Katakana Karuta

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## Description

Katakana Karuta makes students consider the overlap and differences of Japanese katakana and English words. The goal is for students to work their way up to explaining the meaning behind words that non-Japanese-speakers won't typically know.

## Materials

* Katakana Karuta cards (File:Katakana Karuta.docx or File:Katakana Karuta.pdf), cut up and separated by rounds. (I typically paper-clip each of the four rounds together, and then binder-clip a set for one group together. I made 8 or 9 of these sets for a class of 20 students.)
* Katakana Karuta Key (File:Katakana Karuta Key.docx or File:Katakana Karuta Key.pdf), to show to the JTE and to choose possible bonus questions

## Procedure

1. (5 min) Students get in groups of 4 and put their desks together. The JET and JTE distribute one set of Katakana Karuta cards to each group, and then write team names on the board.
2. **Round 1** (5-10 min): Round 1 cards are words that are the same in English and in Japanese. Ask students to take out the cards labeled Round 1 and lay them out face-up on the table. The JET describes one of the words on the card in easy English, and within their teams, students compete to find and grab the correct card. A team can win one point if they raise their hand and announce the English word (with good pronunciation) to the rest of the class. You can play until every card is taken, but I usually stop after about 8.
3. **Round 2** (5-10 min): Round 2 cards are words that don't come from English. Ask students to put away their Round 1 cards and lay out Round 2 cards on the table. Repeat the same steps as Round 1.
4. **Round 3** (5-10 min): Round 3 cards are wasei-eigo words with a single English equivalent word. Ask students to put away their Round 2 cards and lay out Round 3 cards on the table. Repeat the same steps as Round 2.
5. **Round 4** (10-15 min): Round 4 cards are wasei-eigo words with no English equivalent; the concept has to be explained to people who don't speak Japanese. Ask students to put away their Round 3 cards and lay out Round 4 cards on the table. Explain that now the rules will change: the JET will pronounce the katakana, and the team to raise their hand the fastest AND explain the word to the JET/JTE's satisfaction will get two points (since Round 4 is more difficult than its predecessors). Allow the students 1-2 minutes to think about how to explain the words on the table, and then play following the new rules.
6. Throughout the lesson, the JTE should be available to translate, explain, and possibly record points while the JET is in charge of selecting teams and announcing questions. The game ends when time or cards run out. The team with the most points wins!

## Variations

* Present some other katakana words from the Key and ask students to guess whether it's a Round 1, 2, 3, or 4 type of word.
* If there are some star performers that weren't part of a winning team, allow them to share their own Round 4 explanations after class for bonus points or prizes. I had students coming in from other classes to try an explanation, just for fun! (And Haribo)
* In a club or small class setting, ask students if they ever spoke with a native English speaker (e.g. on a trip abroad) and had trouble conveying something they thought would be easy because it was in katakana.
* **For a challenge:** Spend some time discussing other Japanese phrases that foreigners might find difficult. (Greetings are ripe for this: otsukaresama desu, yoroshiku onegaishimasu, kochira koso...)
* **For an easier time:** Avoid Level 4, or allow them to pantomime. (The goal is communication, not necessarily correct speaking!)