Day４ トピック２

だい４か かぞくは ３にんです
Topic 2：
2： わたし だい 4 か かぞくは ３にんですAttendance
T: こんばんは。授業を始めましょう。では、出席をとります。
*質問しながら 出欠席をとる。 例） T: (Last name) ですね。 T: お仕事は？

T:～語ができますか？

Review

アニメ マンガ「どちらから」

日本人

T: Pretend you are in an/CONVENTION here in Manila, where there are lots of. If you
want to be friend them, what would you say? ()T: If you are asked, how would you answer?
(With one’s city of residence/province)
T: After introducing yourself, talking about where you are from, what your occupation is, what other things
do you think you would talk about?

はじめまして。～です。どうぞよろしく。

Introduction of the topic●Teacher’s Focus● To introduce the Can-do statements so that the students will be aware of what
they will be able to do by the end of the lesson.

Slide 1
T: Okay then, let’s look at our can-do objectives for today.
PPT
7. Talk briefly about your family.
8. Tell about your family, using the photo.

を見てください。読んでください。

３にんです
1 かぞくはKazoku wa san-nin desu 10 min

1045◆Situation◆ Talking about one’s family to a new acquaintance.
●Teacher’s Focus● To make the students familiar with family member terms.
Slide 2

T: So our first Can-do is TALKING briefly about your family, still under thetopic. I just want to find out, “”(ME???)
T: So today’s topic is talking about ONE’S OWN FAMILY. Let’s start bylooking at the next slide.

わたし英語で？

わたし ってどういう意味ですか。

Before listening
T: Slide
T: What does this chart show? (FAMILY TREE)
T: Who is the speaker in this chart? (??) (-chance to intro
book characters in front portion of book)
T: OK, try reading & pronouncing the words which refer to each person on
the chart before we listen to the track.

を見てください。

Slide 3わたしすずき

注：日本語で 言えなくてもいい、絵にある人の関係が分かっているかどうかだけチェック。

Listening 1 Track #045
T: 36

ページを見てください。Track を聞いてポイントしてください。そして、リピートしてください。
Tr: 父です。
S: 父です。
／Tr: 母です。 S: 母です。
Tr: 兄です。
S: 兄です。
／Tr: 姉です。 S: 姉です。
Tr: 弟です。
S: 弟です。
／Tr: 妹です。 S: 妹です。
PAUSE track, say: Try to guess the meaning of the next sentence.
Tr: わたしの 家族は ７人です。
1©2014 The Japan Foundation, Manila

Day４ トピック２

だい４か かぞくは ３にんです045046

T: (Point to each person on slide & say) 1, 2, 3, 4, 5, 6, 7 – 7
T: OK, repeat after me,

わたしの 家族は ７人です。

人です。

Reference: http://words.marugotoweb.jp/static_contents/pc/collection/number.php?lang=en(MARUGOTO Words collection “number”)「わたし」の かぞくは どれですか。

2047-051

Which picture shows the speaker’s family? 10 min●Teacher’s Focus● To let the students notice from the CD about how to talk about one’s family,

including how to say the number of family members one has.

Textbook

Before listening
T: We will next go to the listening exercise. 3637?
For the 5 photos, theis the speaker (point theportion in book).
* Make sure the students have recognized who isfor eachnumber.
Listening sample #1 Track #047
T: The answer for #1 is (a). Listen to the example & find out why (a) isthe answer.
*Plays.
T: Did you get why (a) is the answer (3 ). Take a look at the memo on
the lower portion of p. 36. These will be your hints. OK, now you
know what to listen for.
T: (Point to each person on slide & say) 1, 2, 3, 4, 5, 6, 7 – 7
T: OK, repeat after me,7
Listening #2-5 Track #048-051

ださい。これは 家族の 写真ですね。
わたし

Photos in p. 36, 37(Families)とページを 見て く
わたし
わたし人

わたしの 家族は 人です。

ペア 全体で答え合わせAfter listening(2-c, 3-d, 4-e,答え3人です。

5-b)

もう一度 CD を聞く。 Track #047 only
もういちど 番を ききましょう。 This time focusing on the flow.
意味は わかりましたか。(わたしの 家族は 3 人です。父と 母と 私です。= THERE ARE 3 MEMBERS IN MY FAMILY.

Confirmation of the meaningT:
1
What did you hear?

10 min7FATHER, MOTHER & ME.)
* If S cannot get the meaning. Play #048 & ask again to guess.

Slide 4

人数

Oral practice 1
T: OK, let’s practice saying the number of members before you do thedialogue.
* Show PPT 4, do Chorus repeat
T: Is there anyone with more than 7 members in his family?
* Ask those with more than 7 members to say the number of familymembers.

Slide 5Slide 6

Slide 72©2014 The Japan Foundation, Manila

Slide 8

Day４ トピック２

だい４か かぞくは ３にんですか ぞ く しょうかい
Oral practice 2
T: Can you now introduce your family?
T: Slide 5
T: So for example you have 2 Kuyas, how will you say it?
(, etc.) Slide 5&6
T: What if you are already married? Anybody here married? With children?
* Show slide 7 let S guess meaning ofthen DO CHORUS REPEAT.
* Let S listen to Track #048
T: What did you hear?
* Show slide 8 after S has mentioned the expressions they have heard. DO CHORUS REPEAT.

（家族紹介かぞくしょうかい）
れんしゅうしましょう。
を 見てください。
おとうと ふたりと
つま、おっと、こども、Slide 9
Talk in pairs
T: Did you bring family photo today? Are you ready to talk about them?
Let’s have a pair practice. You can refer to the Slide 9 & introduce
your family to your partner. Later on, you will be asked to present infront of the class.
* If with pet, introduce.

おいくつですか2 Oikutsu
desu ka 10 min

1052-055◆Situation◆ To interact while looking at a family photo.
●Teacher’s Focus● To be able to let the students notice the words used in talking about one’sfamily, like age, occupation, and place of residence.

Slide 10Before listening
T: So for the next Can-do, the situation is where you & your friend arelooking at your family photo & talking about the family members.
T: 38
Whose family picture do you think this is? What nationality? We will belistening to the CD. Familiarize yourselves with the info written in theboxes on both sides of the photo. I’m sure you already know themeaning of most of these words. You will hear these on the CD.
Remember, the Nihonjin owner of the photo & another person aretalking. Try to guess what they are talking about.
T: Point to the words in the book whenever you hear them on the CD.

ページの写真を見てください。

Listening Track #052-055
T:では、聞いてください。

Textbook

After listening
T: Have you come up with your guesses? Were you able to understandsome of the conversation? What was the first line?
p. 38「この人はだれですか」。
T: こたえは？ (あね)T: はい、あねです。So what do you think is the meaning of the question?
* Show the memo (TOP RIGHT) & act out この人は by pointing to the姉 in the photo.
* If S have been able to guess the meaning of the Question correctly, ask:
T: What did you hear next?
S: (32 さい)
T: はい、３２さいです。And what do you think this means? (AGE??)
T: はい、そうです。Let’s practice saying some ages.
* 44, 53, 65, 26, 49, 27, 31, 18, 20
T: How about the next line? (おおさかに すんでます) What do you thinkit means? (WHERE DOES SHE LIVE?)
T: はい。 How about the last expression? (きょうし=Occupation)
T: So for #2, what again was the question at the start? (この人はだれですか)

T: Ok, so it’s the same flow for each number. Now we can go to thelistening exercise.

3©2014 The Japan Foundation, Manila

Day４ トピック２

だい４か かぞくは ３にんです
Reference: http://words.marugotoweb.jp/static_contents/pc/collection/number.php?lang=en(MARUGOTO Words collection “number”)

2

15 min056-059（1）だれですか。
Who is he/she?
（2）おいくつですか。どこに すんでいますか。
How old is he/she? Where does he/she live?

●Teacher’s Focus● To be able to match a photograph and an answer box and confirm what you writein the answer box and let S listen the title of the family name, age, address. To be able to let S remind athing same as track #052-055 of the order.

Textbook
Before listening
T: 39Take note of numbers 1 & 2 on top of the page. You may hear these ineach number. Again, the situation is talking about family while looking ata photo.

ページの写真を見てください。

p. 39○Listening sample # 1 Track #056
T: Let us first listen to the conversation regarding 1 . If you hear any word
or expression or question which is found on p. 38, point to it as youlisten to the CD.
* After listening, ask whether S was able to get the flow of the dialogue.
* If yes, tell S that they are to fill up (1) blanks with similar info as ANI, & (2)blanks with info similar to 33
or. USE ROOMAJI or SUUJI.

○さい○○ごとにとうきょう

Listening # 2 - 4 Track #056-059*Trackpause.
T: I will pause track to give you time to write your answers.

330 min8

ペア 全体で答え合わせ（○ あにの こども, ○(1) ちち (2) 65 さい, ○(1)いもうと (2)パリ）

After listening
2 (1)

3

4

●Teacher’s Focus● To make the students ask about the partner’s family while looking at a family
photo and to make them answer the questions.

Slide 11
Before Talking: Confirmation of the meaningT: This time, we will listen again. Try to take note of the flow, and note
down new words & expressions. Keep looking at the words found onp.38-39* Let S discover that the info order on previous page is the same as info
order for this exercise, & the difference is that there are questions thistime.
* BANSHO the questions that S can mention, then ask for meaning.
* POINT out the questions shown on P. 38 if can’t mention.
* Discuss meaning of,,,

かっこいい かわいい おわかい きれい

Oral practice
T: So, what is new for you among these info is the AGE, right? How do we express age? (# +T: Look at ages with * sign.(1,8,10). These are special numbers for expressing age.
T:Repeat after me. (CHORUS)
20 30 40 50 60

練習しましょう。
いっさい、にさいなど…１０さいまで、それから 、 、 、 、 さい。

さい)

T: Let’s practice doing the Q&A about one’s family members.

Talk in pairs showing Slide 11
T: Okay then, let’s have pairwork. Do the same Q&A while showing your family picture. As much as possible,
include comments about EACH member. Try to ask about as many members as possible.

4©2014 The Japan Foundation, Manila

Day４ トピック２

だい４か かぞくは ３にんです
せいかつ ぶ ん か生活と文化

Life and Culture●Teacher’s Focus●

かぞく Family

15 minTo show that the titles used for calling one’s own family members are different from terms used to referto other people’s families. To let the students compare it with one's country.

ページを見てください。
言ってください。 母 父 兄 姉, 弟, 妹)
T: はい
S:（．．．．）
T: 読んでください。
S:（お父さん）
T: When you talk about someone else’s family, these words in the balloons are used.
S:（．．．．）
T: 40

S: ( ,, ,Remember the terms for our own family?
, but look at the words in the balloons, what do you think are these?

*Reference movie: http://marugotoweb.jp/life_and_culture.php (MATUGOTO Plus/ Life and Culture)

Can-do check

Slide 125©2014 The Japan Foundation, Manila