guess, or by saying
OK, etc.
T: How about Joi-san’s reply? Did you get it? Remember, Kim-san is talking about when they will hold theparty. Let’s listen to the CD again. This time, focus on Joi san’s answer.
* Play CD again.

もしもし

いつでもいいです

げつようび5©2014 The Japan Foundation, Manila

かようびDay１０ トピック５

だい１０か いつが いいですか
Listening #2-3 Track #133-134: Guess the meaning of the conversation
T: Before we discuss the answer, let me proceed to #s 2 & 3.
Note: Assume that Kim-san has already mentioned that Carla-san’s birthday is next week, so she goesstraight to the Question*T mentions “# 2, etc.” to guide S through the CD and pauses after each number
After listening
1)
CD
2) 1
T: Let’s listen to the CD to find out the correct answers. You can take down the new phrases that you willhear.
Especially for #2, go line by line to get&

ペアで答え合わせ問ずつ を聞きながら答えをチェック

だめです

2

だいじょうぶです

らいしゅう みんなで パーティー／しょくじを します。いつが いいですか。10 min
You are going to have a party or a meal with everyone next week. When is convenient?

26

Slide 14
Oral practice
T: For your task, let us say we will all go out to eat dinner next week. In
preparation for the activity, we will practice the conversation that weheard earlier.
* Show slide 14.
T:* Do chorus of kaiwa, use/* Ask S whether they understand, then confirm the meanings.
* Explain parts that they don’t understand.

みなさん、言ってください。
げつようび かようび

Talk in pairs
Itsu ga ii desu ka WORKSHEET
T: Now, let’s go to the activity. First, fill out the NAME & AVAILABLE DAY(S) portion of the worksheet. You will
be divided by 4s. Each person will ask all the other members of the group.
T: Do not forget to start your conversation with a greeting () & end with ??? ()
Also to react to each other’s answer.

こんにちは

ありがとうございます

After talking
T: Were you able to find a common day?
*Ask some S to present their dialogues in front of the class.

3

おめでとう！
Omedetoo!

27◆Situation◆ To read the birthday card messages written for Carla san before bringing it to the party.
あなたの かぞくや ともだちに カードを かきましょう。
Write a card to your friend and family.

10 min6©2014 The Japan Foundation, Manila

132-134

Day１０ トピック５

だい１０か いつが いいですか
Reading
T: In our listening exercise a while ago, we had Carla-san’s birthday as the setting. What do Filipinos do duringbirthdays? (PARTY, WHERE CELEBRANT PAYS) What do you usually bring to a birthday party? (Gift, card,
flowers, etc) What is our custom during birthday parties? (Sing HAPPY BIRTHDAY, blow out candles). How
do you think Japanese celebrate their birthdays?(PARTY, BUT WARIKAN, EXCEPT CELEBRANT)
What ages do we specially celebrate? (1, 7, 13, 18/21)
How about the Japanese? (60, 77, 88, 99)
69* Discuss birthday cake - size; wine, etc.
T: Try reading the greetings written on the card.
* T asks S for meaning.
T: How about the expressions below? What do you think are the meanings? Try reading them.
Listening expressions Track #135
T: Let’s listen to the CD, focus on the pronunciation & repeat.
* Play CD, let S listen ONE BY ONE to expressions & have them repeat several times*- said not just during birthdays, but also on other happy occasions like ...
is said? (graduation, childbirth, pass exam, get a job,
T: What other occasions do you thinkpromotion, etc)
T: OK, next you will write a birthday card to a friend. Surprise your friend by greeting him/her in Nihongo.
Write your name in katakana. Follow the format in the book. Use the colored paper.
* Give out colored paper.
Summary:
T: Now you know how to greet HAPPY BIRTHDAY in Nihongo!

ページを見てください。

おめでとう

おめでとう

朝と夜 Morning and evening 15 min●Teacher’s Focus● To make the students notice which activities are done in the morning and
せいかつ

ぶんか

生活と文化 Life and Culture

evening, and to compare it to our lifestyle.

T: Today we talked about our schedules, and the time that we do our activities. Let’s take a look at some
activities that the Japanese do. 70* Let S read the title & the questions.
T: So what do you think we are going to talk about? (morning, evening activities, time to do these)
T: Can you guess what these pictures show?
* Talk about differences with Philippine setting, & reasons why* Morning:
1. grade school students walk together to school, school starts 8:40
2. company employees rush hour: 7:00-8:00? office usually starts 9:00? 9:30?
3. stay-at-home moms go to the gym
4. kindergarten pupil brought to school by mother (9:00)* Evening:
1. after office dinner/nomikai (can introduce concept of nijikai)
2. grade school pupils attend juku (3:30 - about 1 hr)
3. going home after juku latest is 10pm in time for last train

ページを 見てください。

* COMPARE ROUTINE WITH FILIPINO GRADE SCHOOL PUPILS*Reference movie: http://marugotoweb.jp/life_and_culture.php

Can-do check(MARUGOTO Plus/ Life and Culture)

Slide 157©2014 The Japan Foundation, Manila

References

References
The official portal page of "Marugoto: Japanese Language and Culture"
http://marugoto.org/en/
Marugoto: Japanese language and culture Starter A1 (Coursebook for Communicative
Language Activities), 2013, The Japan Foundation, Sanshusha『まるごと』入門（A1）＜かつどう＞教え方のポイント
http://jfstandard.jp/pdf/resourse/a1_katsudo_method.pdf
Word book
Digital audio files
http://marugotonihongo.jp/en/library/ (need registration)
MARUGOTO Plus
http://marugotoweb.jp/
MARUGOTO Words
http://words.marugotoweb.jp/

8©2014 The Japan Foundation, Manila