Class Ideas

Living Freely outside Japan

Author:Yoko Nishimura-Parke

Topic/Goals:Connection、Link with Outside of Classroom、Self, Family, and Friends、Social Environment、Social Life、Take Action


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Mr. Kazumichi Miyake, a former rock musician, is now running several businesses successfully in the Philippines. Students will read the interview article and learn about his positive thinking and free spirit, which led him to leave Japan, where he used to have the feeling of being locked up. This will lead students to discuss resilience.


・Students will learn about Mr. Miyake's reasons for coming to the Philippines and discuss his decision at the time.
・Students will create a dialogue reflecting the positive influence that Mr. Miyake brought to the local community.
・Students will discuss resilience as an extension activity and deepen their understanding of resilience by performing actions that help people. This is one of the key skills of resilience.

Target Senior high school
Japanese Level Advanced
What to prepare


1. Questions to help students' comprehension of the abridged article

a) Explain Mr. Miyake's experience in junior high school.

b) How did he feel when he graduated from university?

c) Why did he start a rock band?

d) Read the underlined sentence (*d). How did Mr. Miyake feel when his band broke up? Choose the most appropriate one from below.

I. I need to find a job in Japan. That's the only way I can survive.

II. It's no good for me to stay in Japan. I would be pulled back into the world where I was bullied and there's no freedom. I can't stay in Japan.

III. I have to form another band in Japan as soon as possible. I need to express my freedom through music. That's all I can do.

e) Explain the situation that Mr. Miyake was in when he decided to go to Davao City.

f) What did Mr. Miyake do in Davao City?

2. Discussion points

g) Do you think Mr. Miyake is a positive influence in Davao City? Why do you think so?

h) Mr. Miyake says that, in a sense, he was running away by going overseas. Do you think he was running away from his problems? Discuss with your classmates. Give reasons for your opinion.

3. Creative tasks

i) Work in pairs. Imagine the graduates from Mr. Miyake's university are talking about his lessons and his company in Davao City. Create the dialogue.

j) In a group, come up with words that describe Mr. Miyake. Then write a sentence for each word to explain why you think so, as in the example below.

■Extended class activities
Study the Seven Skills of Resilience below. Then discuss the points that follow.

1: Cultivate a Belief in Your Ability to Cope. 自分は、なんとかできる力があると信じる。

2: Stay Connected With Sources of Support. 助けてくれる人たちとつながる。

3: Talk About What You're Going Through. 何がおこっているか、どんな気持ちかを話す。

4: Be Helpful to Others. ほかの人たちの助けになること、やくに立つことをする。

5: Activate Positive Emotion. 積極的にポジティブな気持ちを持つ。

6: Cultivate an Attitude of Survivorship. まけない、という気持ちを育てる。

7: Seek Meaning. 今おこっていることの意味を考える。

a) Discuss which skills Mr. Miyake used to become the successful figure he is today. When did he use the skills? Which actions shows those skills?

b) Have you ever used any of the resilience skills above? Did you use any skills other than the above? Share your experience with your classmates.

c) Number 4 in the above list is "Be Helpful to Others." In a group, discuss how you can be helpful to others. Think of several situations where you can help friends or family members, and take action as a group or individually.
Then write a summary of your experience. Include the following points:

  • What was the situation? Example: てん校生(a transfer student) がクラスに入って来ました。かれはベトナム人です。英語があまりわかりません。だから、いつも一人でランチを食べています。
  • What did you do? Example:私たちは、かれといっしょにランチを食べて、やさしい英語で話しました。
  • How did you feel about helping the person? Example: うれしかったです。かれはとてもうれしそうだったからです。かれは、おもしろい人です。私たちにかんたんなベトナム語を教えてくれました。
  • How did your feelings change before and after helping the person? Example: はじめは、ちょっとはずかしかったです。でも話してよかったです。ほかの人たちの助けになることは、そんなにむずかしくないと思いました。まただれかの力になりたいと思います。

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