Features of This Book

● Developing the Attitude to Deal with Real Japanese
Despite being designed for learners, the Japanese used this book it is not very controlled. Colloquial● Increasing What You Can Do in Real-Life Communicative Situations

expressions often heard in conversation have been actively included, and the audio recordings have been

The objective of this book is for you to be able to communicate at B1 level in Japanese. B1 is a level whererecorded at close to natural speed. Some people may ﬁnd that from intermediate level onwards they encounteryou are able to talk coherently, understand the important points of texts on familiar topics, and deal with amany words and phrases they do not understand, and the course suddenly becomes more diﬃcult.

range of situations by yourself while travelling in Japan.

However, the Japanese you come into contact with when reading authentic Japanese texts, listening to

The objective of lessons and courses that use Marugoto is to increase what you can do in communicativeﬁlms and TV programmes, and talking to ordinary Japanese people, includes a lot of Japanese you do notsituations where Japanese is used. Learning objectives, such as being able to explain why you like yourunderstand. What is important is to become better able to understand the important points in a conversation,

favourite music and what its appeal is, and being able to change a room in a hotel or Japanese inn and give

pick out the information you need, and keep the conversation going. This book is based on the idea that it isreasons, are written in the form of speciﬁc Can-dos that show what you can do in diﬀerent situations.

OK if learners are not able to understand all the Japanese they come across. The aim is to develop learners

In Marugoto , acquiring language knowledge about grammar and sentence patterns is not in itself a learningcompetence to communicate without giving up, even when there is something they do not understand.

objective. You will study what you need, connected to concrete contexts and situations, in order to attain theJapanese you are exposed to

Can-dos. There are also a variety of practice activities for supporting communication, such as thinking about
the organisation of what you say while speaking, and using words and phrases that match the situation andJapanese you can understandthe relationship between people. The practice activities are designed in such a way that if you work throughthis book in your lessons, you will be able to acquire B1 level Japanese that you can actually use.

Japanese you can use*In Marugoto levels are shown according to the six stages of the JF Standard for Japanese Language
Education (A1-C2). These levels are the same as those used in the Council of Europe s CEFR.

● Emphasis on Strategies
B1 level

At intermediate level, there is still a limit to the amount of Japanese you can understand and use. It is importantto supplement this with strategies that are needed to take part in communication in real-life situations. This• Can understand the main points of clear standard input on familiar matters regularly encountered inwork, school, leisure, etc.
• Can deal with most situations likely to arise while travelling in an area where the language is spoken.
• Can produce simple connected text on topics which are familiar or of personal interest.

book deals with strategies, such as guessing the meaning of unknown words, replacing words you do notknow with ones you do know, and keeping the conversation going while checking understanding and asking
questions. The aim is, through using strategies, for you to be able to successfully communicate even withlimited Japanese ability.

• Can describe experiences and events, dreams, hopes and ambitions and brieﬂy
give reasons and explanations for opinions and plans.

Source: JF Standard for Japanese Language Education
Users Guide Book
(New edition)● Topics and Situations Tailored to Overseas Learners
This book is primarily aimed at learners who are studying Japanese overseas. There are a wide variety of topics
ranging from topics associated with traditional Japanese culture to topics that deal with contemporary Japanesesociety and culture. These were chosen based on the results of a survey of overseas Japanese learners. You
are thus able to make progress in your learning of Japanese through topics that are interesting, while coming
into contact with a range of Japanese culture that contains hints that help you understand other cultures.
The situations that are dealt with in this book have been chosen because they are situations in which Japaneseis likely to be actually used overseas, such as speaking to Japanese friends by Skype, asking Japanesecolleagues about Japanese restaurants they recommend, looking at Japanese websites on the Internet, writing
comments in Japanese on SNS, etc. Another special feature of this book is the use of communicative situations
that involve computers and smartphones, which have been increasing more and more in recent years.

● Learning Connected to Outside the Classroom
Study using Marugoto does not just ﬁnish in the classroom. We think it is important for you to put to use yourstudy in the classroom for real communication outside the classroom. We introduce ideas for actually using theJapanese you studied, such as through SNS or the local Japanese language community, and ideas for you to
study in more detail by yourself about an aspect of Japanese culture you learned about in the classroom. This
book is the key that will open the door for you to the world of Japanese language and culture.

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23

How to Use This Book

Organisation of This Book and Related Materials

1 Organisation of Topics
Things in This BookIn Marugoto (Intermediate 1) there are nine topics altogether. Each topic is divided into the following sections.
PART1 to PART5 are divided by skill, and each part contains one Can-do objective.

Organisation ofThis Book andRelated Materials

Features of This Book

How to Use This Book

Assessment
Preparation

Table of Contents

PART1

PART2

PART3

PART4

PART5

Listen andUnderstandHave aConversation

Talk at
LengthRead andUnderstandWrite

150-240
minutes120-180minutes120-180minutes

Outside theClassroom120-180minutes

Outsidelesson time

Main Body
Topic 1 - Topic 9（Preparation ／ PART1 ／ PART2 ／ PART3 ／ PART4 ／ PART5 ／ Outside the Classroom）

Sample Test Questions

Listening Scripts

Answer Key

Learning Record

2 Courses Using This Book
This book can be taught in order from the beginning in the same way as the rest of the Marugoto series sofar. In the standard course one topic is divided up and studied in four lessons. A rough guide to lesson time isshown in the above diagram. It would also be possible to divide PART2 Have a Conversation into two parts

Things You Can Download from the Website (https://www.marugoto.jpf.go.jp/en / )and study everything in ﬁve lessons.

Audio Files

After finishing studying a number of topics, do Test and Reflection . Where you do Test and Reflection
depends on the length of the course. The following diagram shows an example in which it is done once every

Audio files are available where the following
icons are shown:.

Files can be downloaded or streamed.

Materials for Teachers

Test and Reﬂection 3

TOPIC 9TOPIC 8TOPIC 7

Test and Reﬂection 2

TOPIC 6

TOPIC 5

TOPIC 4

Test and Reﬂection 1

Write

Read and Understand

Talk at Length

listening scripts, conversations from the main

Have a Conversation

There are various language translations of theOutside theClassroom

Listen and Understand

Text in the Textbook (PDF)

Outside theClassroom

Preparation

topic / part of Marugoto (Intermediate)

Writewatch out for, etc., when teaching eachTranslations of Listening Scripts andRead and UnderstandContains useful information, things to

Talk at Length

language.

Teaching Guide

Have a Conversation

A list of words that appear in the text separated

Listen and Understand1 2 3 4 5

Preparation

1 2 3 4 5

Write

1 2 3 4 5
Read and Understand(Intermediate)

Talk at Length

TOPIC 3

Have a Conversation

TOPIC 2

Listen and Understand

TOPIC 1
Preparation

Materials for teachers teaching Marugoto

Vocabulary List (PDF)

by topic part. There are translations in various

three topics.

Outside theClassroom（120-180 minutes）×（4-5 lessons）× 3 Topics

Vocabulary List (Word / Excel

text, Talk at Length texts, reading texts andVersion)writing model texts.

A file that teachers can use to edit,

At intermediate level, it is considered that learners needs become more varied, so in Marugoto (Intermediate)change language, etc.

you are able to study each part separately. For example, in a course that centres on listening and speaking ,you can use parts 1, 2 and 3. In a course that centres on reading and writing , you can mainly use parts 4

Write Sheet (PDF)
A PDF sheet that you can use in PART5 towrite on.

Learning Record (PDF)

and 5. In addition, because this book is separated by topic, you can arrange how they are used in a number of

Other Materials

ways depending on needs, such as by using topic 4 Let s Go to a Hot Spring for a short course on the theme

A range of other materials for teachingof Travel .

courses that use Marugoto (Intermediate)

There are various language versions of the
PDF sheet.

24

25

3 The Objective and Sequence of Each PARTPART1 Listen and Understand
Listen to a variety of conversations related to the topic, such as colleagues at work recommending Japanese

Introduction / Preparation

restaurants, TV programmes on the Internet introducing hot springs, etc., with the aim of becoming better

The aim of this part is to create interest in the topic you are about to study and to form an image of what you

able to understand the gist of what the conversation is about and understand speciﬁc information you want

want to be better able to do within the topic. Talk freely while looking at photographs, posters, websites, etc.

to know. By standing in the shoes of a real listener in these kinds of situations you can listen with a real-life
purpose.

1 Questions about the topic
1 Check the Can-do objectives

While looking at photos, reﬂect on your experience and discuss with the class.
2 Look at photographs and realia（ → 1

2 Check the situation）

Look at concert posters, restaurant information, manga covers, etc., and discuss with the class

Look at the illustrations and check from who s position, in what kind of situation, and for what
purpose you should listen.

what you notice.

3 Before you listen

3 Reﬂect on culture

Remember your own experience, predict what you will hear next, etc.
Compare the culture of your own country with that of Japan, think about what is the same and4 Understand what you hear in stages（ → 1what is diﬀerent, and consider why these similarities and diﬀerences exist.
4 Vocabulary and expressions（ → 2）

Listen with a purpose to texts that include words you don t know, and understand the important）

information. Listen only for speciﬁc information, listen using key words to help you understand,Check the vocabulary and expressions from this topic. In this part you will hear diﬀerent peopleetc., and do a variety of diﬀerent types of practice depending on the topic or material.

answering interview questions related to the topic.
5 Strategies for listening（ → 2
5 Other activities（ →

3

）

）

Practise using strategies for listening. Strategies featured include: predicting how a conversation

You will do a range of activities depending on the topic, such as looking at pictures of the situation

will develop, guessing the meaning of unknown words, asking for repetition when there are words

in which the conversation takes place, listening to real music, reading parts of manga, etc.

you do not understand, etc.
6 After you listen（ → 3）

Say your own ideas and impressions about what you heard.
7 Summarise what you heard
By paying attention to the expressions that go in the brackets, you will be able to check the124

meaning of words and expressions and increase the language you can use.
8 Check whether you were able to do the Can-do objectives

5
3

1
3

4

2

5
6
7
8

26

27

PART2

Have a Conversation

PART3

Talk at Length

This is an opportunity to practise interacting with two or more people in Japanese, such as talking to a

The objective is to be able to speak in some detail, such as talking about music you like and your holiday plans,

Japanese person you see in the street, talking about recent news to a friend from overseas over Skype, andproviding information about food or events from your country, etc. Even though this part is called Speak at

so on. You will have the opportunity to exchange information, exchange opinions and comments, and share

Length , the objective is not to be able to give speeches or presentations, but to be able to speak coherently

experiences and impressions. The ﬁnal objective is for you to be able to put together a reasonably coherent

during everyday conversation.

conversation while interacting in Japanese in a real-life situation.
1 Check the Can-do objectives
1 Check the Can-do objectives
2 Before you speak

2 Before you speak

Answer the questions and imagine what kind of thing you want to talk about, and what you want to
Before practising the conversation, remember your own experience.
3 Check your understanding of the conversation（ → 1

be able to do.

）
3 Listen to a model conversation（ → 1

Listen to the model conversation without looking at the script. Try to understand the gist of the）

Listen to an example conversation of the objective you want to reach, and put what the speakers

conversation.
4 Pay attention to the language（ → 2say in order.

）

4 Check phrases（ → 2

Listen to the conversation while looking at the script and pay attention to important grammar andsentence patterns. Pay attention to language style, such as polite forms and plain forms.
5 Grammar and sentence patterns useful for the conversation（ → 3）

Check which phrases used in the example conversation are needed in order to achieve the Cando objective.

）

Focus on and practise grammar items and sentence patterns useful for achieving the Can-do fromthe conversation. Practise these in a meaningful context related to the topic.

5 Check and shadow the model conversation（ → 3）

Listen to the example conversation while looking at the script and check the contents and
6 Strategies for speaking（ → 4）expressions used. Try shadowing part of the script until you can say it smoothly.

Focus on strategies needed in order to be able to keep a conversation going even when there
6 Recreate the conversation（ → 4

are words you do not understand, such as paraphrasing, asking questions, etc., and strategies）

for keeping the conversation going, such as using discourse markers, checking understanding,

Remember the contents of the example conversation while looking at your notes, and recreate theshowing interest, etc.

conversation using your own words.

7 Pronunciation practice

7 Talk about yourself（ → 5

Practise aiming for pronunciation that is as natural and easy to understand as possible, so that

Practise the objective you want to achieve. Talk coherently about yourself and your country. Afteryou can communicate more smoothly.
8 Role-play（ → 5）making notes of the contents and order of what you want to say, practise speaking repeatedly）

until you can speak as smoothly as you can.

Practise the goal of this part. First of all check the structure and expressions from the
8 Check whether you were able to do the Can-do objectives

conversation. After that, practise so that you are able to achieve the Can-do in a real-life
conversation by role-playing a number of situations.
9 Check whether you were able to do the Can-do objectives

2

2

1
3
4

28

6
5

7

1
5
3

7

8
4
9

6
8
29

PART4

Read and Understand

PART5

Write

The objective is to be able to more or less understand material available overseas, such as blogs, online

The objective is to be able to write coherent texts in a range of situations, such as SNS, e-mail, etc. A variety

advice columns, online reviews, SNS posts, etc., and ﬁnd the information you need. Because the texts you seeof real-life situations are used where overseas learners are likely to write in Japanese. In addition, because

in real life do not have kana written above the kanji, the reading texts in this book do not have this either. Even

nowadays the situations in which people actually write something by hand are decreasing, in this part it iswhen there are words that you do not know, kanji that you cannot read, etc., you will try to understand themassumed that you will write using computers, smartphones, etc.

using as many strategies as you can.
1 Check the Can-do objectives
1 Check the Can-do objectives
2 Preparation for reading（ → 1 （１））
2 Before you read

Refer to the model and plan what you are going to write.

Remember your experiences and try to predict what you will read from the title.

1

3 Write（ → 2 （２））
3 Understand the contents（ → 1）

Try writing a text related to the objective and situation. For

Find important information, understand important points, etc., depending on the type of material.

this part you can download from the website a PDF form for

After understanding the overall meaning, pay attention to more detailed information.

inputting text. Put what you wrote in your portfolio.

4 Strategies for reading（ → 2）

4 After you write（ → 3

2）Practise strategies, such as predicting contents from the title, subheadings, etc., predicting theRead what other people in the class have written, makemeaning of words from the kanji, context, etc., and paying attention to the structure of the text

comments, think of a reply, etc.

3

while reading.
5 Check whether you were able to do the Can-do
5 After you read（ →3）objectives

4

5

Talk about your experiences of and thoughts about what you read, and deepen yourunderstanding.
6 Grammar and sentence patterns useful for reading（ → 4）

After understanding the meaning of the text, pay attention to grammar and vocabulary, and checkits form, meaning and use.

Outside the Classroom
Relate what you study in the classroom to real-life situations in which communication takes place outside theclassroom. Proactively increase your knowledge and experience by using the Japanese you studied in class

7 Organising kanji

outside the classroom, researching Japanese culture connected to the topic in more detail, etc. Write the things

Check the reading and meaning of words written in kanji. Use kanji to organise and increase

you did in this part on the Learning Record sheet and put it in your portfolio together with any material.

vocabulary.
8 Check whether you were able to do the Can-do objectives

1 My phrases
Collect and take notes of expressions not in the textbook
that you need in order to say the things you want to say.

2

1

These can be related to your interests and yourself.
2 Ideas for activities outside class6

Search the internet for things related to the topic, useJapanese on SNS or within the local Japanese language

3

community, actually experience Japanese culture, for4
52

example, at events related to Japan, etc.

7
30

1

3 Write a record of your experiences of Japanese

8

language and culture

331Assessment

Learning Record① Can-do check・ At the end of each topic there is a ★ Can-do をチェックしましょう . When you reachhere, check by yourself whether you have accomplished the Can-do objectives.

1 Basic Approach

・When checking whether you have attained each Can-do objective, look at the

In courses and lessons that use Marugoto , theobjective is to increase the number of things you

Lesson andcan do using Japanese in real-life communicative

Course Aims

evaluation points and consider whether you were able to do them.

Increase the number of things you

・Review your own learning and write a comment.

can do in real-life communicative
situations (Can-dos)situations (Can- dos). You will do the practice② Record of experiences of Japaneseand activities needed to achieve the Can-dos. In
Assessment

language and culture

you are assessed on how well you

Practice /can do the Can-dos.

Activities

Another objective in Marugoto is deepening yourDo the practice and activities

・ For each topic, at the end of Outside the Classroom

needed to achieve each ofthere is a

the Can-dos★ 日本語・日本文化の体験記録を書きましょう .

Make a note of the things you have done related

understanding of culture, so language and culture

to the topic, comments about these and things you

are studied together. You reflect on what kind of

have noticed.

experiences you have had and what kind of things

Assessment

you have noticed regarding culture.

Evaluate how well you areable to do the Can-dos（２）Tests
Tests take place after you have ﬁnished a number of topics. Their aim is for you to measure how well you

The following assessment methods are used:● Self-Assessment
After the lesson check how well you are able to do the Can-dos. In addition, make a record of the Japaneseculture you have experienced inside and outside the classroom.

● Tests
How well you can do the Can-dos is objectively measured.

can do the Can-dos from the lessons and course, and notice the points that you cannot understand throughself-assessment alone. In order to measure attainment of the Can-dos from this book the following types oftests were conceived. Which test you use and how you combine the diﬀerent tests depends on the aims andcontents of the course.

① Listening test
You will listen to material related to the topics studied so far (conversations between friends andacquaintances, extracts from TV programmes, etc.), and you will be tested on your ability to both listen for● Reﬂection
After completing a number of topics, reﬂect on your learning so far and think about what you can do andhow well you can do it. Also, think about the Japanese culture you have experienced inside and outside theclassroom, share this with your classmates, and reﬂect on what you have studied so far.

overall meaning and listen for the information you need.

② Written tests
There are two types of written test. The ﬁrst type checks your comprehension of written texts (reading
comprehension), and the second type measures your knowledge of grammar, vocabulary, kanji, etc., needed

In addition to being assessed in the above way, use the portfolio (page 34) to support your own learning on thecourse. If you use the portfolio, you can record what you did to further your learning and what you thought
about this, and then reﬂect on it later. It is believed that by making a portfolio you will acquire the ability to bea more autonomous learner.

to attain the Can-dos (language knowledge). The reading comprehension test tests whether you can readcoherent written texts (blogs, user reviews, e-mails, letters, etc.) and understand the overall meaning andﬁnd the information you need. The language knowledge test tests whether you can understand and use
grammar, vocabulary, kanji, etc., in a meaningful context.

③ Speaking tests
There are two speaking tests. The first one measures your ability to put together a conversation while

2 Assessment Methods（１）Self-assessment
In order to continue learning languages it is important to manage your own learning. In order to do that, check
how well you are able to use Japanese after each lesson. In addition, make a record of what kind of things you

interacting with two or more people (conversation). The second one measures your ability to talk at length by
yourself (talk at length). In the conversation test you read a card and do a role-play with the teacher. You aretested on whether you are able to have a conversation without preparation about something familiar related
to the topics so far. The talk at length test tests whether you can describe, talk about your experiences andgive your ideas and impressions in simple terms about everyday themes related to the topics.

have experienced regarding Japanese language and culture, what you have noticed and what you think about
it. For self-assessment use the Learning Record at the back of the book.

④ Composition test
This tests whether you can write a coherent text, such as an e-mail, letter, SNS post, etc. You are allowed
to use a dictionary, internet tools, etc.
Please look at Sample Test Questions at the back of the book (p204 - p218) for specific examples of the32

contents of the test.

33

（３）Reﬂection
Reﬂection takes place regularly after you have ﬁnished a number of topics. The aim is to widen your thinking
and deepen your understanding about your learning of Japanese language and culture by reflecting, notjust by yourself, but with your classmates about each other s experiences and ideas. While looking at yourportfolio, you do the following things.
① Look at the Learning Record sheet, and check the Can-dos you have done so far. Think about what kindof thing you are now able to do, whether anything has changed since the last time you checked, what Candos are important for you, what kind of things you want to do next, etc.
② Talk to your classmates about your experience of Japanese language and culture, such as methods oflearning that were effective for you, experiences that made an impression on you, your thoughts andopinions about these, etc.
③ Make a note of the things you talked about with your classmates, the things you noticed, etc.
How Tests and Reﬂection are implemented depends on the course and class s individual circumstances. The
following diagram shows an example where both Tests and Reﬂection are done in a 120-minute lesson. While
the whole class are doing the Written test, each student will go in turn to where the teacher is sitting and takethe Speaking test. The Composition test will be done as an assignment outside class time. The times given
are approximate times.
(Example)10 minutes

80 minutes

30 minutes

Written tests
Listening test

Reﬂection
Speaking tests

Composition test (is set and submitted as an assignment outside class time)

Portfolio
The portfolio is like a file in which you put the products and records of your learning. The portfolio
contains the following:① Learning Record
・ Can-do check・ My phrases
・ Record of experiences ofJapanese language and culture② Things produced in class・ Things written during Write activities, things
done during class that are important to you, etc.

About the Use of Kana in This Book・ Tests③ Things related to learning and yourexperiences outside class・ Things written in Learning Record related to your experiences ofIn this book kana is written above all kanji. This is to reduce the burden of kanji in places where reading
kanji in itself is not an objective, because at intermediate level there are learners with a range ofbackgrounds. However, Kana has been omitted for vocabulary that can be considered very basic, andfor the type of vocabulary that appears repeatedly in a topic.

Japanese language and culture (e.g. photographs, posters, pamphlets,
articles from websites you looked at, etc.).

In addition, in Read and Understand reading comprehension texts kana has not been written above
kanji in order for the texts you read to replicate situations where Japanese is really used as closely as

There is asymbol next to things in the materials that should be put in your portfolio.

possible.

In addition, if you have any digital data, you can create a folder on your computer and keep it there.

34

35