Merienda!

No. 27 February 2017

The Japan Foundation, Manila Nihongo Teachers’ Newsletter

The 24th Philippine Nihongo
Teachers’ Forum

This Issue’s Menu
What’s Inside

2-3

Merienda Espesyal 1
The 24th Philippine
Nihongo Teachers’ ForumJPEPA Batch 9 Training

4-5

Merienda Espesyal 2
From the Nihongo Partners
Merienda’s Pick
JLE for Philippine
High Schools

6-7

Merienda Espesyal 3
Yatte mimasen ka?
Magkape Muna Tayo
Hello!!!
5th JLE Conference in Cebu
JPEPA Instructor’s Report
Sapin-sapin
Sensei no Wa
Oshaberi Salon
Practice Teaching Course
in Manila
Banana Q
Glossary for the Serious
Nihongo Teacher
From The JFM LibraryThrough the cooperation of The Japan Foundation, Manila and the Association of Filipino
Nihongo Teachers (AFINITE), the 24th Philippine Nihongo Teachers’ Forum was successfully
conducted at Casa San Pablo, Laguna on November 12 & 13, 2016. Around 70 Filipino
Nihongo teachers, several of whom have traveled all the way from Baguio, Cebu, Davao andother provinces, gathered for the 2-day forum entitled “Enhancing Nihongo Teaching: The
Relevance of the TESDA Approach”. The program included lectures, workshop, presentations,and sharing of ideas about the topic. (Please refer to page 2 for more details on the program.)

8
9

10
11

JLPT Interactive Lecture & Exercises in BAGUIOT

he Japan Foundation, Manila conducted
the first JLPT Interactive Lecture &Exercises in Baguio at the Filipino-JapaneseFoundation of Northern Luzon, Inc. (ABONG)
on October 29, 2016 (Saturday). The N5
session was held in the morning, while
the N4 session was held in the afternoon.
The course participants were not limited
to Japanese language learners as a few
Japanese language lecturers also attended
to observe the class proceedings for futurereference.

The 24th Philippine Nihongo
Teachers’ ForumMay 21, 2016
(JICA Philippines Office Auditorium)

Message From A Participant“Otsukaresamadeshita!” and “Omedeto!” to all fellow
participants of the recently concluded 24th
Philippine Nihongo Teachers’ Forum held at Casa
San Pablo in Laguna. To the organizers, AFINITE and The JapanFoundation Manila, our warmest gratitude for consistently
providing Filipino Nihongo Teachers the needed exposure tofurther advance our young but promising careers in the fieldof Japanese Language Education in the country.
Having come all the way from Cebu, it was my first time
to attend a forum/workshop organized by AFINITE. I am
impressed with the level of facilitation, from preparation to
the choice of topic, to the conduct of the forum for those two
days! Strict observance of the schedule only proves the focus
and professionalism of the program committee with small
details – a well-known yet often underrated Japanese trait.
One will definitely go a long way emulating such practice.
It was indeed high time that the theme, “Enhancing
Nihongo Teaching: The Relevance of the TESDA Approach,”come to fore in what could arguably be the most proper
venue. For one, controversial topics such as the Trainor’s
Methodology I (TM I) requirement for language training
providers, and the requisite Competency Based Curriculum /Competency Based Training (CBC/CBT), all regulated by theTechnical Education and Skills Development Agency (TESDA)
were explained more clearly, primarily since both informationand opinion were relayed by the pioneers and experts of the
topics themselves. Such were vital and timely insights, andcould serve as a “guide” to Japanese Language educators tofurther enhance teaching methods, while at the same time be“in tune” with government regulatory requisites. I also thought
opinion-sharing during the forum is healthy for us educators
because it indicates commitment to our craft.
All that being said, the venue and the food were superb
and I believe everybody had a great time with acquaintances
old and new. The facilitators treated us like family, and there
was an air of positivity the entire forum amidst the many
challenges we are about to face.
May “the force” be with us all… and see you hopefully at
the next forum!

Program

DADITO “Dads”
RODRIGOMr. Rodrigo recently
founded and is a trusteeof Japa-Phil Center for
Cultural Exchange, Inc.,a non-stock corporationin Mandaue City, Cebu
that aims to be one of
the leading sources ofJapanese Language
proficiency acquisition,
as well as a melting pot
for cultural exchanges
mutually beneficial
for both Filipinos andJapanese. He is also apart-time lecturer ofJapanese Language
courses at the Universityof the Philippines – Cebu,
and Cebu Doctors’
University. He is originallyfrom Makati, and has lived
in Hiroshima, Japan for
nine years.

Day 1 AM
Keynote Lecture
Mr. Hiroyuki Enoki
First Secretary and Labor Attaché,
Embassy of Japan
Topic 1: Technical Vocational
Education and Training
Mr. Francisco J. Reyes
Supervisor, TESDA Laguna
Provincial Office, Los Baños
Topic 2: Competency-Based
Curriculum (CBC)Ms. Emmie B. Miyagawa
Head Instructor, Japanese Language
Research Center, Inc. and Next Bridge
Language Expert, TESDA PaMaMaRiSan
and TESDA Quezon City
Topic 3: Training Based Program –TESDA Approach
Ms. Mary Clare L. Samadan
Director/Assessment Center Manager, YWA
Trade Test & Training Center, Inc.
Topic 4: Trainers’
Methodology Experience
Ms. Maria Eleanor B. Tanteo
Adviser, AFINITE
Freelance Instructor, Interpreter, Translator
and Adviser to YWA and TNNA
Q&A
Promotion: Ishikawa JapaneseStudies Program
Mr. Takeshi Imai, Ms. Midori Kanoand Mr. Daisuke Sugino
Announcements

3

Merienda!

ESPESYAL 1

Message from A Speaker

T

EMMIE MIYAGAWA
Ms. Miyagawa is currently thehead instructor of JLRC Japanese
Language Research Center, Inc.
She graduated with a B.A. in
Linguistics majoring in Japanesefrom the University of thePhilippines Diliman, and studied
for a year at Soka University inTokyo, Japan under the AIEJ ShortTerm Monbusho Scholarship. She
is also a holder of TESDA’s Trainer’s
Methodology (TM) I certificate
which she acquired in 2014.

he annual Teachers’ Forum organized by AFINITE incooperation with The Japan Foundation, Manila plays animportant role in the development of Filipino teachersof the Japanese Language. It is not only a venue to enhanceknowledge and teaching techniques but also to disseminate
facts about the current trends in Japanese Language Educationin the Philippines.
The 24th Teachers’ Forum aimed to introduce the TESDA
approach in Japanese Language teaching and the componentsof the Competency-Based Curriculum (CBC), as well as theeffectiveness of the “Direct Teaching Method”. The participants
were able to come up with their own, albeit simple, CBC during
the workshop, and I hope it comes in handy should they findthemselves creating their own curriculum or when they decide
to take up TESDA’s Trainer’s Methodology I course.
Indeed, Japanese Language Education in the Philippines
has come a long way. This is evident in the rapid increase ofFilipinos interested to learn the Japanese language whether for
personal interests or employment opportunities. Vis-à-vis thedemand there is a need for us, Japanese language teachers,
to be equipped with adequate knowledge and teaching
techniques in line with current trends. Let’s do our best andcontinue to improve our craft.

Day 1 PM
Lecture: Competency-Based
Curriculum (CBC) Development
Ms. Emmie B. Miyagawa
Head Instructor, Japanese Language
Research Center, Inc. and Next Bridge
Language Expert, TESDA PaMaMaRiSan
and TESDA Quezon City
Workshop: “Competency Based
Curriculum (CBC)-making”
Workshop Presentations
Summary of Day 1
Day 2
Special Session: Lectureand Workshop“The Direct Teaching Method:
Learning its Effectivenessfrom a Sample Korean Lesson”
Mr. Yasujiro Takei
Japanese Language Education Adviser,
The Japan Foundation, Manila

JPEPA Batch 9 Training Started in November 2016
Preparatory Japanese-Language Training for the Filipino Candidates of Nurses and Certified Care Workers
under the Japan-Philippines Economic Partnership Agreement (JPEPA) Fiscal Year 2016

For fiscal year 2016, The Japan Foundation,
Manila (JFM) is once again conducting
the preparatory Japanese-Language training
on behalf of the Japanese Government
for the participants in the JPEPA program,
after having been successfully matchedwith Japanese hospitals and caregiving
facilities. In November last year, a totalof three hundred twenty-three (323)candidates, consisting of thirty-eight (38)nurse candidates and two hundred eightyfive (285) care worker candidates started
the training at 3 (three) different venues:
Language Skills Institute of the Technical
Education and Skills Development Authority(TESDA, Taguig City), Nihongo Center
Foundation, Inc. (NCF, Manila), and the
Personal Ability Development Foundation,
Inc. (PAD, Alabang, Muntinlupa City).
The training will continue for six
months until May 19, 2017; the target
level of the training is for each candidate
to reach the N4 level of the Japanese
Language Proficiency Test (JLPT). Besides
learning “Comprehensive JapaneseLanguage”, they also study specificvocabulary and essential expressions fornursing and caregiving. In addition, they
will be given lectures on Japan – “General

The training will continue until May 19, 2017.

Life Culture” and “Things Japanese”, as wellas “Medical Care in Japan.” They will also
learn how to get into the habit of selflearning (autonomous learning), so thatthey can continue to study Japanese on
their own after the training. Those who willcomplete the training are scheduled toleave for Japan by June 2017.

4

From the NIHONGO Partners
The “NIHONGO Partners” Program endeavors to support local Japanese-language teachers and students bydispatching Japanese nationals predominantly to secondary education institutions in the 10 ASEAN countries.

What I learned in the Philippines...
I learned theimportance ofloving family andfriends here in thePhilippines. I feltthat the distance
between Filipinos
is closer than that of
the Japanese. I reallylike how Filipinos bond with their families
as they go to church on Sunday, and how
they sometimes call their friends “sister”
instead of their actual name. This is awonderful Filipino custom that I cannot
experience in Japan. I have decided tocherish my family and friends more likethe Filipinos. (Akiko Usui / Pangasinan)

フィリピン人は「家族」をとても大切にします。時には自分よりも家族を優先します。「核フィリピンの人はえがおがすてきです。
そのえがおは みんなをしあわせにします。
だからわたしも えがおでいられます。
Filipinos are very
friendly. They keep on smilingeveryday despite the difficulties andhardships they encountered in theirlives. They don’t forget to smile andlaugh anytime, anywhere. I’m always
encouraged by them, which is very
helpful to me as a foreigner in thePhilippines. (Nao Yoshimoto / Cebu)

家族」が広まる日本
で、私たちがフィリピンから学ばなければならないことは「家族愛」だと思いました。フィリピンの家族を見ていると、私も家族に会いたくなりました。(Kanae Itoh / Davao)

What I shared to the Philippines…
はじめてのclass activityは、しょどう (Japanese calligraphy) でした。さいしょに私が字を書きました。みんながしん
けんな顔で見ていました。わたしは
とてもきんちょうしました。筆をつかって、たのしそうに
字を書くみんなの
顔、わすれません。
(Ayako Tomihara / NCR)

わたしは 10
月に「かるた」
を しょうかいしました。かるた is a Japanesetraditional card
game. In
the game,
players
competeto get thecard thatmatchesthe one thehost reads
out. We
made ouroriginal かるた andplayed it
together. I was happy to see thatthey were enjoying Japanese culture.
(Chiharu Takehara / NCR)

私の印象に残っているアクティビティーは「あやとり」です。まだアクティビティーに慣れてない時だったので、とても緊張したのを覚えています。子供の頃に遊んだものが、
今フィリピンで活躍できることを嬉しく思います。
(Keiko Watanabe / NCR)

5

Merienda!

ESPESYAL 2
What surprised me in the Philippines...
私が、フィリ
ピンにきて、びっ
くりしたのは、ティーチャーズデイです。
みなさんも知っているように、先生にいつもの、感謝（かんしゃ）を言う日
ですが、日本にはこのようなイベントはありません。
この日、せいとたちは、私にもお花をくれて、日本のうたを れんしゅう
してくれていました。
どこをあるいていても、Happy
Teachers Day ♡ と言われ、私を学校の仲間（なかま）にいれてくれて、とてもうれしい気持ちになりました。
(Aki Tahara / Pangasinan)

9月某日、ショッピングモール
をウロウロしていたらクリスマスソングが聞こえてきました。一瞬聞き間違えか、フィリピン
では9月にクリスマスを祝うのかと思いすぐにグーグルで「フィリピン クリ
スマス 時期」と検索したところ、この国では9月頃から着々とクリスマス
当日に向けて盛り上がり、準備を進めているということが分かりました。
なんと気の早い人たちなんだろうと初めは思っていましたが、クリスマスが近づくにつれて先生や生徒たちのワクワク感が伝わり、クリスマスが一年で最高の日なんだということがわる私にとって全く縁のなかった「クリスマ

かりました。

ス」をこんなに肌で感じることができてとそして私は今回クリスマスパー
ティーに計3回参加しました。
浄土真宗の大学に所属していても貴重な瞬間であり、忘れられない思い出となりました。
(Rina Yamaguchi / Cebu)

私のお気に入りのCulture Activity は“たなばた”です。おりがみ
でかざりを作ることや、
ねがいごとを書くことをおしえるのはむずかしくて、たいへんでした。でもたくさんのえがおと「ありがとう」をもらって、私もいっしょにハッピ
ーになれました。みんなの作ったかざりとたんざくで、カラフルになった教室はとってもステキでした！
(Shoko Takahashi / NCR)

My life in Cagayan de Oro is interesting and exciting. Whatsurprised me the most were the tricycles and jeepneys used for transportation.
In CDO, the tricycles have platforms behind them. The driver will also take detours
at a customer’s request. I am lucky to go around during these trips. :) During theChristmas season, they are beautifully decorated with Christmas ornaments. 		
とても便利でおもしろい乗り物ですね！ ( Yui Akamine / Cagayan de Oro)6

JLE for philippine high schools
せいきにほんごきょういく

㻞㻝世紀 の日本語 教 育 とは？㻌- A 21st Century Japanese Language Teaching and Learning
Approach from 『にほんご人フォーラム』『にほんご人フォーラム2016（日本）』 or the Japanesethe said skills. The Students’ Program, on the other hand, did not

Speakers’ Forum 2016 (Japan) which was held from August 22 to

only let the students experience different aspects of Japanese

September 3 at the Japanese-Language Institute, Urawa was its 4th

Culture, but they also let the students investigate and report about

international forum since it started inviting high school Japanesethe questions they had about Japanese Culture.

language teachers and high school Japanese language learners

What is a 21st Century Language Teaching and Learningfrom 5 ASEAN countries (Indonesia, Malaysia, Philippines, Thailand,

Approach? How would you know that you have achieved a 21stand Vietnam) and Japan in 2013. In the Teachers’ Program, teachers

Century Language Classroom? Read on and find out what teachers

demonstrated the lesson plans they designed to nurture theand students experienced and how they felt after joining an event

needed 21st century skills in students, particularly the Collaborativethat promised a 21st century approach to Japanese language

Skill and Creative Skill in a Japanese language class, which theyteaching and learning through photos, which for them, bestthen evaluated using the rubric they themselves created to assess

describes 『にほんご人フォーラム2016（日本）』.

Lheane Marie M. Dizon
Student, Lagro High School
JS Forum 2016 in a nutshell wasquite similar to this photo. It wasan adventure and an experience as
exciting as the sea. And it was also
liberating but unifying, just like theJapanese flag. I’ll never forget myride on this boat called the Japanese
Speakers’ Forum 2016!

Jonel G. Panuncio
Student, Jose Abad Santos
High School
A big change came to mylife. The Nihongojin Forum hada big part in helping every oneof us not only to learn Japanese
language and culture, but also
to gain the right conduct ininteracting with other people.
It connects not only our minds,
but also our hearts to makea wonderful presentation
and action. This photo shows that thisAn experience wearing a Yukata
program gave us a big opportunity touse, show, and enhance our different skills and talents.

A Trip on a Pirate Ship in Lake Ashino, Hakone

Franklin Duane A. Madriñan
Student, Valenzuela City School of Mathematics
and Science“Pride, Honor and Glory”; this is ValMaSci’s tagline. This may
be a simple photo, but it means a lot to me. To wear the school’s
identity in a foreign placeis indeed an honor. Also, tobe with these great people
who I barely knew at thestart became part of mylife’s greatest achievements.
Without these friends ofmine, I would not haveovercome the fear of being
the weakest among thedelegates, and without them,Japan could have not been
“Graduation Dinner” in our School Uniforms
memorable.

Yvette Kayle E. Tacadena
Student, Juan G. Macaraeg National High School
Language Barrier? Nihongo slashed it out! Six countries came
together as one! Thanks to the Japanese Speakers Forum, I gained
a lot of new friends anda memorable experience
with these people whom I
wouldn’t forget. We inspired
each other as we shared
our knowledge to create asplendid presentation. This
photo speaks of how the
JS Forum unites Japan with
Reading feedback from audience about our groupother countries to overcomepresentation; 6 students from different countries
language barriers.
and 1 Japanese University student guiding us

CJH Update
The enTree 1 Course (E1), being
participated by the CJH 4th batchof teacher ends on March 4, 2017.
Other CJH-related Activities(2016-2017)
May to July 2016: 2-monthtraining in Japan
August 6, 2016: CJH Pedagogy
Seminar - “Flip Learning 101: Let’s try
FLIPPING our Nihongo Classrooms!”
December 10, 2016: CJH Pedagogy
Seminar “Learning Styles & Multiple
Intelligences-Matching Teaching
Style with Students’ Learning Styles”
April 2017 (Tentative): enTree 2
Course (E2) Batch 4*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-BCD

H.S. Nihongojin
This corner aims to introduce high school students who are studying
Nihongo. Let’s expand our Nihongojin* network
High School Nihongojin 23
Student name: Jana Beatrice P. Juguilon
Year and Section: IX- Faraday
Suki na koto: e o kaku, anime to asian dorama o miru, internet o suru
Ever since I was little, I have always wanted to be multilingual. I watchedmovies and dramas of different languages. I was happy when I found outthat our class will be studying Nihongo. I looked at it as an opportunity forme to fulfill my dream. Watching anime and Japanese dramas helped meunderstand more about the language and culture of Japan. My favorites
are Itazura na Kiss, Ao Haru Ride and Sword Art Online. I am very thankful
and lucky to be given the chance to learn another language andexplore new things at the same time.
School: MANGALDAN NATIONAL HIGH SCHOOL
Principal: Dr. Rebecca E. Cansino
Teachers: Mrs. Jocelyn C. Trinidad, Ms. Marliza L. Gutong,
Dr. Salome C. Cruz
*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 native and 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 allover the world.

Christine Joy C. Cabahug
Teacher, Davao City National High School
The にほんご人フォーラム 2016
was an eye-opener for me because
I was able to explore the historicalbackground and current situation andinnovation of the Japanese Language
Education in the Philippines andother countries like Thailand, Malaysia,
Indonesia, Vietnam and Japan. I am
greatly humbled by this opportunitythat the Japan Foundation, Manila gaveme, for I was able to challenge myself to
use the Japanese Language in Japan, as
well as to interact with other Japanese
Language Teachers in Southeast Asia. I
Posing after a report on Philippines’
am honored and thankful to represent
Japanese Language Education
フィリピン during the forum, and I willdefinitely share the best practices andinnovative teaching strategies, particularly in the enhancementof the Learners’ 21st Century Skills, to all the Japanese Language
Teachers in the Department of Education’s Special Program in
Foreign Language Nihongo, and to other Japanese Language
Teachers in the Philippines.

Eduardo B. Tan
Teacher, Florentino Torres High School
The International Forum gave each participant an
opportunity to doa demonstrationteaching. It was atremendous task
doing the demoteaching not onlyin Japanese, butalso doing it in frontof some respected
people in thefield of Japanese
language. However,the demonstrationteaching was aplatform to showcase
how Filipino teachers
teach the Japanese
language. That is,“Teaching with
ENTHUSIASM.”

Demo teaching: “What makes a Superhero”

So, what did you discover from their testimonies? Why don’t you try asking your students or trainees and find out how theywould describe what they learned from your class? If they also talk about learning things, which they think will be helpful in their
future jobs, in fulfilling their dreams or about things which changed their perspectives and broadened their horizon, then maybe
you can say that you have also achieved a 21st Century Japanese Language Classroom.

8

Merienda!

ESPESYAL 3

Yatte Mimasen ka?

Let’s break the Ninja’s secret code!
By Mamoru Morita

The Mysterious Ninja WorldA

re you familiar with Ninjas? The Ninja world is very

themed mangas. It was a great hit not only among Japanese

mysterious. Their main tasks are to gather information

young people, but also among manga readers throughout thefor their lord, to deliver secret documents safely, toglobe. Some students in your class might be interested about

scout enemies in order to protect their lord, and so on. However,the story of Ninjas as well. So today, I will introduce an effective

their lives are wrapped in deep mystery. Ninjas are known toclass activity using one of the Ninja’s special items called the bar

receive strict training within their group. Nowadays, the interestof secret code.

in Ninja is increasing all around the world. One of the reasons

A long time ago, we hand carried secret documents sincefor its growing popularity is that there are several Ninja-themedadvanced corresponding systems like those we use today did

manga books which have caught the eye of Manga-enthusiasts

not exist yet. So when a person wants someone to read a secretfrom various countries. One of which is Naruto, the manga that

document, the Ninjas sometimes used this bar to deliver theis arguably the most representative one in terms of Ninja-

messages safely.

①

②

③

④

Sample Lesson Plan⑤⑥

(Before the lesson)
1. The teacher or the students gather a tube of plastic wrap or certificates.
(Please refer to ①)(Introduction) 10min.
2. The teacher introduces the Ninja world to the students, especially their daily lives.
If necessary, the teacher may explain using the references listed below.
(Activity) 40min.
3. Students are divided into two groups. Group A goes out of the classroom while
Group B stays inside the classroom to work on the secret message. First, wind apiece of thin long paper over the tube ②③ and write a short message.
For example, the students may hide a gift in the classroom in advance, and write
briefly about its hiding place. During that time, Group B must write vertically using
the Japanese writing system. ④ After finishing their work, the students would thenunwind the paper. ⑤
4.

Group A enters the classroom. They guess the meaning of the message by looking
at the paper. If they cannot understand it, they can wind the paper over the tube
and read it. ⑥

5.

Please break the secret code, and let’s go find the gift!

6.

After getting the gift, Group A and Group B would switch roles, and restart fromnumber 3.

(Reflection) 10min.
7. Please share with your seatmates about today’s activity and discuss about the
Ninja’s task.

References
1. Naruto official site in English
https://www.viz.com/naruto
2. Ninja MUSEUM of Igaryu
http://iganinja.jp/en/index.html
3. Koka Ninja House (Koka-ryu Ninjutsu
Yashiki)
http://www.kouka-ninjya.com/la_en/
4. Japan Ninja Council
https://ninja-official.com/?lang=en

Magkape Muna Tayo

9

Yasujiro Takei
はじめまして。武井康次郎（たけいやすじろう）です。
2016年8月25日にマニラへ来ました。私のフィリピンのイメージは、人々は明るいし、シシグはおいしいし、サンミゲル
もおいしいです。でも渋滞（じゅうたい）はひどいですが・・・
どうぞよろしくお願いします！

5th Japanese Language Education Conference
June 4-5, 2016
DepEd Ecotech Center, Lahug, Cebu City

Discussion on the current issues in their respective Nihongo classes

The participants of the 5th JLEC on “Making A Livelier Nihongo Class With Better Student Involvement Through Active Learning”

JPEPA Instructor’s ReportW

hen I returned to the Philippines after having worked
for three years in Japan, I never thought I could find use
for my Nihongo skills. That is until the opportunity to teach
JPEPA candidates beckoned after being invited to speak at thegraduation of Batch 7.
I never thought I could teach. I was very apprehensive. I
did not know about Team Teaching either (having worked asa School Nurse with DepEd once), but the methodology ofteaming up Japanese and Filipino teachers did wonders formy confidence. So did the seminars and trainings given by The
Japan Foundation, Manila, which were extensive enough that
I learned the nitty-gritties – from lesson plan preparation toclassroom management to teaching techniques.
As teaching started, I learned
much from observing senior Nihongo
teachers in their classes. There werealso the Team Meetings where Japanese and Filipino teachers
discuss their concerns about students, teaching, materials, etc.
Best of all, there were the one-on-one 面談 with the Japanesesupervisors wherein they inquired how I was doing and if I was
having problems. These made me feel that I was not alone in
the seemingly difficult task of mentoring future 看護師 and
介護福祉士 because I myself am being mentored.
Now, I bathe in pride seeing my students advance in theirfluency in Nihongo. I feel very happy being gifted the chance
to inspire them with stories of my own adventures in Japanand exhorting them 頑張ってください! I also feel supreme joy
whenever I learn that my former students are well on their way
to reaching their dreams.
It has been a rewarding journey for me as a Japanese
Language Lecturer.
どうもありがとうございます!

Janice F. Dais, R.N.
Ms. Dais is a graduate of BS Nursing from Bicol University. She worked as a 看護師候補者 at 沼隈病院 in 福山 広島 under JPEPA
Batch 1, the pioneer batch of Filipino nurses and caregivers to Japan. Since then, she has worked as Japanese Language Lecturer for
Batch 8 and presently, Batch 9 of EPA candidates.

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
日本語教育について勉強しましょう！

“Sensei no Wa” is open to bothexperienced and neophyte

Three Factors of Communication
and Related Classroom Activities

Let’s challenge GUNDOKU (群読)together!

Mr. Carlos Luis Santos(Lecturer, Ateneo de Manila University;
Trainee, Japan Foundation Long-termTraining Program for Foreign Teachers of
the Japanese Language in Urawa, Saitama,
Japan, September 2015 – March 2016)
July 30, 2016

Mr. Mamoru Morita(Japanese Language Education Adviser,
The Japan Foundation, Manila)
October 28, 2016

Japanese-language teachers, andoffers a platform for informationexchange with one’s peers. It is
for the further encouragementof Japanese Language Education
and aims to support professional
enrichment and network expansion
through interactive learning.

Let’s joinSensei no Wa“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 is a
Nihon enthusiast, “Oshaberi Salon” might be ideal!

Practice Teaching
Course in Manila
September 24 & 25, 2016

Every year, JFM offers this course toactive or aspiring Filipino Nihongo
teachers or those who wish to takebasic training in teaching Japanese.
七夕
Tanabata / Star Festival
July 15, 2016

怪談
Ghost Stories
September 2, 2016

アイドル
Idol / J-Pop Music
November 11, 2016

お正月
New Year
January 6, 2017

Participants take up instructions on
the skills in classroom teaching. Also,
participants are given the opportunity
to do practice teaching.

Banana Q
Glossary for the
Serious Nihongo
Teacher

りょう り

おせち 料 理㻌

11

by Yoshiko Morokuma
しょうがつ

た

みなさんはクリスマスやお 正 月（㻺㼑㼣㻌㼅㼑㼍㼞）にどんな料理を食べますか。㻌
だいひょうてきに ほん

お正月の代 表 的な料理として日本では「おせち料理」を食べます。㻌
じゅうばこ

はこ

た

もの

い

おせち料理は 重 箱という箱にいろいろな食べ物を入れた料理です。㻌
いみし

おせち料理の食べ物にはそれぞれ意味がありますが、どんな意味があるか知っていますか？㻌
えら

次の 㻝㻕～㻠㻕の食べ物の意味を 㻭〜㻰 から選んでみてください。㻌
㻌
㻝㻕えび㻌
かず

こ

くろ まめ

くろ

こ

ま

さかな

たまご

㻞㻕数の子（ニシンという 魚 の 卵 ）㻌

はたら

からだ

ま

なが

い

㻮： 体 が曲がるまで長く生きることができます。㻌

まめ

よろこ

㻟㻕黒豆（黒い豆）㻌
ぶ

げ ん き

㻭：元気に 働 くことができます。㻌
㻯： 喜 ぶことがたくさんあります。㻌

㻠㻕昆布巻き㻌

こ

う

ち いき

ちが

㻰：子どもがたくさん生まれます。㻌 㻌

㻌
ほか

はい

か てい

他にもおせち料理には、いろいろな食べ物が入っています。家庭や地域でもそれぞれ違いますので、㻌
しら調べてみるとおもしろいですよ㻌
こたえ 1)B

2)D 3)A 4)C「しごとの日本語 メールの書き方編」奥村真希、釜渕優子 アルク「仕事で使う！日本語ビジネス文書マニュアル」奥村真希、安河内貴子 アスク出版
E-mail has become an important part of our life nowadays. ManyJapanese learners work in or are affiliated with Japanese companies.
Do you know how to write a business e-mail in Japanese? You
might have the impression that writing a Japanese e-mail is difficult. It’s
important to know the basic rules and honorific expressions. You will beable to write a business e-mail using several patterns as a reference.
Be part of thegrowing familyof the JFM library;sign up now for membership!
The library is open to
researchers/borrowers from10:00 a.m. - 7:00 p.m.,
Mondays to Fridays, and from9:00 a.m. - 1:00 p.m. on Saturdays.
It is closed on Sundays & Holidays.
Please present an ID card
at the Charging Desk.

For those who wish to become
Library members or want to know
more about the library, visit
www.jfmo.org.ph/about_us_libraryor call (02) 811-6155 to 58.

「Nihongo Notes Vol.1 Language and Culture」「Nihongo Notes Vol.2 Language and Communication」
Osamu Mizutani, Nobuko Mizutani The Japan times
Nihongo Notes by The Japan Times is a two volume set of
selected Japanese essays published in the long-running “Nihongo
Notes” column of the Japan Times newspaper. Even if you know theJapanese word, you can’t use it correctly if you do not know whatkind of situation it would be appropriate for. Knowledge of Japanese culture and the way
the Japanese people think would help you understand the Japanese language. These books
introduce the nuances of the Japanese language while offering insight into Japanese culture andsociety. It is written in English and Japanese.
「みんなの日本語 中級Ⅰ 本冊」「みんなの日本語 中級Ⅰ 翻訳・文法解説英語版」「みんなの日本語 中級Ⅰ 教え方の手引き」「みんなの日本語 中級Ⅰ 繰り返して覚える単語帳」「みんなの日本語 中級Ⅰ 標準問題集」「みんなの日本語 中級Ⅱ 本冊」「みんなの日本語 中級Ⅱ 教え方の手引き」
スリーエーネットワーク

Minna no Nihongo ChūkyūⅠ&Ⅱ series are now available. The books were edited todevelop integrated Japanese language competence and self-education ability.

JFM Courses & Workshops
February to June 2017

Courses for Nihongo Teachers
日本語教師のための初中級日本語２
Pre-Intermediate Japanese for
Nihongo Teachers 2
May 31 – June 28(Wednesdays)
6:20 – 8:30 p.m. (10 hrs.)
Tuition fee: Php 750

Marugoto Elementary 1 (A2) Module 1
April 25 – June 6 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,500(Inclusive of textbook)
Marugoto Starter (A1) Module 2
May 15 – June 26(Mondays & Wednesdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 3,800(For those without textbook, + Php 600)

Courses for Nihongo Learners
Marugoto Writing (Moji) Course
February 14 – March 16(Tuesdays & Thursdays)
6:20 – 8:00 p.m. (15 hrs.)
Tuition fee: Php 2,400
Marugoto Starter (A1) Module 1
March 6 – April 24(Mondays & Wednesdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,400(Inclusive of textbook)
Marugoto Elementary 2 (A2) Module 1
February 27 – April 6(Mondays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,500(Inclusive of textbook)

JLPT Interactive Lecture & Exercises*Registration is separate
per session / per level.
Contents are the same.
N5 April 8, April 22, May 6(Saturday) 9:00 a.m. – 12:30 p.m.
N4 April 8, April 22, May 6(Saturday) 1:00 – 4:30 p.m.
N3 April 29 (Saturday)
9:00 a.m. – 12:30 p.m.
Tuition fee: Php 200
Regular Events (Free Admission)
Sensei no Wa
April 21, June 2 (Fridays)
6:30 – 8:00 p.m.
Oshaberi Salon
March 3 (Friday)
6:20 – 8:00 p.m.

Basic Conversational
Japanese for Travelers”
March 18 – April 11(Saturdays)
10:00 a.m. – 12:00 p.m.
Tuition fee: Php 900

Introduction to Japanese
Culture: Calligraphy
March 11 (Saturday)
10:00 a.m. – 12:30 p.m.

The above schedules are tentative.
Please check the JFM Facebook page (www.facebook.com/jfmanila)
or The Japan Foundation, Manila (http://www.jfmo.org.ph) for updates.

2016 JAPANESE LANGUAGE PROFICIENCY TEST
(December 4, 2016)
Number of Applicants

Manila
Cebu
Davao
Total

N1
153
16
15
184

N2
414
48
40
502

N3
608
81
65
754

N4
N5
2,878 1,720
156
233
209
347
3,243 2,300

Merienda!
The Japan Foundation, Manila Nihongo Teachers’ Newsletter

Total
5,773
534
676
6,983

THE 1st JAPANESELANGUAGE
PROFICIENCY TEST 2017
(July 2, 2017)
Manila, Cebu, Davao

2017
February 25, 2017 (Saturday)
Shangri-La Plaza Mall,
Mandaluyong City
SHANGRI-LA PLAZA CINEMA 2
10:20 p.m.
44th Nihongo Speech Contest
2:15p.m.
9th Nihongo Quiz Bee for High SchoolStudents
SHANGRI-LA PLAZAGRAND ATRIUM
1:45p.m.
Special PerformancesStand-up Comedy: HPN3 （ハポンスリー）
Karate Demonstration: Kyokushinkan
Philippines
2:15p.m.
44th Nihongo Speech Contest
Awarding Ceremony*The program is subject to change without priornotice. For latest updates, please check
The Japan Foundation, Manila Facebook page.
(www.facebook.com/jfmanila)

Manila & Cebu – Online
registration period:
February 1 to March 8
Davao – Paper type registration
period: March 8 to April 7
Please check The JapanFoundation, Manila website(http://www.jfmo.org.ph)
for more details.

25th

The
Philippine Nihongo
Teachers’ ForumMay 20, 2017
WATCH OUT FOR DETAILS!

EDITORIAL STAFF
KIMY TANMOKELI BISCARRAMICHIKO IMAMURAMAMORU MORITASACHIKO KUWANOFLORINDA PALMA GIL
YOSHIKO MOROKUMA

C.E.J. AQUINOMUTSUKO IKEDA
NAOKO HAYAKAWASAYAKA MIYAZAWA
KOZUE TAKASUFIONA 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