Merienda!

No. 23 February 2015

The Japan Foundation, Manila Nihongo Teachers’ Newsletter
THIS ISSUE’S MENU

What’s Inside

2-3

Merienda Espesyal 1
The 20th Philippine Nihongo
Teachers’ ForumJPEPA Batch 7 Training

4-5

Merienda Espesyal 2
From the Nihongo Partners
MARUGOTO Teaching
Techniques Module 1
Merienda’s Pick
JLE for Philippine
High Schools

The 20th Philippine
Nihongo Teachers’ Forum
Through the cooperation of The Japan Foundation, Manila and the Association of Filipino Nihongo
Teachers (AFINITE), the 20th Philippine Nihongo Teachers’ Forum was successfully held last October 18-19,
2014 at the Tala Resort-Hotel & Restaurant in Brgy. Tala, Rizal, Laguna. Entitled “Motivating Learners to
be Global Citizens: Incorporating 21st Century Skills in our Nihongo Classes”, the forum aimed toenhance teaching techniques and strategies for the betterment and increased global competitivenessof Japanese Language teachers. To achieve this goal, 62 Nihongo teachers from various institutions
located in different regions in the Philippines gathered for a 2-day program, which included a lecture, apresentation of sample lessons, a workshop, sharing of ideas and poster presentations.

The “NIHONGO Partners”
have arrived!
It is with great pleasurethat the JFM announces thearrival of two batches of“NIHONGO Partners” since
the introduction about the
program in the previous
issue of the Merienda
newsletter.
In September 2014,
the first batch consisting of
two gentlemen, both eager
proponents of Japanese language and culture, were received
with a warm welcome by their respective host institutions
in Cagayan de Oro City and Pangasinan. The second batch,
this time all young ladies, arrived in October 2014 and wereassigned to schools in Quezon City, Cebu City and Davao City.
Please enjoy the articles sent in by the “NIHONGO Partners”
in Cagayan de Oro City and Pangasinan found on page 4.
これからも 日本語パートナーズを どうぞよろしくお願いします！

Merienda Espesyal 3
Yatte mimasen ka?
Magkape Muna Tayo
Hello & Goodbye
Sapin-sapin
Sensei no Wa
Oshaberi Salon
Urawa Update
Banana Q
Glossary for the Serious
Nihongo Teacher
JFM Library Acquisitions

6-7
8
9
10
11

Japanese Speakers’
Forum 2014: Aimingfor 21st Century Japanese
Language Education in Asia
“How do we develop 21st century skills in students in our Japanese
language classrooms?” This was the driving question in the 「にほんご人フォーラム2014」 or Japanese Speakers’ (JS) Forum 2014, a Japan Foundation
and Kamenori Foundation-sponsored event for high school teachers andstudents. From August 25 to September 4, 2014, 12 teachers and 24 students
from Indonesia, Malaysia, Philippines, Thailand, Vietnam and Japan, gatheredat the Japanese-Language Institute, Urawa to tackle this question.
The Teacher Program started with each country’s report on Foreign
Language policy, with focus on Japanese Language Education. After observing
the Student Program, the teachers designed and presented their Project/Lesson
Plans for a Nihongo class integrating the 4Cs (Communication, Collaboration,
Critical Thinking and Social & Cross cultural skills).
The Student Program included discussions and exploring of places
in search of the theme “BENRI”, followed by a presentation of their original“convenient” items to the attendees, among whom were government
representatives from the five SEA countries.
Read about the exciting and meaningful experiences of the Philippine
representatives on page 6.

THE 20TH PHILIPPINE NIHONGOTEACHERS’ FORUMOCTOBER 18-19, 2014

Motivating Learners to be Global

PROGRAM

Comments from the Participants

DAY 1
LECTURE: 21st CENTURY SKILLS
IN JAPANESE-LANGUAGE TEACHING
Amelia C. Fajardo, Ph. D.
Associate Professor, Edu
cational
Foundations & Curriculum
Studies Areas
College of Education, Un
iversityof the Philippines, Diliman, Quezon CityQUESTION & ANSWERSAMPLE LESSONS:“enTree - Halina!
Be A NIHONGOJIN”
Ms. Roma Estrada
Instructor, Manila ScienceHigh School, Manila
MARUGOTO:
Japanese-Language
and Culture
Ms. Charisma P. Coloma
Instructor, The Japan Fou
ndation Manila
REFLECTION			WORKSHOP

DAY 2
POSTER PRESENTATIONSSHARING OF COMMENTS

SUMMARYI

t was my first time attending an event suchas the Philippine Nihongo Teachers’ Forumand I had so much fun learning from everyone,
not only about things related to Nihongo, butalso things related to life as I was given theopportunity to talk to people who have different
and vast experiences. I can truly say the event
was enriching, fulfilling, and insightful not only
as an aspiring Nihongo teacher, but also as anindividual.
Secondly, there are even more teachingstyles now that we are in the 21st century, making
teachers more effective and efficient in thecurrent generation as I have seen in the forum.
Using current and past technologies together inorder to convey the lessons, the teacher is indeed
irreplaceable when it comes to learning andteaching, especially when it comes to simplifying
matters. I think the most important factor here,
despite the technological advancements, is thehuman interaction between student and teachers.
Lastly, I am grateful for everybody for making
the forum what it was, and what it has given us.
Thanks to them, together we have levelled up
once more in leading our students to reach theirgoals. Learning is a never ending journey and is
not taken alone. Let us all go forward together
and have fun with Nihongo!

Mark Anthony N. Trajano
Mr. Trajano started out being exposed
to Nihongo through media (anime),
like almost everyone. He dreams andaims to be able to go to Japan one
day. He is currently training at JLRC
(Japanese Language Research Center) to
be a Nihongo teacher. His belief is thateverything happens for a reason - there
are no coincidences.

3

Merienda!

ESPESYAL 1

Citizens:

Incorporating 21st Century Skills
in our Nihongo Classes

Prof. Amelia C. Fajardo, Ph.D.

I

f teaching English already poses a big challenge among language teachers, what greater challenge
can teaching a foreign language by non-language educators offer? Gratitude is most extended to the
Association of Filipino Nihongo Teachers (AFINITE) presided by Miss Florinda Palma Gil with the help of
The Japan Foundation, Manila (JFM) headed by Mr. Shuji Takatori for holding the biannual Philippine
Japanese-Language Teachers’ Forum to address these concerns of the Filipino teachers of Nihongo.
The forum jumpstarted with lectures on relevant issues in teaching, specifically 21st Century Skills,
followed by two brief demonstration teachings. These sample lessons from the Marugoto and Entree
courses respectively, not only acquainted the participants from different companies and academic
institutions about the pedagogical programs offered by the JFM but also enabled them to pick some
useful strategies for their respective classes. This was followed by a workshop in making a lesson plan bygroups, which gave the teachers an avenue to discuss relevant topics in Japanese language teaching.
The poster presentations were held the next day, gaining constructive evaluations from different
audience groups. Finally, the teachers got to share meaningful reflections.
The teacher is known to have always been face to face with big challenges in and out of theclassroom. The teacher is never only a teacher but a manager, a strategist, a planner, an experimenter.
During the forum, teacher-participants were given the opportunity to manage their plans, strategizeon their techniques, plan their functional language lessons, and experiment on different pedagogicalapproaches. Most importantly, meeting other teachers of Nihongo provided each participant the
chance to exchange fruitful discussions about the uniqueness of teaching a foreign language.
Indeed, forums like this should continue to be held to assist foreign language educators to face thechallenges of teaching together.

Roma Estrada
Ms. Estrada is a teacher ofEnglish and Nihongo at
Manila Science High School.

JPEPA Batch 7 Training Started in November 2014
Preparatory Japanese-Language Training for the Filipino Candidates of Nurse and Certified Care Worker under theJapan Philippines Economic Partnership Agreement, Fiscal Year 2014
For fiscal year 2014, seventyseven (77) nurse candidates andtwo hundred twenty-four (224) care
worker candidates were successfully
matched with Japanese hospitals
and caregiving facilities whowill be contracting their services
later this year. Five (5) of thesecandidates were exempted from the
Preparatory language training.
In November of last year,
two hundred four (204) of thecandidates commenced their training at the Technical Educationand Skills Development Authority (TESDA) in Taguig City. The
remaining ninety-two (92) candidates started their training at the
Nihongo Center Foundation (NCF) in Manila. On the first day of
the training, all the participants were given a placement test to
determine their Japanese language level. This Preparatory language
training will continue for six months until May 20, 2015.

Besides learning “Comprehensive Japanese-Language”, theyalso study specific vocabulary and essential expressions for nursing
and care-taking. In addition, they will be given lectures on Japan—“General Life Culture” and “Things Japanese” as well as “Medical Carein Japan.” They will also learn how to get into the habit of selflearning (autonomous learning), so that they can continue to study
Japanese on their own after the training.

4

FROM THE NIHONGO PARTNERS
The “NIHONGO Partners” Program endeavors to support local Japanese-language
teachers and students by sending Japanese nationals predominantly tosecondary education institutions in the 10 ASEAN countries.

私がはけんされているキャピトル大学では2学期から、graduateにくわえて、undergraduateの日本語クラスも始まりました。キャピトル大学は、ミンダナオ島のカガヤンデオロ市にあり、9学部をもつ、学生数、６千人の私立大学です。Maritime Education学部やArts & Sciences学部の学生の授業のアシスタントをしています。卒業後のしんろに日本語が関係してくると大学が考えているからでしょう。Basicな日本語はもちろんですが、たとえば、日本人船長はフィリ
ピン人をどう思っているかなど日本人の考え方のとくちょうも説明しています。つまり、じっさ
いてきな知識も授業のなかでしょうかいしています。
そして、先生が楽しくないと生徒も楽しくなれませんから、先生も楽しみ、生徒の笑い声が聞こえるような授業をめざしています。楽しく学習することが外国語を学ぶことの大切なポイントです。
カガヤンデオロ市にはかんこうサイトはあまりありませんが、先日、休みの日に、パイナップ
ルで有名なデルモンテのプランテーションを見学してきました。こうだいな農園にかんどうしま
した。健康かんりのために、週１回はテニスをしています。熱帯テニスはつかれますね。そして、カガヤンデオロの人とコミュニケーションを深めるためにビサヤ語を週２回勉強しています。日本語を教え、ビザヤ語を習う。良い、バランスだと思います。

Tatsuo Ueda
Mr. Ueda, who retired a few years ago after working
at a Japanese company for more than 40 years,
is a member of the “NIHONGO Partners” Program
dispatched to the Philippines last September
2014. Equipped with his cross-cultural experiences
and knowledge about Japanese culture, he is on
assignment at the Capitol University in Cagayan
de Oro city.

ファン・G・マカラエグ・ナショナル・ハイスクールで日本語の先生といっしょに日本語や日本の文化を教えています。毎日7時に起きて、学校に行きます。学校には、日本が大好きな子どもたちがたくさんいます。学校の先生も生徒もみんなやさしくて元気です。私が日本語であいさつをす
ると、いつも笑顔で「おはよう」「こんにちは」「さようなら」「また、あした」と、日本語であいさつをしてくれます。お昼ご飯や晩ご飯は、いつも先生たちといっしょに食べるから楽しいです。

Satoshi Tokunaga
Mr. Tokunaga, a member of the“NIHONGO Partners” Program, teaches
Nihongo and Japanese culture as
an assistant teacher at the Juan G.
Macaraeg National High School andthe Mangaldan National High School.
Teaching Nihongo is his passion,and he hopes that the students in
Pangasinan will be motivated inlearning Nihongo as well as Japaneseculture through their lessons.

１０月は、クラスでおりがみを教えました。むずかしくても、みんな最後までがんばりました。おりがみを教えてよかったことは、私がおりがみを教えた後、生徒たちが自分たちで勉強して、新しいおりがみをおって、学校に持ってきたことです。
また、ときどきマンガルダン・ナショナル・ハイスクールに行きます。マンガルダンの先生や生徒たちも、とてもやさしくて元気です。１１月は、マンガルダン・ナショナル・ハイスクールの日本語
キャンプにさんかしました。キャンプでは、ゆかたコンテストやJPOPダンスコンテストやコスプレコンテストなどがありました。わたしは、日本の書道をしょうかいしました。
元気な生徒たちに、いつも元気をもらっています。

Merienda!

ESPESYAL 2

MARUGOTO Teaching Techniques Module 1

5

The JFM MARUGOTO Teaching Techniques Module 1 Course introduces teachers to simple tips on how to use MARUGOTO:
Japanese-Language & Culture, a textbook based on the JF Standard. The course shows the flow of a lesson taking into account theCan-do statement as the objective, and presents the effective use of the textbook photos and CD conversation tracks for the students toeasily learn how to communicate in Nihongo.

“It’s innovative, engaging and a fun wayof teaching. The Can do’s are an effective
way of achieving goals (skills).”

MARUGOTO TEACHINGTECHNIQUES MODULE 1 IN CEBUJULY 26 - 27, 2014

“I learned more techniques in dealing
with a student, especially about
giving specific instructions.”“Marugoto TT is simple yet very informative. It
will be very useful for those teaching students
who are interested only in speaking rather
than grammar. Easy to follow and topics arevery interesting.”

MARUGOTO TEACHINGTECHNIQUES MODULE 1 IN BAGUIONOVEMBER 8-9, 2014

“The course was very informativeand practical; interactive and not thetraditional style of teaching.”

6
T

JLE FOR PHILIPPINE HIGH SCHOOLSCJH Update2014 CJH Pedagogical Seminars

he Japan Foundation, Manila (JFM) has been conducting teacher training courses for publichigh school teachers since 2009 in order to support the “Special Program in Foreign Language:
Japanese” implemented by the Department of Education. From this year, JFM has started newcourses, i.e., pedagogical seminars for the Batch 1 & 2 teachers who have been taking the teacher
training courses for more than four years.
In the year 2014, two seminars were conducted, in September and December. The aim of
the seminars is to improve the teachers’ pedagogical knowledge and skills. In these seminars, theparticipants discussed how to develop students’ 21st century skills through Nihongo classes and how
they should develop their 21st century skills as a teacher. In the December seminar, they also tried tomake their own action plans for 2015.
Here, we would like to share the topics of the seminars and the action plans made by theparticipants. The seminar sessions were conducted not only by JFM instructors but also by theteachers who participated in the JS Forum 2014 in Japan.
Pedagogical Seminar 1 • September 27<Session topics>
Session 1 - What are the 21st Century Skills and why are they
important?
Session 2 - How can we develop students’ 21st Century Skills?
Session 3 - What are the aims of Foreign Language Educationin High School?
Session 4 - What are the aims of Teacher Training in the 21st Century?
Pedagogical Seminar 2 • December 13<Session topics>
Session 1 - Teachers’ collaboration & Google Education Groups
Session 2 - JS Forum 2014 report
Session 3 - Teachers’ development stages and how can we go up
to the next stage
Session 4 - Making action plans for 2015

Action plans made by the participants
Action plans made by the participants• Helping in the development of new enTree 1• Developing of Modules of enTree for students• Conducting Seminar/ Workshop focus on
Strategy in Teaching Nihongo• Establishing Nihongo organization or association
for Teachers• Establishing Nihongo organization for students• Conducting Teachers quality circle (bi-monthly)- Demonstration teaching- Sharing of best practice- Discussion of issues and concerns regarding
teaching and learning Nihongo• Pursuing private Nihongo studies (autonomous
learning)• Taking JLPT examination• Mentoring between teachers• Publishing Annual news letter

From April 10 to May 23 2014,
The Japan Foundation, Manila
offered three CJH courses.
We opened the enTree2(E2) course for the Batch 3
teachers, and for the Batch 1& 2 teachers, we offered twocourses. Course A focusedon Japanese language
proficiency and Course B
focused on pedagogicalknowledge and skills.
Although the E2 course willcontinue until March 2015,
Courses A and B have alreadyfinished, with 21 teachers
completing the Course A(Intensive Summer Course) and9 teachers completing Course A
Follow-through sessions.
おめでとうございます！
For summer of 2015, JFM
will offer two CJH courses,
i.e., the enTree 3 course for
the Batch 3 teachers anda series of pedagogicalseminars for the Batch 1 & 2teachers. Please watch out
for more information which
will be uploaded on the CJH
facebook page.

*CJH: Course on Japan for HighSchool 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 is an idea from Japanese language education advisors
assigned to support high schools in the Philippines. Check it out!!
Let us try a short quiz.
Instructions: Choose which one among A, B and C is okay to give as a present.
1. Gift to someone who has moved into a new house
A. Red bouquet B. Towel C. Lighter

id you receive a lot of presents last Christmas? How many presents did you
give away? There is also a culture of gift-giving in Japan, but it varies per
occasion. Here, we will give you an introduction to the culture of Japanese giftgiving.
In Japan, presents are usually given during thefollowing occasions: birthday, wedding, childbirth,school admission, graduation, acceptance for a firstjob, moving house, new construction, visiting a sickperson, celebrating one’s recovery from illness, mid-year
appreciation, end-of-the-year appreciation, and so on.
Note, however, that there are taboos when it comes topresents, so one has to be very careful.

Were you able to get all the answers correctly? How about in the Philippines?
Why not have a discussion on differences in the culture of gift-giving in you class?

1. The answer is B! A and C are taboo, because they give out an image of fire, which one
does not want to happen to a new house.

D

3. Gift to your boss on his/her birthday
A. Cookies B. Shoes C. Comb

2. The answer is B, because chopsticks or 箸(はし) in Japanese sounds like 橋(はし) which means “bridge”. This symbolizes bridging or tying the couple together. It isconsidered lucky. Meanwhile A and B are taboo, because A has a meaning of “cutting/disconnecting” while C has a meaning of “being broken”. As such, the two of them give
an image of “breaking off relations”.

“ ~ をあげます” and “ ~ をもらいます”?

2. Gift to someone who has just gotten married
A. Knife set B. Chopsticks C. Dish

3. The answer is A! Footwear, including B, has a connotation of “stomping on/trampling”.
As such, it is considered rude to give it to a superior person. C is considered taboo,because くし(kushi) sounds like “9” (苦ku - pain) and “4” (死shi - death).

What kind of present comes to mind when you hearMerienda’s Pick
JS Forum 2014 in Japan: “Teamwork Makes the Dream Work!”
Lorenz Khalil A. Castañaga
Davao City National High School

were with, not when you did it, or where
you did it.

I really had fun in the forum. The「にほんご人フォーラム」 lived up to its
name because everything was conductedin 日本語. It was a very good opportunity
to interact with people from different
countries. I was able to learn about theirculture, about their countries’ problems
and what they do to solve them. These
things helped us come up with a solution
for our task, which was really great basedon the feedbacks we got. Even though I
am not very good in 日本語, I was still able
to contribute to my group and share mythoughts in 日本語 as much as possible.
The forum helped me improve my skills as a
Nihongojin and as a person.

Szarvhel O. Ocfemia
Lagro High School

Coleen Angel Rose Esteban
Muntinlupa Science High School
I didn’t really expect to make such
wonderful, unforgettable memories
in Japan. Honestly, I didn’t expect ourpresentation would go very well; I didn’t
expect I would make a lot of friends; I didn’t
expect I would want to come back to Japanone more time. Basically, I didn’t expect
anything. But after the Japanese Speakers’
Forum 2014, it made me realize something.
It’s also good not to expect, because then,nothing will let you down. Funny how when
I try to evoke the memories of the forum, I
don’t clearly remember the what, the where,or the when, but rather, the who. Maybe
it’s because what counts more is who you

H.S. Nihongojin

The Japanese Speakers’ Forum 2014
has brought many realizations and blessingsin my life. My dream to visit Japan in orderto know and learn more about it has
become a reality. Aside from that, I was able
to gain friends who came from different
countries that have different cultures but
were united throughNihongo. The
genuine camaraderiethat we felt will
always be cherishedin my heart.
Japan is theplace where I started
to dream more andaimed to strive harder tobecome a better person for
my family and country. All of
my experiences and learnings
in my Nihongo studies will
always be my inspiration as
I continue my journey in
exploring new and beautiful
things about Nihongo andJapan.

an eye-opener. It opened doors to new
possibilities and insights. It was a very
good example in showing the possible
products of interaction of cultures,of differing ideas and backgrounds.
Interacting with several people withdifferent heritages is mentally, socially,
and intellectually healthy becausethrough such interactions, a person
will be more knowledgeable oncommunicating ideas better and willdevelop interpersonal skills, which I did
during the forum.
Meeting a lot of Japanese friends
also affected me. I adore their timidity andsimplicity, which is a perfect balance for aboisterous, hyperactive kid like me. Even
my choice of courses has been influenced.
In college, I plan to take a double major- abusiness-related course andJapanese Studies.

John Ryan L. Rebadavia
Manila Science High School
It has been my longtime
dream to go to Japan, and in
August of last year, my dreamcame true.
The ten-day forum wasThis corner aims to introduce high school students who are studying
Nihongo. Let’s expand our Nihongojin* network

HIGH SCHOOL NIHONGOJIN 15

HIGH SCHOOL NIHONGOJIN 16

Student name: Chelsea Jane Cui Pastrana
Year and Section: 4th year AMITY
Suki na koto: internet o suru, tomodachi to asobu, hon o yomu

Student name: Janperson D. Bajar
Year and Section: Grade 9 GOLD
Suki na koto: basketball, writing poems, composing songs, computer games

For four years, I took Nihongo as my foreign language subject under
TLE. It was very interesting and enjoyable that’s why Nihongo is one of
my favorite subjects. It was a great opportunity to have a chance tobe a Nihongojin.
In our class, our teacher always keeps our class active. I’ve
learned a lot about Japan, their culture, history, language, writing
system and many more. I had some difficult times in writing
Kanji but most of the time I could understand fast. It was anhonor, because I was one of the representatives of our schoolin the 2014 6th Nihongo Quiz Bee at the Shangri-La Plaza.
It was really a great experience! Arigatou gozaimasu to
our sensei tachi who keeps on teaching and molding us!
I am proud to be a Nihongojin!
みなさん, Halina Be A Nihongojin!
School: JOSE ABAD SANTOS HIGH SCHOOL
Numancia St. Binondo, Manila
Principal: Mrs. Laura R. Macalinao
Teachers: Mrs. Michelle G. Bangoy and Ms. Marilou B. Bendo

Nihongojin students of Quezon City High School are encouraging
people to know more about Japanese culture and traits by means of having
meetings and forums with other schools, holding activities such as foodbazaars in which different Japanese delicacies can be tasted andsold. We are lucky to have these activities because we learn somany interesting ideas about Japan.
I chose the Nihongo subject to know more of their culture
and experience different kinds of learning such as speaking
Nihongo language fluently. I know that there is a benefit behindthe efforts of our teacher just for us to be knowledgeable
and productive. Listening to our teacher’s advice is
one of the great choices I have made as it has helped
me understand more what I have learned in class andmakes me want to do my best in everything.
School: QUEZON CITY HIGH SCHOOL
Sct. Ybardolaza, Diliman Quezon City
Principal: Dr. Cynthia G. Vidad
Teachers: Ms. Yrene A. Dineros, Mr. Rosallio P. Oriarte Jr.

*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 MIMASENKA?” やってみませんか？
By Tatsuya Nakagome

Dictogloss ディクトグロスをやってみよう！
I would like to introduce a teaching technique called “Dictogloss”, a
dictation-based activity where learners are given the challenge toreconstruct a short text by listening and noting down whatever they
could grasp. After working on the task individually, learners can thencollaborate and work together to complete the reconstruction task.
Example 1 初級・「第15課の復習」Review of Lesson 15
Textbook：『みんなの日本語 初級Ⅰ本冊』 ISBN4-88319-102-8
P123 第15課の会話 (30-40 mins)

Dictogloss is a multi-skill-focused activity suitable for all levels.
Through Dictogloss, the learners utilize their vocabulary knowledge,
grammar skills and discussion skills in order to complete the task,
thus allowing the learners to enhance multiple skills, e.g., listening,writing, speaking and collaboration skills.

授業の進め方 Procedure of the lesson

Time

Activity

5 min.

「それでは、みなさんノートを開けてください。白いページです。今からディクテーションをします。」① 1st round 「では、みなさん p.123 の会話を二回聞きます。会話を書いてください。まず、一回目です。では、始めます。」☆ Please pause after each sentence so that the learners can write the sentence.

4 min.

② 2nd round 「書きましたか。わからないところは、guess してください。では、もう一度聞いて、書いてください。」

3 min.

③ 「はい、では終わりです。みなさん、会話をもう一度チェックしてください。」☆ “Please check what you have written down with the help of the grammar and sentence patterns you’ve learned so far.”5 min.

④ 「それでは、となりの人とチェックしてください。」⑤ 「はい、では終わりです。ぜんぶできましたか。」☆ “Working on the task together with friends enables you to do better, doesn’t it? Were there parts you were unable to hear clearly,
but were able to take note of? In that situation, it is important to be able to guess correctly using your knowledge in grammar.”

4 min.

⑥ 3rd round 「最後に、もう一度ぜんぶ聞きましょう。会話をチェックしてください。そして、もう一度となりの人とチェック
してください。」

4 min.

⑦ 「では、教科書P123を見て、チェックしてください。」

5 min.

⑧ Explanation by the teacher, especially on how to guess with the help of the learners’ knowledge of grammar and sentence patterns.

① to ③ is the dictation process, while the succeeding ④ to ⑧ is the core part of the Dictogloss, wherein learners can collaborate with each other during the class.

I have introduced the basic model of Dictogloss as in Example 1 above. You need, however, to adjust the ways of teaching depending on
the level of your students. For example, you can try to let the advanced students listen to the whole text without stopping. You may also
use Example 1 before or during the conversation practice, rather than for the review. For slow learners, you can reduce the “burden” for the
students by distributing a handout in which only a part of the conversation is left blank. Lastly, you can also use 例文in “Minna no Nihongo”
instead of the 会話.
Meanwhile, below are two more examples for a pre-intermediate and intermediate class.
Example 2 初中級
Textbook: 『中級へ行こう』スリーエーネットワーク ISBN 4-88319-327-6
p.2 本文（第1課）「ファーストフード」
初級後半からは、相談も日本語でできます。相談することが会話練習になります。

今回紹介したディクトグロスは、JFMの「教師のための日本語」中級コースや上級コースでも学習しています。マニラ近郊の先生方はぜ
ひ次回参加してみてください。

Example 3 中級
Textbook: 『できる日本語』中級本冊 アルク ISBN 4-7574-2278-0
p.19 第1課 2 使ってみよう
二人の会話のうち、一方を空欄にしたハンドアウトを配布すると時間が節約できます。

Magkape Muna Tayo
Hello!

Goodbye...

TETSUYA KOIDE

YUKIE MITOMI

こんにちは。小出哲也（こいでてつや）と申します。
フィリピンに来れて嬉しいです。
フィリピンについて、みなさん色々と教えてください。
よろしくお願いします！

フィリピンのみなさん
約７年間、ありがとうございました。
フィリピンの暮らしは、とてもたのしかったです。
またかならず戻ってきます！

KOJI MATSUMOTO

9Maraming salamat sa lahat
at hanggang sa muli!

More Hellos!!!

はじめまして、松本剛次（まつもとこうじ）です。8月15日にマニラに来ました。教材の作成や教師研修など高校の日本語の先生方のお手伝いをしています。フィリピンにはずっと来たかったので、夢がかなった感じです。
いままでの経験を生かしながらも新たに勉強することも多く、毎日が刺激的です。これからよろしくお願いします。
NAOKO HAYAKAWA
こんにちは。おひさしぶりです。マニラに帰ってこられて、うれしいです。
フィリピンのことをもっともっと知りたいと思います。みなさん、いろいろ教えてください。どうぞよろしくお願いします。

TATSUO UEDA (R)
はじめまして、上田（うえだ）です。９月からカガヤンデオロでアシスタントをしています。
フイリピン人によく間違えられます。
（だまっていれば）よろしくおねがいします。
MARIKO OKEDA (L)

SATOSHI TOKUNAGA (L)

こんにちは！ちょうせいいんの桶田 真理子（おけだ まりこ）です。
9月からJFMで はたらいています。
フィリピンは日本と同じ、お米の国。
やさいも くだものも おいしいですね！

こんにちは、徳永聡（とくなが さとし）です。２０１４年９月にフィリピンに来ました。フィリピンが大好きです。フィリピンのことを、もっとよく知りたいです。どうぞよろしくおねがいします。

TOMOKO KUROIWA (R)SHIORI MOMOI (R)

はじめまして。ちょうせいいん（Program Coordinator）の黒岩 朋子（くろいわ ともこ）です。2014年9月にフィリピンに来ました。フィリピンに住むことができてとてもうれしいです。
どうぞよろしくお願いします。

こんにちは。日本語パートナーズの桃井志織（ももい しおり）です。北海道しゅっしんです。
さむいところからあつい国に来ました。
セブで日本語のアシスタントをしています。
日本をもっと好きになってもらえるように、知ってもらえるように、毎日笑顔でがんばります。

ASUMI NAGASAKA (L)KAORI IWASHITA (M)

長坂安純（ながさか あすみ）です。東京からきました。大学で異文化コミュニケーション学 (Intercultural Communication) を勉強しています。
そつぎょうしたら、日本語の先生になりたいです。ゲームをするのが好きです。言語を勉強することや、友だちと話すことも大好きです。
フィリピン大学ディリマン校で、文化しょうかいのプレゼンテーションをしたり、日本語のクラスに行ったりします。よろしくお願いします。

はじめまして！岩下 香璃（いわした かおり）です。10月にフィリピンへ来ました。いまはダバオ (Davao) にいます。わたしはタガログ語が少しだけわかります。日本の大学で2年間勉強しました。一緒に、タガログ語と日本語で話しましょう！ タガログ語のいろいろな言葉を教えてください。
来年の８月までフィリピンにいます。短い時間ですが、よろしくお願いします！

PHYLLIS KIMBERLY N. TANMO
はじめまして。キミー タンモです。8月18日からThe Japan Foundation, Manilaで日本語教育プログラムコーディネーターとして働いています。初めての仕事なので、わからないこともありますが、これからも頑張ります。よろしくお願いします。

10

Sapin-sapin
先生の輪は、日本語教師の交流の場です。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 both experienced and neophyte Japanese-language teachers, and offers a platform for information exchangewith one’s peers. It is for the further encouragement of Japanese Language Education and aims to support professional enrichment andnetwork expansion through interactive learning.

Let’s join Sensei no Wa

書くこともコミュニケーション
Writing is communication, too!
Ms. Rosario P. Borbajo
June 20, 2014

日本語の授業に活かすマンダラート(Mandal –Art) の活用方法
Mr. Tatsuya Nakagome
August 30, 2014

Tips for Teaching Vocabulary
Ms. Carmencita K. C. Biscarra
November 21, 2014

“Oshaberi Salon” is a free event for Nihon enthusiasts held at theJapan Foundation, 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 isa Nihon enthusiast, tell them about “Oshaberi Salon”.

七夕 (Tanabata)
July 4, 2014

色、いろいろ (Various colors)
September 5, 2014

剣道ワークショップ (Kendo Workshop)
November 7, 2014

URAWA Update
The program is designed to provide teachers of theJapanese-language working abroad an opportunity
to improve their Japanese language skills andteaching methodology and to deepen theirknowledge of Japan. It is being conducted at The
Japan Foundation Japanese-Language Institute in
Urawa, Saitama, Japan.
お正月 (Japanese New Year Celebration)
January 9, 2015

Joan O. Siwalen
Taken after an accomplished task
during our Calligraphy workshop.

もも

Banana Q

せっく

桃の節句

もも

11

みりえんだ「Glossary for the Serious Nihongo Teacher」（2015 年 2 月号）

Glossary for the
Serious Nihongo
Teacher

せっく

by Kozue Takasu

桃の節句
３月３日は、どんな日か知っていますか？

	
  ３月３日は、どんな日か知っていますか？
日本では、３月３日は「ひなまつり」という女の子の健康や幸せを祈るお祭りです。女の子のいる家では、ひな人形をby Kozue Takasu

かざったり、ひなあられというお菓子を食べたりしてお祝いします。
日本では、３月３日は「ひなまつり」という女の子の健康や幸せを祈るお祭りです。女の子のいる家では、ひな人形をかざった
この日は、桃の花をかざる習慣があるので、「桃の節句」ともいいます。節句とは、季節のかわり目に行う古くからのり、ひなあられというお菓子を食べたりしてお祝いします。
行事のことです。
「桃の節句」をふくめた五節句があります。ほかの節句についてもちょっと見てみましょう。
この日は、桃の花をかざる習慣があるので、「桃の節句」ともいいます。節句とは、季節のかわり目に行う古くからの行事のことです。「桃の節句」をふくめた五節句があります。ほかの節句についてもちょっと見てみましょう。
次の１）～４）の節句は、何月何日でしょうか。A.～D.の中から選んでください。
次の１）～４）の節句は、何月何日でしょうか。A.～D.の中から選んでください。
しちせき

たなばた

	
  A.	
  １月 7 日

１）七夕の節句	
  ‐七夕
きく

ちょうよう

	
  B.	
  5 月 5 日

２）菊の節句‐ 重 陽 の節句
たんご

	
  C.	
  7 月 7 日

３）端午の節句‐こどもの日
ななくさ

じん じつ

	
  D.	
  9 月 9 日

４）七草の節句‐人日（じんじつ）の節句

みなさんの知っている節句はありましたか。今ではお祝いする人が少ない節句もありますが、それぞれの節句にどんな習慣があるのか、調べてみてください！
こたえ：１）C. ２）D. ３）B. ４）A.

みなさんの知っている節句はありましたか。今ではお祝いする人が少ない節句もありますが、それぞれの節句にどんな習慣があるのか、調べてみてください！

The JFM Library – a haven for MANGA READERS!

New titles in English:

Kimi ni Todoke: From Me to You
by Karuho Shiina

こたえ：１）C. ２）D. ３）B. ４）A.

Be part of the growing
family of the JFM library;sign-up now formembership!

Kimi ni Todoke: From Me to You is a dose of slice-of-life, romanceand comedy shojo manga by Karuho Shiina. This story tells of
Sawako Kuronuma, a young outcast among her classmates. She isnicknamed Sadako (from the horror movie “The Ring”) because of her
strange appearance. But behind Sawako’s scary look she is actually
shy and simply wants to make friends. Until one day the most popular guy in class, Kazehaya,befriends her. Follow Sawako’s journey of making friends and some enemies too!

Real by Takehiko Inoue
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 whowish to become Library members
or want to know more about thelibrary, visit <http://www.jfmo.org.
ph/about_us_library.php>
or call (02) 811-6155.

Real is another sports comic and Takehiko Inoue’s most accomplishedwork for mature readers. Read the tragic life stories of the three young
boys with different personalities, but have one common passion: a desire
to play basketball on wheels. While it deals with wheelchair basketball,a large emphasis is centered on character development of the main
characters with physical disabilities.

A Bride’s Story by Kauru Mori
A Bride’s Story is a historical slice-of-life tale created by Kauru Mori. Set
along the Silk Road, the story revolves around a young woman skilled
in archery, Amir, who travels from afar to marry a guy from anothervillage, Karluk. The newly married couple enjoys the everyday family andcommunity life. However, Amir’s family disturbs the peaceful atmosphereand demands her back to their village. Will Amir struggle to remain withher husband?
Aside from the newabove, the JFM Library has increased its collection of manga in Japanese suchas - Shingeki no Kyojin , Kuroko no Basuke, Uchu Kyodai Volume, Ore Monogotari, Umi gai Diary
Semishigure no Yamu Koro, Bureikubureido (Break Blade).

JFM Courses& Workshops
February to June 2015

COURSES FOR NIHONGO TEACHERS
Practice Teaching (PT) in Manila
April 25-26 (Saturday & Sunday) 11 hours
April 25 9:00 a.m. – 11:30 a.m. /12:30 p.m. – 5:00 p.m.
April 26 8:30 a.m. – 12:30 p.m.
Tuition: Php 800

THE 42nd NIHONGOSPEECH CONTEST
10:00 a.m. - 12:20 p.m.

日本語教師のための中級日本語５
Intermediate Japanesefor Nihongo Teachers 5
May 27 – July 1 (Wednesdays)
6:20 – 8:30 p.m. (12 hrs.)
Tuition fee: Php 900

THE 7th NIHONGO QUIZ BEE
FOR HIGH SCHOOL STUDENTS
Organized in cooperation
with the Association ofFilipino Nihongo Teachers
3:00 p.m. - 5:30 p.m.

COURSES FOR NIHONGO LEARNERS
Marugoto Starter (A1) Module 2
March 10 – April 23 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 3,800 (For those
without textbook, + Php 450)
Marugoto Writing (Moji) Course
May 4 – June 4 (Mondays & Thursdays)
6:20 – 8:00 p.m. (15 hrs.)
Tuition fee: Php 2,400

Book sales and exciting
workshops on martial artsand origami
also await you.

February 28, 2015 (Saturday)
TIU Theater
Mile Long Compound, Amorsolo
cor. Dela Rosa Sts., Makati City

Please visit
http://www.jfmo.org.ph/
for more details.

Marugoto Pre-Intermediate(A2/B1) Module 1
April 28 – July 14 (Tuesdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 3,800

THE JAPANESE LANGUAGE PROFICIENCY TEST 2014
(Dec. 7, 2014)

Marugoto Elementary 1 (A2) Module 1
June 15 – July 23 (Mondays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,500(Php 3,800 + Php 700 for textbook)

Manila
Cebu*
Davao
Total

REGULAR EVENTS (FREE ADMISSION)
Sensei no Wa
March 20, June 19 (Friday)
6:30 – 8:30 p.m.

Number of Applicants

N1
115
13
20
148

N2
287
36
39
362

N3
552
51
111
714

N4
1,068
103
146
1,317

N5
1,187
197
210
1,594

Total
3,209
400
526
4,135

*Canceled due to typhoon Ruby

2014 JAPANESE LANGUAGE PROFICIENCY TEST RESULTThe result of the 2014 Japanese Language Proficiency
Test (JLPT) of duly registered examinees will be madeavailable from January 29 to March 31, 2015 on
http://www.jlpt.jp/e/guideline/results_online.html

Oshaberi Salon
March 6, May 8 (Friday)
6:20 – 8:30 p.m.

The next Japanese
Language Proficiency Test
will be held in Manila, Cebu
and Davao on July 5, 2015
(Sunday).
		Starting 2015, the Japanese
Language Proficiency Test
will be held twice a year, inJuly and December.
Please check our website(www.jfmo.org.ph) /Facebook page (www.
facebook.com/jfmanila)
for details regarding theapplication period.		
			
			
		

21st

The
Philippine Nihongo Teachers’ ForumMay 16, 2015

WATCH OUT FOR DETAILS!

Merienda!
The Japan Foundation, Manila Nihongo Teachers’ Newsletter

EDITORIAL STAFF
KELI BISCARRAMICHIKO IMAMURAKIMY TANMOTATSUYA NAKAGOME
KOJI MATSUMOTOSACHIKO KUWANO

C.E.J. AQUINOSANAE NAKATSUKA
KOZUE TAKASUFLORINDA PALMA GILSHIHO TAMURATOMOKO KUROIWAFIONA TINDUGAN

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