2. Here is the example of Yotchan. Show photos of Yotchan playing tag
and kendama. Have students imagine and discuss what she might
be like.
Kendama (cup and ball):
http://www.tjf.or.jp/shogakusei/6-1/donna/asobi/a20_e.htm
3. Give the students the worksheet for the listening activity. Go over each part of the worksheet and highlight what type of information they should be looking for (see note 1). Use English or Japanese depending on the level of the class.
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Sample Worksheet
Activity: Who is in Grade 6 Class 1?
Self-introduction
Name
Circle the correct answer based on what you just heard.
My hobby is [a. reading comics and magazines b. going to the movies c.
drawing]
- すきなこと［a. おしゃべり b. べんきょう c. バスケット］
I like to [a. chat b. study c. play basketball]
- しゅみ［a. まんが、ざっしをよむ b. えいがをみる c. えをかく］
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4. Give the students lists of vocabulary or certain vocabulary items that might hinder their overall comprehension of the passage or hinder the assessment process (see note 2). Using the list as a reference, introduce vocabulary and sentence patterns as necessary prior to the listening activity.
Example:| すきな／きらいな ことは ～です | What I like/dislike is . . . |
| ～を すきです | I like . . . |
| しゅみは ～です | My hobby is . . . |
| とくいな ことは ～です | I am good at . . . |
| ～に なりたいです | I want to be . . . |
| しょうらいの ゆめは ～です | My future dream is . . . |
| おしゃべり | chatting |
| たべもの | food |
| かしゅ | singer |
| まんが | manga |
| ざっし | magazine |
| サッカー | soccer |
| バスケット | basketball |
| やきにく | grilled meat |
| うめぼし | umeboshi |
| サッカーせんしゅ | soccer player |
| だいく | carpenter |
| ほんを よむ こと | reading books |
| スポーツを する こと | playing sports |
| おんがくを きく こと | listening to music |
| しょうがっこうの せんせいに なる こと | to become an elementary school teacher |
5. Read Yotchan’s message to the students, or download the audio message
from the website and play it for them. (We suggest that each self-introduction
be replayed a minimum of 3 times).
http://www.tjf.or.jp/shogakusei/6-1/jikosyoukai/j_13_j.htm
6. Have the students work on the worksheet as they begin to understand the information (see note 3).
7. After the students have turned in their completed forms, replay each profile and go over the information together, jotting down information on the board and talking about specific information as the students ask questions, etc.
8. Finally, give volunteers a chance to introduce the students in Grade 6 Class 1. (You may want to photocopy the photos of students in Grade 6 Class 1 with word balloons, allow the students making the introduction to freely write imagined lines in the balloons, and display the posters in the classroom.)
Notes
1. Since these are actual Japanese students who are speaking, they use
some slang expressions and words that are not often seen in regular Japanese
language classes. This may be a time to tell your students to “listen
in context” and try to get the gist of the message, and that it
is not necessary to understand and translate “word for word” what
the Japanese students are saying. If students try to translate literally,
they may become frustrated and not perform well on this activity.
2. Provide this information to your students before they begin the activity so that they can grasp the information that you want to assess. (i.e. the word “あだな” is used often in these self-introductions meaning “nickname” and the students may be used to hearing the phrase “わたしのなまえ” instead of “わたしのあだな”).
3. Have the students quietly listen only the first time the self-introduction is played. In this manner, the students will listen to the whole message in its entirety before they begin to write. During the second playing of the message, they may cease to concentrate on certain parts of the spoken passage as they try to write notes on items they understood. Again, emphasize that it is not necessary for them to translate the spoken passage “word for word.”
Other Activities/Expansion
Students can present their own self-introductions as well as compare and
contrast their own likes/dislikes, hobbies, etc. with those of a particular
student from Grade 6 Class 1. You may want to use this activity in preparation
for units on introductions of oneself and friends in other curricula.
(Example: U.S. National Standards “My Friend and I” 1.3 Presentational
Communication)
| しーちゃん | |
|---|---|
| すきな ことは（おしゃべり）です | I like (chatting). |
| （ほぼさん）に なりたいです | I want to be (a nursery school teacher). |
| さや | |
| しゅみは（まんがを よむ こと）です | My hobby is (reading manga). |
| （おんがくを きく こと）も 好きです | I also like (listening to music). |
| よっちゃん | |
| 好きな ことは（バスケット）です | What I like is (basketball). |
| しゅみは（まんが、ざっしを 読む こと） | My hobbies are (reading comics and magazines). |
| あり | |
| とくいな ことは（バドミントン）です | I am good at (badminton). |
| すきな ことは（まんがを 読む こと）です | What I like is (reading manga). |
| しょうらいの ゆめは（しょうがっこうの せんせい）に なる こと | My future dream is to become (an elementary school teacher). |
| まおっちゃん | |
| わたしの しゅみは（バスケットを する こと）です | My hobby is (to play basketball). |
| すきな かしゅは（ブリトニー・スピアーズ）や（ヒラリー・ダフ）です | My favorite singers are (Brittany Spears) and (Hillary Duff). |
| のぐろう | |
| しゅみは（サッカーを する こと）です | My hobby is (to play soccer). |
| オグッチ | |
| しゅみは（サッカー） | My hobby is (soccer). |
| すきな たべものは（やきにく） | My favorite food is (grilled meat). |
| きらいな たべものは（うめぼし） | My least favorite food is (umeboshi). |
| しょうらいの ゆめは（サッカー せんしゅ）か（だいく）です | My future dream is to be (a soccer player) or (a carpenter). |