This section provides useful classroom activity ideas for elementary as well as intermediate and advanced levels, which include ‘reading’ , ‘listening’, ‘conversation’, ‘writing’, ‘cultural understanding’, etc. Classroom activity procedures and ready-to-use task sheets are available. Classroom Activities come in five types: ‘Kyokasho o Tsukuro Classroom Activities’, ‘Kisetsu no Katsudo’, ‘JFS B2 Teaching Materials’, ‘JFKL Lesson IDEAS’, and ’Going out with Chie-chan’.
Kyokasho o Tsukuro Classroom Activities
There are 161 classroom activities aimed at helping secondary school learners communicate in the Japanese language.The themes move progressively farther away from the learners' surroundings: ‘Home→School→Town→My country and Japan’, and each theme has 5 blocks. Can-do objectives are included in some activities.Each activity includes ‘Instructions’, ‘Model Text’, ‘Grammar’,‘Vocabulary Required’, and ‘To the Teacher’. ‘Model Text’ can be downloaded and used as a worksheet. ‘Grammar’ has links to ‘Kyokasho o Tsukuro Grammar Explanations’ so that you can read the grammar explanations.
◆About ‘kyokasho o tsukuro - Basic Resources for Secondary-Level Japanese’
‘Kyokasho o Tsukuro’ was created as a reference for producing teaching materials targeting secondary-level (junior high school and high school) learners. ‘ Kyokasho o Tsukuro’ is made up of 'Setsumei Hen (Grammar Notes)' and 'Renshu Hen (Activity Book)'. ‘Minna no Kyozai’ website provides 161 activities in 'Renshu Hen'. More information about
‘ Kyokasho o Tsukuro’ can be found here.
You can download both 'Setsumei Hen' and 'Renshu Hen' at the same time
JF Can-dos as lesson objectives are included in the following 10 activities. Information about Can-dos can be found here
| 「Kyokasho o Tsukuro」 |
JF Can-do |
| Level |
Communicative language activities |
Category |
Can-do |
| 1-1 Please Listen! |
A1 |
receptive activities |
listening to
announcements
and instructions |
Can listen to and understand very simple classroom instructions from the teacher such as "open your textbook" "read aloud" if the speech is slow and clear. |
| 3-4 At the Hamburger Shop |
A1 |
interactive activities |
transactions to obtain goods and services |
Can order food or drink with simple expressions such as "this please" while pointing to a sample or a picture on a menu at a restaurant. |
| 5-5 The Holidays |
A1 |
interactive activities |
conversation |
Can ask a friend or neighbour where he/she went on his/her day off, "Did you have a good time?" and so on, and answer what one did on one's day off while making simple comments. |
| 5-8 Invitations |
A2 |
interactive activities |
informal discussion (with friends) |
Can tell a friend in short simple terms the day and time of an event, ask him / her if he / she would like to go, and answer whether one would like to go, in order to invite a friend to an event. |
| 6-2 I am the teacher |
A1 |
receptive activities |
listening to
announcements
and instructions |
Can listen to and understand very simple classroom instructions from the teacher such as "open your textbook" "read aloud" if the speech is slow and clear. |
| A1 |
interactive activities |
goal-oriented co-operation (e.g. repairing a car, discussing a document, organising an event) |
Can give students simple instructions, as a teacher, such as "Could you look at the textbook?" and "Can you say the answer?" in, for example, a lesson. |
| 7-7 Where is the station? |
A2 |
interactive activities |
information exchange |
Can ask someone or explain in short simple terms to get to one's destination when one is lost. |
| 9-5 Take care of yourself |
A1 |
receptive activities |
listening to
announcements
and instructions |
Can listen to and understand very simple instructions from the doctor, such as "get some rest" "take the medicine three times a day," if the speech is aimed directly at oneself and is slow and clear. |
| 9-7 A Health Check |
A2 |
interactive activities |
notes, messages & forms |
Can understand and write answers to the questions in a simple questionnaire, such as a multiple choice questionnaire about one's lifestyle. |
| 17-6 What do you do in the weekend? |
A2 |
interactive activities |
informal discussion (with friends) |
Can tell a friend in short simple terms the day and time of an event, ask him / her if he / she would like to go, and answer whether one would like to go, in order to invite a friend to an event. |
| 19-5 A thank-you card |
A2 |
interactive activities |
correspondence |
Can write in short simple sentences a letter, e-mail, etc. to thank someone for their help or hospitality. |
| Supervisor |
SAKUMA Katsuhiko(University of the Sacred Heart, Tokyo) |
Writer |
KIYAMA Tomoko、TSUBOYAMA Yumiko、HATTA Naomi、FURUKAWA Yoshiko、MUKAI Sonoko (Lecturers of The Japan Foundation Japanese-Language Institute, Urawa)
KOMATSU Tomoko (Japanese-Language Specialist)
(The position titles noted above were current at the time of publication.) |
Kisetsu no Katsudo
These are 111 classroom activities that can be used according to the seasons and annual events of Japan. There are a number of topics for each month, such as New Year’s Day, Coming-of-Age Day, and snow in January, and Setsubun and Valentine’s Day in February. These are aimed at a wide range of levels of learner from beginner to advanced. Worksheets can be downloaded as Word files and edited freely.
| Writer |
TSUBANA Tomoko, AKAZAWA Miyuki (Research and Development Section, The Japan Foundation Japanese-Language Institute, Urawa)
KUBOTA Yoshiko, NAKAMURA Masako, ISOMURA Kazuhiro, MIHARA Ryushi (Lecturers of The Japan Foundation Japanese-Language Institute, Urawa)
(The position titles noted above were current at the time of publication.)
Translation (English Text): IGARASHI Junko & Tom Conrad
(Titles omitted with former title in place) |
JFS B2 Teaching Materials
They are B2 (advanced) level materials developed based on the concept of the JF Standard for Japanese-Language Education (JFS).
At the B2 level learners can do the following things
for more details see the
JF Standard for Japanese - Language Education and Can-dos
・Can understand complex and abstract content related to one’s specialist field
・Can interact fluently with a native speaker
・Can deal with a wide range of topics
・Can convey one’s ideas and opinions
In addition, learners aiming at B2 level have a variety of learning experiences and objectives, so needs vary greatly according to the individual or class. Based on these special characteristics of B2 level, the teaching materials have the following features:
(1) Task-based learning activities and general-purpose outcomes
These teaching materials employ Can-do objectives 
that are based on concrete situations and topics, and learning activities that are designed in order to help learners to achieve them. Together with these,common B2 level general purpose outcomes 
with both different situations and topics are also employed. Through these, even with learners or classes with different needs, it is possible to know what they should study as their objective.
(2) Study of integrated skills
These teaching materials integrate multiple skills. Learners speak and write based on what they understood through reading and listening. Through this, learning close to real language activities is realised.
(3) Use of authentic material
These teaching materials incorporate authentic materials, such as TV programmes and books. Together with this, in the same way, videos and audio have been recorded of meetings and conversations where the actors act out the same language activities as those in the teaching materials without a script.
(4) Autonomous study of language points (vocabulary, grammar, phrases, etc.)
In these teaching materials, language points that should be studied (vocabulary, grammar, phrases, etc.) are not clearly indicated. Awareness is raised of what one needs from the audio scripts or reading texts, and these are then chosen for study. Through this kind of learning design, the learners’ ability to continue studying autonomously even outside the classroom is supported.
(5) Learning design suggestion through sample teaching materials
If booklets of the teaching materials (PDF) are printed out, they can be used as they are as teaching materials for use in a lesson. For teachers’ notes, please refer to Material for Teachers I to III. It is also possible, referring to the learning design for these teaching materials, to make learning activities using topics and situations that meet the needs of students or classes. Material for Teachers IV Commentary features the rationale for the development of the teaching materials and related Can-dos, and ideas for their development, among other things, so be sure to refer to this and make teaching materials that meet learners’ needs.
There are following 4 units in 'JFS B2 Teaching Materials'.
| タイトル |
汎用的な目標 |
設定・話題 |
目標Can-do  |
中心となる技能 |
時間 |
| ①日本語で楽しもう！ |
・テレビ番組や本などを娯楽として楽しむことができる
・いろいろな話題で雑談を続けることができる |
現代アート |
- (1)
- 芸術祭に関するテレビ番組を見て、そのイベントの概要だけでなく、作品にこめられた作家のメッセージや意図などを理解することができる。
- (2)
- 芸術分野の書籍を読み、筆者の視点や筆者が勧める鑑賞方法を理解することができる。
- (3)
- いっしょにアート作品などを見た後で、友人とその印象や感想などを積極的に話し、気持ちよく雑談を続けることができる。
|
(1)視聴
(2)読む
(3)口頭でのやりとり |
120分
×
3回 |
| ②日本語で会議!? |
ある程度フォーマルな会議で、結論を出すための議論に積極的に参加できる |
スピーチコンテストの審査会議 |
スピーチ審査等のフォーマルな会議で、参加者同士で意見を調整しながら、結論を出すための議論ができる。 |
口頭でのやりとり |
120分
×
2~3回 |
| ③どうやって伝えよう？ |
相手の状況や気持ちを配慮して言葉や表現を選んだり、伝え方を工夫したりすることができる |
ビジネスメール（伝えづらい内容のメール） |
仕事上で関係のある人に業務上の急な変更や無理なお願いなどを伝えるメールを、相手の状況や気持ちに配慮し、ことばや表現を選んだり伝え方を工夫したりして書くことができる。 |
文書でのやりとり |
120分
×
2~3回 |
| ④場に合った文章に挑戦！ |
自分の見解を伝えるための文章を、目的や場面に合ったスタイルで書くことができる |
依頼原稿としての書評の執筆 |
自分の国の書籍を紹介するための５００字程度の書評を、場に合ったスタイルの文章で書くことができる。 |
書く |
120分
×
2~3回 |
Each unit offers the following materials.
|
教材 |
資料 |
| 冊子（PDF） |
動画 |
音声
（聴解用） |
音声
（確認用） |
教師用資料 |
タスク解答例 |
スクリプト
（音声・映像） |
| JFS B2教材① |
〇 |
〇 |
〇 |
〇 |
〇 |
〇 |
〇 |
| JFS B2教材② |
〇 |
〇 |
〇 |
〇 |
〇 |
〇 |
〇 |
| JFS B2教材③ |
〇 |
― |
― |
〇 |
〇 |
〇 |
― |
| JFS B2教材④ |
〇 |
― |
― |
〇 |
〇 |
〇 |
― |
▶See
here for more information about the videos.
| Writer |
OFUNE Chisato, SHINOZAKI Setsuko, SHIMIZU Masako |
＜参考資料＞
大舩ちさと・篠崎摂子・清水まさ子（2017）「B2（上級）レベルの課題遂行をめざした教材開発－新たな教材像模索の試み－」
『2017年度日本語教育学会秋季大会予稿集』pp.402-407 日本語教育学会
大舩 ちさと (2018)「JFS B2教材を公開しました!」 『日本語教育通信 日本語教育ニュース』
篠崎 摂子・大舩ちさと (2019) 「B2とはどんなレベルか―教育実践に向けたCEFR B2 Can-doの質的分析―」 『第23回ヨーロッパ日本語教育シンポジウム報告・発表論文集』pp.375-385
JFKL Lesson IDEAS
They are 170 classroom activities developed by JFKL (The Japan Foundation, Kuala Lumpur) for secondary school learners. The themes move progressively farther away from the learners' surroundings: ‘Self→Family & Friends→School→ Town and Community→Country’. Although they are designed in accordance to the Malaysian syllabus (2008), they can be used by anyone wishing to teach basic Japanese grammar, communication and cultural understanding. The names of places, names of people, units of currency, etc. are mainly Malaysian ones. Please change these according to your needs. The worksheets can be downloaded and edited freely.
| Writer |
ITO Aiko, KUKIMOTO Megumi, TSUBOYAMA Yumiko, LENG Yukiyo
(Japanese language experts, The Japan Foundation Kuala Lumpur) |
Production
Staff |
NAKAO Yuki, NAKANO Yuri
(Japanese language experts, The Japan Foundation Kuala Lumpur)
|
Translators |
Ang Chui Yean（Japanese Language Teacher, SMK Bukit Jambul）
Boey Siew Inn（Japanese Language Teacher, SMK Tropicana）
Margaret Anthoney（Japanese Language Teacher, SMK Bdr Baru Salak Tinggi, Sepang）
Edward Lee (The Japan Foundation Kuala Lumpur)
*Titles omitted with former title in place. |
Going Out With Chie-chan
These are learning materials aimed at increasing cultural understanding, featuring a university student in Japan, Chie-san, who goes out to various different places and events with her foreign friends. Altogether there are 12 sets of materials. Each set of materials features three conversations and an information sheet introducing Japanese culture and customs. It is also possible to use only those conversations and information sheets related to topics of interest. There are no practice questions or tasks. They can be used in many different ways depending on objectives. In addition, ‘Going Out with Chie-chan’ are materials that appeared as a series of posts by ‘Sakura and Musashi’ in ‘Forum’ from July 2007 to January 2012. As a result, the information in the materials may be out of date.
| Writer/Editor |
AKAZAWA Miyuki, KONO Chieko, ISOMURA Kazuhiro, MIHARA Ryushi, KOU Iken, MORIMOTO Yukako, OTA Shinobu |
| Picture production |
OKAZAKI Kumi |