EnTree T11 15

enTree
Topic 11 - 15
Terms of Use / Copyright
The contents on this Online teaching materials are available for free; however,
all contents are proprietary to the Japan Foundation Manila (JFM). By using
these materials you are agreeing to comply with and be bound by the following
terms.
(1) Unless otherwise restricted, you may only do so for your official Special
Program Foreign Language (SPFL)-Nihongo class work and non-commercial
use;
(2) You may modify the teaching materials content only for your
SPFL-Nihongo class use;
(3) Teaching materials content for commercial use / personal use is

prohibited; and
(4) You can not remove any copyright notices; any displays or printouts of the
teaching materials content must be marked “© The Japan Foundation Manila.”
All parties downloading, printing or using the teaching materials content in

any manner, represent and warrant that their use will be consistent with this
license.
enTree
Halina! Be a NIHON GOJIN!!
Second edition
Topic 11: Things in my house

Topic 12: Keeping a Promise
Topic 13: Daily schedule
Topic 14: Favorite TV Show
Topic 15: Loving Music
NAME
Florinda A. A. Palma Gil, Bernadette S. Hieida, Alice Mary L. Itchon, Chisato Ofune,
Francesca M. Ventura, Junilo S. Espiritu, Natsumi Waguri, Ria Rafael Roelia Alvarez,
Kozue Takasu, Sachiko Kuwano, Alexander Macainag, Mamoru Morita
Adviser: Kaoru Fujinaga
© The Japan Foundation, Manila

en Tree 2
Halina! Be a Nihongojin
Introduction 1- 5
Contents 6- 7
Topic 11 House 8 - 45
Topic 12 Keeping a promise is keeping a friend 46 - 89
Topic 13 Daily Schedule 90 - 135
Topic 14 Favorite TV Show 136 - 179
Topic 15 Loving Music 180 - 223
Topic 16 Shall We Dance? 224 - 262
Topic 17 Enjoying Free Time 263 - 302
Topic 18 Everyday Transportation 303 - 349
Topic 19 Summer Holidays 350 - 394
Topic 20 Journey to Self Discovery 395 - 436
en Tree 1
Topic 1 Halina! Be a Nihongojin
Topic 2 Nihongo Writing Systems
Topic 3 Getting to know each other
Topic 4 Let's Rediscover Japan
Topic 5 Favorite Things
6
Topic 6 Introducing my family
Topic 7 Celebrating Birthday
Topic 8 Daily Meals
Topic 9 School
Topic 10 Conveying Feelings
en Tree 3
Topic 21 Annual Events
Topic 22 Shop, Green and Go
Topic 23 Making my town a better place
Topic 24 Travel
Topic 25 Food Trip
Topic 26 Traditional Fashionista
Topic 27 One Day Isang Araw
Topic 28 Let's try Biblio battle
Topic 29 Ambition in Life
Topic 30 Nihongojin na rin ako!
7
enTree 2 (ver. 2016)
Topic 11 Things in my house

Main objective of this Topic
Home is where the heart is. This adage greatly expresses how we value the one place where
we spent most of our lives. Our homes which do not only serve as a dwelling place, also functions as
a venue of our upbringing that molds our values, beliefs and identity. In this lesson, the students
will reacquaint themselves with the common parts of a house and notice the difference and
similarities between parts of the houses in the Philippines and Japan, learn new words related to
house parts and decorations, take a look at the decorations found inside the house and try to
discover the meaning behind them.
Skills
□ To develop Information, Media, and Technology Skills especially Cultural Awareness through
examining and analyzing various house decorations found in different countries and one’s
own.
□ To acquire Effective Communications Skills by expressing one’s own idea in a familiar topic
and doing a presentation on it.
□ To foster Life and Career Skills by taking the initiative in recognizing one’s root and reflecting
on it, assessing how it influences the “you” today.
Language Sample Conversation

□ Can read and write Katakana From Session 3:
□ Can tell the common parts of a house A: うちにはトロフィがある？
□ Can talk about one’s house decoration B: うん、ある。
Outline of each session

S-1 Topic Introduction
Parts of a house and the things that can be
st
found inside of it; Katakana (1 half) Students learn how to read and write the Katakana writing
system of the Japanese language.
nd
S-2 Katakana (2 half) and Katakana rules
S-3 Typical parts of a house in Philippines

and Japan By looking at the pictures, students can notice and
recognize the similarities and differences among the parts
of the houses as well as the unique decorations found
S-4 Unique decorations that can be found in inside the house.
some houses in other countries
S-5 Presentation on One’s Own House

Decoration Students are expected to realize that decorations found
inside one’s house are not just mere ornaments but that
there are stories or meaning behind them. These stories/
S-6 Summary and Review of Nihongo meaning in turn shows their cultural roots that might have
Expressions in this topic and Review Quiz helped in shaping what they are today
8
Topic 11 Things in My House: Session 1
11 Things in My House: Session 1
Objective of this session

To develop Learning Skills by:
Noticing and reflecting on the things usually found inside one’s house
Knowing the Katakana writing system of the Japanese language and its usage
Comparing the Hiragana writing system that was learned in Topic 2 with the Katakana writing
system
Nihongo to be learned
Can read 31 Katakana characters and recognized some words where they are used.
①
ウ、カ、キ、セ、へ、モ、ヤ、リ (8)
②
フ、ア、ヌ、ス、ネ、（ヲ）、ラ、ク、タ、マ、ワ (11)
③
ン、ソ、ツ、シ、ノ (5)
④
イ、エ、ホ、オ、ケ、コ、サ (7)
Vocabulary Expressions
うち (uchi) “house”
テーブル (te-buru) “table”
ソファ (sofa) “sofa”
エアコン (eakon) “aircon”
カーテン(ka-ten) “curtain”
テレビ (terebi) “television”
Outline of this session

Topic introduction Teacher tells students about the topic and objective of this session.
Observation
Students observe picture of things that can be commonly found inside a house.
Students talk about the different things usually found inside a house and how they
Discussion
are called in Japanese. Students also talk about the Katakana writing system by
comparing it with Hiragana characters.
Input: Teacher uses Katakana in 48 Minutes Picture Cards for the mnemonics of the
Katakana characters characters to ease mastery.
Reflection Students reflect and write about what they have learned today.
9
Materials to be used
1) #1 Picture of a house and things that can be commonly found inside the house (e.g. te-buru, sofa,
eakon, ka-ten, terebi)
2) Flashcards of words in the vocabulary list
3) 31 Picture Cards of Katakana in 48 Minutes (ウ、カ、キ、セ、へ、モ、ヤ、リ, フ、ア、ヌ、ス、
ネ、（ヲ）
、ラ、ク、タ、マ、ワ, シ、ン、ソ、ツ、ノ, イ、エ、ホ、オ、ケ、コ、サ)
Or “Katakana Memory Hint” application (if needed):
▼iOS: http://appstore.com/thejapanfoundationjapaneselanguageinstitutekansai
▼Google Play Android: https://play.google.com/store/apps/developer?id=The%20Japan%20Foundation&hl=en
Pictures / Panels
#1 Picture of a house and things that

can be found inside the house (e.g.
te-buru, sofa, eakon, ka-ten, terebi)
Flashcards
テーブルエアコンカーテンテレビソファ
Others
N/A
10
Lesson Plan
Time & Topic Contents
10 mins <Objective>
Materials:
Culture To notice and reflect on things found inside one’s 1) Picture of a house and things
Favorite house. that can be commonly found inside
Place the house (e.g. te-buru, sofa,
eakon, ka-ten, terebi)
<Procedure>
1. The teacher asks the students the place that they love the most or the place
where they spend most of their time.
⇒Questions to be asked:
1) Which place do you love the most?
2) Is this the same place where you usually spend most of your time?
⇒Possible answers:
1) a. I like my bedroom the most since I can spend my “me” time there.
b. I love our dining room. It is the place where the members of my family
are all present and where we interact the most.
c. I like the school best because this is where I can see my friends.
d. I spend most of my life there so I love my house the most.
2) a. Yes, since I enjoy spending my time there.
b. Not really, since I am not allowed to stay there much.
Note:
The teacher continues asking questions to get the students to cite as
many places as possible until the word ‘house’ is mentioned.
When the word ‘house’ is not mentioned, the teacher may say that the
house is the place that s/he love the most.
2. After getting the answers of the students, the teacher then shows the students a
picture of a house and the things that can be found inside and ask them
questions.
1) What can you see in these pictures?
2) Do you also have these things in your house?
3) Do you know when you got these things or the reason why you have them in
your house?
⇒Expected answer:
1) a. It’s a house.
b. Things that can be found inside the house
2) a. Yes, most of them.
b. No, not all of them.
3) a. Yes, my parents talked about them before.
b. Not really. It was there already as far as I can remember and I did not
bother to inquire about them.
⇒Realization:
- We always see the things inside our house, but we don’t usually know why they
11
are there, what is their significance to us.
Session’s
objective
3. The teacher writes on the board the word 「うち」and asks students to read it.
4. The teacher tells the students the objective of this session emphasizing on “uchi”
for the Japanese word for house.
⇒Objective:
Today we will have a new topic, and this is about ‘uchi’ or houses, specifically
the things that we can find inside. Our goals would be: ①to discuss about things
that serve as decorations unique to our own houses, ②know their history and
what they symbolize, and ③share these information to the members of the
class. For this session, we will also study the Katakana writing system of the
Japanese language and its usage.
20 mins <Objective>
Nihongo To know more about Katakana writing system and its usage
To compare the Hiragana writing system that was learned
in Topic 2 with the Katakana writing system
Materials:
1) Picture of a house and
<Procedure>
things that can be
1. The teacher shows the flashcards of words in the commonly found inside the
vocabulary list to the students and asks if they house (e.g. te-buru, sofa,
know what they are. The teacher says that these eakon, ka-ten, terebi)
2) Flashcards of words in the
words will be the new words that they will learn
vocabulary list
in this session. Then the teacher posts the
flashcards on the board.
⇒Expected answer:
- I think those are words written in Katakana because I can identify some
characters same as my name.
- I cannot read all those different characters.
Note:
The students are not yet expected to read the words in the flashcard
because Katakana reading will still be introduced in this Topic. Katakana is
partly introduced in Topic 2 and 3, and students are expected to write their
nicknames in Katakana already.
2. The teacher shows again the picture of a house and the things that can be found
inside the house and tells the name of the things in Japanese while, placing the
corresponding Katakana flashcard beside it.
3. The teacher then asks the students whether they think it will be hard for them to
memorize or remember the Japanese words on the board.
⇒Question to be asked:
- Do you think it will be hard for you to remember or memorize these words?
12
⇒Expected answer:
-Not really. They sound similar to English words.
4. The teacher also asks which writing system the students think is used for these
words.
⇒Question to be asked:
- Among the Japanese writing systems that you have learned, which writing
system do you think is used when you write these words? Why do you say so?
⇒Expected answer:
- Definitely not Hiragana that we have learned in Topic 2. I think that’s
Katakana. They are written in Katakana because they are borrowed words.
5. The teacher reviews the student about the usage of Hiragana and Katakana
which they learned in Topic 2.
1) Do you remember the writing systems that we have discussed in Topic 2?
Can you tell me what you remember about them?
2) Given that answer, could you enumerate the differences in uses of Hiragana
and Katakana characters?
⇒Expected answer:
1) Yes, the Hiragana, Katakana, Kanji and Ro-maji writing systems.
Each Hiragana and Katakana character has a consonant-vowel sound but
has no meaning, while each Kanji character has both sound and meaning.
Ro-maji is used to spell Japanese words and names in the English Alphabet.
2) Hiragana is used to write Japanese people’s names and Japanese words,
while Katakana is used to write foreigners’ names and borrowed words.
6. Based on the students’ answer, the teacher gives emphasis on the usage of
Katakana writing system.
7. The teacher asks the students to recall how they have learned Hiragana and
encourage them to incorporate this method in learning Katakana.
<Objective>
20 mins Materials:
To recognize 31 Katakana characters and read
2) Flashcards of words in the
some words where they are used. vocabulary list
Katakana
<Procedure> 3) 31 Picture Cards of Katakana in
Reading 48 Minutes
1. The teacher introduces the first half of the
Katakana characters (divided in four sets, a
total of 31 characters). The teacher reviews the students on each set before
proceeding to the next set.
Note:
The teacher may watch the video regarding Katakana in 48 minutes
to familiarize herself/ himself on how to teach Katakana characters
using the story in Katakana in 48 minutes.
1) Set of Katakana characters that looks similar with their Hiragana
13
counterpart (8 characters①)
2) Set of Katakana characters that are related to the “mouth” (11 characters②)
3) Set of Katakana characters that are related to ships, and buttons and needles
(5 characters③)
4) Set of seemingly unrelated Katakana characters (7 characters④)
2. The teacher shows again the flashcards of words in the vocabulary list and asks
the students if they are now able to recognize some characters.
Note:
There are some characters that are not yet introduced so the teacher will not
yet require students to read but just to recognize some characters and then
teacher reads the word for them and confirms the meaning of each word.
※ Please take note that there is an ASSIGNMENT to be given at the end of this
session. Please see the last part of the lesson plan (below the reflection.)
5 mins 1. After the last portion of the lesson, the teacher asks the students some sample
Reflection guide questions to summarize the lesson for this session and starts a short
discussion. This short discussion is to guide students in writing their reflection.
⇒ Sample guide questions:

1) What did you do in this session?
2) Are there new discoveries or realizations in learning the Japanese language?
3) How do you find the Katakana writing system?
4) How will you memorize them?
2. After this short discussion, the teacher asks the students to write down what
they learned, discovered and realized during this session on their J-Tree.
⇒ Sample reflection:
I realized that Katakana is necessary in learning Nihongo. These are
Japanese characters used when writing words of foreign origin. I find it easier
to remember since I know Hiragana already. Some Katakana characters look
like their Hiragana counterparts. It was a great feeling to be able to read some
words, like about the things which can be found inside the house. Although I
can only read them slowly. That’s why, I will make mini flashcards of Katakana
characters which I can carry anywhere, so I can review and memorize them
whenever I have free time.
*If time allows, the teacher may ask 1 to 2 students to share what they wrote
on their J-Tree.
Assignment The teacher asks the students to bring the following in the next meeting:
1) Hiragana and Ro-maji Chart (distributed in Topic 2 Session 2)
2) Hiragana Booklet (distributed in Topic 2 Session 6)
3) Katakana and Romaji Chart (distributed in Topic 3 Session 2)
14

To develop Learning and Innovative Skills by:
Knowing the Katakana characters and comparing them with the Hiragana characters
Being aware of how the Japanese language accommodates foreign sounds
Can read the remaining 15 Katakana characters and read some words where they are used.
ニ、テ、メ、ナ、チ、ト、ハ、ヒ、ミ、ム、ユ、ヨ、ル、レ、ロ
Can know how to spell borrowed words using Katakana.
Can write school name in Katakana
トロフィ (torofi) “trophy”
メダル (medaru) “medal”
ベッド (beddo) “bed”
Reading
Session1: テーブル・エアコン・カーテン・
テレビ・ソファ
Session 2: トロフィ・メダル・ベッド
Writing
School name in Katakana

Topic introduction
Teacher tells students about the topic and objectives of this session.
Observation Students look at the Hiragana and Katakana charts and carefully observe them to
be able to identify their similarities and differences.
Discussion Students talk about what they noticed between the Hiragana and Katakana charts.
Teacher makes the students infer on how the Japanese people accommodate
foreign sounds into their language.
Input: Katakana Teacher introduces the remaining 15 Katakana characters to class. Teacher uses
characters and Nihongo words written in Katakana to demonstrate and validate the rules in
Vocabulary building Katakana word formation.
15
1) 31 Picture Cards of Katakana in 48 Minutes (used in Session 1)

2) 15 Picture Cards in Katakana in 48 Minutes (ニ、テ、メ、ナ、チ、ト、ハ、ヒ、ミ、ム、ユ、ヨ、
ル、レ、ロ) or
“Katakana Memory Hint” application(if needed):
▼iOS: http://appstore.com/thejapanfoundationjapaneselanguageinstitutekansai
▼Google Play Android: https://play.google.com/store/apps/developer?id=The%20Japan%20Foundation&hl=en
3) Hiragana and Ro-maji Chart (distributed in Topic 2 Session 2)

4) Hiragana Booklet (distributed in Topic 2 Session 6)
5) Katakana and Romaji Chart (distributed in Topic 3 Session 2)
6) Flashcards of words in the vocabulary list (used in Session 1)
7) Flashcards of words in the vocabulary list in this session
8) Katakana Booklet (to be distributed to students; one set per student)
9) Teacher’s Reference: School Name List written in Katakana
Pictures / Panels
N/A
Flashcards
Session1: テーブルエアコンカーテンテレビソファ
Session2:
ベッドトロフィメダル
Others
N/A
16
Lesson Plan
15 mins <Objective>
Nihongo To recognize another 15 Katakana characters Materials:
1) 31 Picture Cards of Katakana in
Reading and read more words where they are used.
nd 48 Minutes
Katakana: 2 2) 15 Picture Cards in Katakana in
set of 48 Minutes
katakana <Procedure>
Characters 1. The teacher reviews the first half of Katakana
characters learned in Session 1.
2. The teacher introduces the objective for Session 2.

⇒Objective:
In this session, we will learn the remaining 15 Katakana characters, notice more
the differences between the Hiragana and Katakana writing system and
discuss how the Katakana writing system accommodates the special sounds
from foreign languages that are not present in the Japanese sound system.
3. The teacher then introduces the remaining 15 Katakana characters using

Katakana in 48 Minutes Picture Cards.
Set 5) ニ、テ、メ、ナ、チ、ト、ハ、ヒ、ミ、ム、ユ、ヨ、ル、レ、ロ
4. The teacher reviews all Katakana characters.
20 mins <Objective>
Katakana To be aware of how foreign words are accommodated into the Japanese language
writing through Katakana.
system
rules
<Procedure>
1. The teacher asks the students to place their copy of the Hiragana and Ro-maji
chart and Katakana and Ro-maji chart on their desk.
2. The teacher pairs the students up and asks each pair to look for similarities and
differences between the two charts for 5 minutes.
Teacher asks the following questions to serve as a guide as the pair discusses their
observations.
1) Based on appearance, how do you differentiate the two writing systems?
2) Do the two charts have the same number of characters?
3) What can you find in one chart that you cannot find from the other one?
Note:
The teacher continues asking questions to get the students to cite as
many observations as possible.
17
⇒Expected answers:
1) Based on appearance, Katakana are more sharp/ edgy than Hiragana
characters.
2) Both have 46 basic characters that correspond with each other.
3) There are sounds not present in Hiragana but are found in the Katakana
chart.
4) Also, for Katakana, you can represent vowels in smaller size just like the
small ‘tsu’, ‘ya’, ‘yu’ and ‘yo.’
3. The teacher shows flashcards to the students and places them on the board as
the students try to read them as a class.
4. The teacher asks the students to observe and identify the symbols on the
flashcards. S/he then asks the students how they think the Japanese represents
the foreign sounds in their language.
The teacher listens carefully to the students’ response and take note of their
answers.
5. In case the students are having a hard time in deducing how the Japanese
represents foreign sounds or there are some Katakana rules not mentioned by the
students, the teacher enunciates the words and emphasizes some points that will
serve as hints for students to be able to infer the basic rules on how the words are
spelled in Katakana.
“table” “te-buru” （テーブル）
“curtain” “ka-ten” （カーテン）
“aircon” “eakon” （エアコン）
“television” “terebi” （テレビ）
“sofa” “sofa” （ソファ）
6. Given the hint in # 8, the teacher pairs up the student and gives them 5 minutes to
talk about what they think the rules in Katakana writing system are based on the
words that they see on the board.
7. After 5 minutes, the teacher asks the students about their observation.
- How do you think Japanese people represent foreign words in Katakana?
⇒Expected answer:
- They have a – sign to represent the long vowel sounds. (eg. te-buru, ka-ten)
- The vowel [u] is usually added for consonants without a vowel (e.g. te-buru)
- Consonant+vowel+r sounds are sometimes represented with long vowels.
(eg. ka-ten ‘curtain’ vs. eakon ‘aircon’)
- Long words are sometimes shortened. (e.g. television becomes terebi)
- [l] sound is represented by [r] sound. (e.g. television becomes terebi)
- There are foreign sounds that are not found in Hiragana chart but have
18
corresponding Katakana characters and are usually represented by
combining a normal-size Katakana character and small-size vowel. (e.g. sofa
‘sofa’)
18. The teacher writes the students’ observations on the board.
9. The teacher asks the students to read the new vocabulary words for session 2.
トロフィメダルベッド
10. Teacher asks students what they think these words mean.
⇒Sample questions:
- What do you think is the word “beddo” pertains to?
- How about “torofi”? “medaru”?
⇒Expected answer:
- Bed. Trophy. Medal.
11. After the students were able to recognize the words, the teacher then asks the
students if the Katakana rule that they inferred still applies.
⇒Expected answer:
- Earlier the vowel [u] is usually added for consonants without a vowel (e.g.
te-buru) but for beddo it’s “o”
- Double consonants in Katakana are not only the consonantal sounds {p,t,k,s}.
(e.g. beddo)
*Teacher confirms that except for consonants [t] and [d], “o” is added.
12. The teacher then asks the following questions to help students summarize their
realizations:
⇒Questions to be asked and expected answers:
(1) What have you noticed about the Katakana writing system?
(2) How and when do you use it?
Note:
-In Katakana, the characters ‘tsu’, ‘ya’, ‘yu’ and ‘yo’ are not the only ones
written in small size but vowels can also be presented in smaller form.
- Unlike Hiragana, long sounds in Katakana is represented by only 1
character ( ― ).
- The vowel [u] is usually added for consonants without a vowel except for
consonants [t] and [d] in which you add vowel [o].
- The consonantal sounds {p,t,k,s} are not the only consonants that can be
doubled and represented by small tsu. [l] sound is represented by [r] sound.
- Representations of foreign words in Katakana are based on pronunciation
not on the original spelling.
- One must also be careful in writing Katakana since they are more sharp/
edgy compared to Hiragana characters which are curvy.
19
15 mins <Objective>
Materials:
Katakana To be able to write one’s school name in 7) Flashcards of words in the
writing Katakana. vocabulary list of Session 1
8) Flashcards of new vocabulary
words in this session
<Procedure> 9) Katakana Booklet
10) Teacher’s Reference: School
Name List written in Katakana
1. After the Katakana rules were established
among the students, the teacher shows
the students the flashcards of the words used in Session 1 & 2, and asks students
to read the words.
2. After the reading practice in Katakana, the teacher distributes the Katakana
Booklet and asks students to compare again the content to their Hiragana booklet
which was distributed in Topic 2 Session 6.
- It is basically the same with Hiragana booklet
- Every character has a certain order of the strokes
- Each character have strokes that can be tome, harai or hane
3. The teacher asks students what can they write in Katakana at this point.
- Our nicknames
4. The teacher asks students to figure out how they write their school name, based on
the rules that were established in the earlier part of their session. The teacher
asks students to refer to their katakana booklet and try writing their school name
in katakana in their notebook and show it to their seatmate and compare their
answers.
5. The teacher tells the class that they can write (school name)＋こうこう, instead
of using high school, for example : Pitogo High School ピトゴこうこう
6. The teacher shows the class the correct katakana writing of their school name and
asks students to copy in their notebook and practice writing at home, observing
the proper strokes in the katakana booklet.
Note:
Teacher may refer to the Teacher’s reference for the list of school name
in katakana.
1. After the last portion of the lesson, the teacher asks the students some sample
5 mins
guide questions to summarize the lesson for this session and starts a short
Reflection discussion. This short discussion is to guide students in writing their reflection.
1) What did you learn today?
2) Are there new discoveries or realizations in learning how foreign words are
20
accommodated in Japanese language?
3) How was writing in Katakana?
2. After this short discussion, the teacher asks the students to write down what they
learned, discovered and realized during this session on their J-Tree.
Katakana is interesting because it can also represent foreign sounds not
found in the Japanese sound system. It is a bit difficult since I have to be careful
in writing words in Katakana not basing it on the spelling of the original word
but on how it sounds in Japanese. The most enjoyable thing about today’s lesson
is that aside from my nickname I can now write my school’s name in
Japanese. However, I think my handwriting is not yet legible enough, that’s why
I will practice writing my nickname and my school’s name every day until my
handwriting improves. I can also try writing the new words I learned.
*If time allows, the teacher may ask 1 to 2 students to share what they wrote on
their J-Tree.
21

To develop Effective Communication Skills especially Intercultural Awareness by:
• Encouraging one’s curiosity towards the parts of the houses of Philippines and Japan
• Noticing the differences and similarities between parts of the houses in the Philippines and
Japan
Can tell the common parts of a house in Japanese.
Can ask and answer questions regarding parts of the house.
➢ リビング (ribingu) “living room” ➢ うちには (thing1) と (thing2) と (thing3)
➢ へや (heya) “room” がある。
➢ ふとん (futon) “quilted Japanese-style （Uchi ni wa (thing１)to (thing2)to
mattress laid out on the floor” (thing3) ga aru.）
➢ ストーブ (suto-bu) “Heating stove/ heater” “There is/are (thing１) and (thing2)
and (thing3) in the house.”
➢ うちには (thing) がある ? (Uchi niwa
(thing) ga aru?
“Is there (thing) in your house?”
➢ うん、ある。(Un, aru.)“Yes, there is.”
➢ ううん、ない。(Uun,, nai.) “No, none”
Topic introduction
Teacher tells students about the topic and objective of this session.
Observation
Students observe various pictures of parts of a house.
Discussion Students talk about the similarities and differences between a house in the
Philippines and Japan.
Input: Students identify the things that can be found inside one’s house and which part of
Sentence pattern and the house it can be seen.
Vocabularies
Class Activity Students interview each other regarding the things that can be found and where it
can be found inside one’s house.
Reflection
Students reflect and write about what they have learned today.
22
1) Flashcards of vocabulary (used in Session 1 & 2)
2) Pictures of a house of a Nihongojin in:
a) #1 Philippines (used in session 1)
b) #5 Decorations in Filipino home
3) Pictures of common things found in a typical Japanese house (#1futon; # 2kakejiku; #3
suto-bu; #4 butsudan/kamidana)
4) Teacher’s Reference on common things found in a typical Japanese house
(#1futon; # 2kakejiku; #3 suto-bu; #4 butsudan/kamidana)
Pictures / Panels
#1 futon #2 kakejiku #3 suto-bu #4 butsudan/ kamidana
#1 Picture of a house and things

#5 decorations in Filipino home
that can be found inside the
house (e.g. te-buru, sofa, eakon,
ka-ten, terebi)
Flashcards
Session1:
Session2:
トロフィメダルベッド
Others
N/A
23
Lesson Plan
5 mins <Objective>
Materials:
Culture ⚫ To notice the common parts and things found in
1) Flashcards of vocabulary (used in
House a house. Session 1 & 2)
and its parts

<Procedure>
1. The teacher asks the students whether or not they have seen a Japanese program
(movie, anime, drama) and if they remember seeing scenes that took place inside a
house.
1) Have you seen an anime, a Japanese drama or Japanese movie?
2) Was there a scene that took place inside a house?
⇒Possible Answers:
1) a. Yes, I like watching Japanese anime/ drama/ movie.
b. No, I did not have opportunity to do so.
2) a. Yes, most of the time.
b. I don’t really remember.
2. After getting the answers of the students, the teacher then shows the flashcards of
words presented in session 1 and 2 and asks the students to read them.
⇒Sample words:
ベッド；テーブル；ソファ；エアコン；カーテン；テレビ; トロフィ；メダル
3. The teacher asks the students whether they have seen similar things in the
anime/ movie/ drama house scene that they’ve watched. If not, which part of the
house they think these things are located.
1) Were these things included in the scenes in the house that you have
watched?
2) Which part of the house do you usually see 「ベッド」? 「テーブル」？
「ソファ」?「エアコン」? 「カーテン」? 「テレビ」？「トロフィ」？「メダル」?
1) Yes, most of them.
2) Living room. Near the window, inside the room.
4. The teacher tells the students the objective of this session.

⇒Objective:
Today we will talk about the common parts of houses in Japan and
Philippines. Our goals would be: ①to identify the common parts of a house
24
using Japanese, ②to become aware of the similarities and differences between a
house in the Philippines and a house in Japan, and ③to describe the parts of
our own house.
25 mins <Objective>
Materials:
Nihongo ⚫ To be able to describe the things that can be 1) Flashcards of vocabulary
Describing found inside one’s house and which part of (used in Session 1 & 2)
2) Pictures of a house of a Nihongojin in:
the common the house it is located. a) #1 House (used in session 1)
b) #5 decorations in a Filipino Home
parts of a
house <Procedure>
1. The teacher shows the picture of a house used in Session 1, and tells the students
that this is the house of (name of Nihongojin) san.
⇒Sample statement:
Teacher: (Name of nihongojin) san no uchi
2. The teacher confirms if students understood the meaning (name of

Nihongojin) san no uchi.
⇒Expected Answers::
-House of (name of nihongojin)
- (name of nihongojin) owns the house
3. The teacher points at the pictures of the things that can be found inside the house.
⇒Sample Statements:
Teacher: (Places the picture of うち)
(name of nihongojin) no uchi niwa beddo to sofa to terebi ga aru.
(Places the picture of リビング)
(name of nihongojin) no ribingu niwa sofa to terebi ga aru.
(Places the picture of へや)
(name of nihongojin)no heya niwa beddo to medaru ga aru.
4. The teacher asks students if they were able to get some words from the sentences.
- I think you are enumerating things because we heard –to…
- You mentioned different things found in the house.
- You also mentioned specific places of the house like room, living room
5. The teacher confirms students’ answers and write the sentence on the board,
highlighting the important point.
⇒Things to write:
- Uchi niwa beddo to sofa to terebi ga aru.
- Ribingu ni wa sofa to terebi ga aru.
25
- Heya niwa beddo to medaru ga aru.
Note:
The teacher have the option to use the flashcards instead of writing
the whole sentence, and change the flashcards alternately that fits the
sentence.
Ex. Uchi ni wa beddo to sofa to terebi ga aru.
6. Teacher asks students what do they think the words in the box have in common.
- Place, place in the house
7. Teacher briefly explains the sentence, (refer to Note Below).
Note:
The pattern ~niwa ~ga aru indicates what can be found in certain place.
~niwa marks the place where the noun can be found. In the sample
statement the place of existence presented is the house or uchi. The particle
ga, on the other hand, is used to mark the noun that exists.
20 mins <Objective>
Materials:
Culture To be able to notice the differences and similarities 3) Pictures of common things found in
Comparing between parts of the houses in the Philippines and a typical Japanese house
(#1futon; # 2kakejiku; #3 suto-bu; #4
the things Japan. butsudan/kamidana)
4) Teacher’s Reference on common
inside the things found in a typical Japanese
house <Procedure> house
(#1futon; # 2kakejiku; #3 suto-bu; #4
1.The teacher shows pictures of common things butsudan/kamidana)
found in a typical Japanese house and says the following while pointing on the
picture:
⇒Sample Statement:
Teacher: (name of Nihongojin) san no uchi.
2. Teacher confirms students’ answer before proceeding to next part.

⇒Expected Answers:
- It’s the house (name of nihongojin).
3. The teacher asks the students if they can find certain things inside ~san’s house
and in which part of the house is it located.
Teacher: ~san no uchi niwa terebi ga aru?
- Un
- Uun
4. The teacher completes the students’ answer as follows, indicating some gestures to
26
explain the meaning.
- Un, aru.
- Uun, nai.
5. The teacher confirms if the students understood the meaning and writes on the
board the dialogue as follows:
⇒Things to write on the board :
Question: - san no uchi ni wa terebi ga aru?
Answer 1: Un, aru.
Answer 2: Uun, nai.
6. The teacher proceeds in asking the following questions and asks students to
answer with un, aru or uun, nai based on what they see in the picture.
⇒Sample Question:
1) ~san no uchi niwa terebi ga aru?
2) ~san no uchi niwa eakon ga aru?
3) ~san no uchi niwa torofi ga aru?
4) ~san no uchi niwa medaru ga aru?
5) ~san no uchi niwa beddo ga aru?
- Un, aru.
- Uun, nai.
7. The teacher then asks the students to observe and compare the two houses based
on what can be found inside them.
1. What do you notice about these two houses?
2. Do they have common parts?
3. Are there parts of the house that cannot be found from both houses? What are
these parts? Why do you think they are present in the other while they are not
present in the other?
- Yes, basically both houses have similar parts. But, I also observed that there are
differences. For example, one house has futon instead of bed; suto-bu and eakon
while the other house has only eakon or electric fan. I think the differences of
some things has something to do with cultural and geographical locations of
these two houses.
8. After the students state their observations, the teacher steers the discussion on
the presence of parts of the house that are quite different from the Philippines
27
such as the futon, kakejiku, suto-bu, and butsudan,/kamidana. S/he also includes
in the discussion the meaning and tradition or customary behavior that are
involved in these things.
Note:
Please refer to Teacher’s Reference to explain further common things
found in a typical Japanese house.
※Please take note that there is an ASSIGNMENT to be given at the end of this
1) What did you learn today? Were there new discoveries or realizations for
you in this session?
2) What do you think about the similarities and differences between a Japanese
house and a Filipino house?
3) Were you able to say what kind of things you have in your house and where
can you find it in Japanese?
4) What other things would you like to know about Japanese houses and how
will you find your answer?
2. After this short discussion, the teacher asks the students to write down what they
Watashi no uchi niwa beddo to electric fan ga aru. I did not know that not
all Japanese houses have bed and that most of them are using futon, which is
like our banig, but softer. It would sure be an interesting experience to sleep on a
futon after soaking in a bathtub. It is also interesting to note the different
things in the house and the reasons behind it, especially if it reflects certain
culture differences. I want to research more about the things and part of the
houses in Japan, and also go over on what we have in our house.
their J-Tree.
Assignment The teacher asks the students to look for different decorations inside their own
house that they think have a Filipino touch and tells them to ask their family
members for the reason or story behind it. The students can bring a picture or
drawing of that particular decoration they want to share.
28

To develop Effective Communication Skills especially intercultural understanding by:
• Familiarizing oneself with one’s own as well as other countries’ house decorations
• Realizing that each household has its own unique decorations
• Discovering the meaning behind the traditional decorations found inside one’s house
Can introduce a house decoration
➢ しゃしん（shashin）“picture” ➢ これは＿＿＿
(Kore wa ____.)
“This is _____.”
Topic introduction Teacher tells students about the topic and objectives of this session.
Students talk about the different house decorations found in different countries
Group work and the meaning behind them. Also, realize and appreciate the uniqueness of
other countries’ culture through their house decoration.
Pair work Students talk about the different house decorations found in their home and
share stories behind it.
29
1) Pictures of a house of a Nihongojin in Philippines and Japan used in Session 1 and 3
2) Pictures of different common house decorations for group work
3) Teacher’s Reference on common house decorations
4) Students’ homework
Pictures / Panels
Used in Session 1
#1 Picture of a house and things that
can be found inside the house (e.g.
te-buru, sofa, eakon, ka-ten, terebi)
Used in Session 3
#1 futon #2 kakejiku #3 suto-bu #4 butsudan/ kamidana #5 decorations in Filipino home
Flashcards
N/A
Others
N/A
30
Lesson Plan
10 mins <Objectives>
Materials:
Culture ⚫ To realize that each household has its own unique
1) Pictures of a house of a
House decorations.
decorations Nihongojin in Philippines 1 and 3
<Procedure>
1. The teacher shows again the picture of a nihongojin’s house used in session 1 and
3, but this time focuses on the decorations.
⇒Sample statements:
(nihongjin’s name) san no uchi niwa altar to medaru ga aru.
2. The teacher asks students the following:

- (Student’s name) san no uchi niwa altar ga aru?
- (Student’s name) san no uchi niwa medaru ga aru?
- Un, aru.
- Uun, nai.

⇒Objective:
For today’s session our objective would be: ① to discuss about things that
serve as house decorations in some countries, ② to reflect on the meaning
behind these decorations, and ③ to try comparing them to our own country’s
house decorations.
⚫ To talk about a house decoration in Japanese. Materials:
Culture
2) Pictures of house decorations in
House other countries
decorations <Procedure>
and the 1. The teacher shows pictures of house decorations from different countries using the
meaning
behind them following expression while pointing on the objects.
- Kore wa altar.
- Kore wa last supper no cross stitch.
- Kore wa medaru.
2. The teacher confirms if the students understood the sentences.

- You are pointing in the things of the pictures
- This is something… terebi, medal…etc.
3. The teacher acknowledges students answer and continue introducing other
31
pictures with house decorations.
1) Kore wa shashin. Kore wa kazoku no shashin
2) Kore wa horsehoe.
3) Kore wa hanging scroll
4) Kore wa sacred image
5) Kore wa altar.
4. The teacher asks the class to group themselves into 4-5 members (depending on
the total number of students) and distributes a different picture of a house
decoration from other countries to each group.
5. The teacher asks the students to discuss among their members for 5 minutes the
following:
1) Which country do you think is these house decorations are used?
2) Why do you think they display these house decorations? What do you think
these decorations tell you about the people who displays them?
6. The teacher tells the class that they can guess their answers based on what they
can see in the picture.
7. After 5 minutes, the teacher asks each group to briefly share their group
discussion in the class.
8. During the presentation of each group, the teacher confirms the information of
each picture.
Note:
Please refer to Teacher’s Reference for further explanation on
different house decorations.
Materials:
Nihongo ⚫ To notice and reflect on the house decorations
Talking found in some countries.
about a
house <Procedure>
decoration in
Japanese 1. The teacher asks the students if they did the homework assigned to them in
session 3.
⇒Sample Questions:
1) Were you able to choose a particular decoration in your house that you would
like to share in class? Was it hard to decide which house decoration would
you like to talk about in class?
2) How do you find knowing the reason or story behind your chosen household
decoration? Were there realizations when you asked your parents/ family
members and heard the reasons regarding the story behind displaying those
items?
32
2. The teacher asks the students if they can think of house decorations that are
typically Pinoy.
- Wooden fork and spoon. Last Supper painting. Medals, trophies and
certificates.
- Family pictures. Carpet hang in the wall.
3. The teacher shows a picture of typical house decoration in the Philippines and
asks the students if they have it in their own house. If the answer is yes, the
teacher asks students to share why s/he thinks they have it in their house.
Teacher: Kore wa kazoku no shashin.
(Student’s name) san no uchi niwa kazoku no shashin ga aru?
Student: Un, aru.
Teacher: Why do you think you have this decoration in your house?
Student: My mother said it’s like a ‘remembrance,’ to recall or reminisce on a
particular occasion where we spent time with the whole family.
⇒Other Possible answers:
- Un, aru./ Un, nai.
- I do not know why we have it. We just have it at home.
- I think it’s part of our tradition, since when I go to my grandparents’ house,
they also have it there.
4. The teacher asks students to pair with their seatmate and show their homework
using the expression introduced in this session.
5. After 10 minutes, the teacher tells the class to compare the house decorations from
different countries that was tackled previously with the Filipino house
decorations.
- Most of our decorations here in the Philippines symbolize our belief as
Christians. Also, we can also see our belief that education is important part of
our lives. But we can also see some similarities with other countries, like we
share similar belief about displaying lucky items in our house to invite good
fortune.
※ Please take note that there is an ASSIGNMENT to be given at the end of

this session. Please see the last part of the lesson plan (below the reflection.)
5mins 1. After the last portion of the lesson, the teacher asks the students some sample

2) Are there new discoveries or realizations in knowing about different house
33
decorations?
3) How do you find other countries’ house decorations and their beliefs regarding
them? Are they the same or different from yours?
4) Would you like to know more about other people’s house decorations and belief
and other countries’ decorations and beliefs? How would you find out about
these information?
The house decorations used in other countries, although different in forms bear
similarities to my own country. An example of this is the sacred image in Russia
and the Buddhist altar in Korea. They are similar with the images of Jesus
Christ and Mama Mary in our house. This expresses how in various countries,
religion plays a vital role in people’s life. Also, the belief that some items bring
luck to the family e.g. horseshoe is the same to the belief of the Filipinos that
hanging big spoon and fork will make the house prosperous. I am now more
interested in other people’s houses and their beliefs, as well as other countries’
beliefs. I will read more about this in the library or online.
their J-Tree.
Assignment The teacher asks the students to bring a picture or drawing of their favorite
house decoration and paste it in a short bond paper.
34

To develop Learning and Innovation Skills by obtaining knowledge and information and
creating a presentation regarding a house decoration closest to the heart of the student
To develop Effective Communication Skills by relating the house decoration to the story/
meaning behind it and presenting it to class
To develop Information, Media, and Technology Skills especially Multicultural literacy and
global awareness by knowing the meaning behind the decoration found inside other people’s
house
Can talk about a house decoration in Japanese.
かざりもの（kazarimono）“decoration” わたしのいえにはこんなかざりものがあり
めずらしい (mezurashii) “rare/unsual” ます。これは (thing1)と (thing 2)です。
すごい (sugoi) “amazing” (Watashi no ie ni wa konna kazarimono ga
arimasu. Kore wa(thing1) to (thing 2) desu.
“We have this kind of decoration in our
house. These are (thing1) and (thing 2).”

Topic introduction
Teacher tells students about the topic and objective of this session.
Flow of the Teacher shows the student a sample presentation regarding the teacher’s own
Presentation house decoration.
Group Presentation
Class will be divided into groups and make their individual presentations.
Class Discussion Students share their insights on how a house decoration can reflect one’s cultural
root or belief.
35
1) Picture of house decoration prepared by the Teacher
Pictures / Panels
N/A
Flashcards
N/A
Others
N/A
36
Lesson Plan
15 mins <Objective>
Materials:
Nihongo To discuss and be familiarized about how one can
1) Picture of house decoration
Talking present a house decoration in Japanese. prepared by the teacher.
about a
house
decoration in <Procedure>
Japanese 1. The teacher tells the students the objective of today’s session.
⇒Objective:
Today we will have your presentation about the house decoration that you
found most interesting. Through this presentation I hope that we will be able to
achieve today’s objectives which are: 1) to develop your communication skill by
sharing and talking about a house decoration to your classmates and 2) to
develop intercultural understanding by listening to your classmates
presentation and knowing their household’s reason for having such decorations.
2. The teacher shows the students an example of house decoration found inside his/
her own house and presents it to class.
⇒Sample Presentation:
- Watashi no ie ni wa konna kazari mono ga arimasu. Kore wa torofi to
medaru desu.
*Teacher then gives the reason behind decoration.
- My parents regard education as very important. They believe that obtaining

a degree in college will help us have a bright future; securing jobs that we
want and receiving good salary that will make us live the life the way we like.
Displaying the proof of our education makes them proud and makes them
feel that they have done their part in helping us achieve what we want in life
as any parents should do.
3. After the short presentation, the teacher talks about the flow of the presentation
with the students.
⇒Sample Discussion:
- The house decoration that I chose to present was graduation certificates and
medals. Do you remember how I tried to present it in class?
- “By telling us first that you have this kind of house decoration and then telling
us specifically the name of the house decoration and where you can find it in
Japanese. Then, you told us the reason behind it in English”.
4. The teacher repeats the sentence and writes on the board the following.
⇒Things to write on the board:
37
- Watashi no ie ni wa konna kazari mono ga arimasu.
- Kore wa torofi to medaru desu.
5. The teacher asks students if they can guess the meaning of the expression.
⇒Sample Discussion:
Teacher: Did you find familiar words in these sentences?
Students:
- Watashi no ie means my house…. But we don’t know other words.
- Kore wa torofi to medaru… this is certificate and medal…. But there is desu.
6. Teacher confirms students’ answers and briefly explains the expression:

⇒Sample flow of explanation:
Teacher: Example of Konna kazarimono are pictures, flower vase, paintings,
trophy, medals, among others… can you guess the meaning of konna
kazarimono?
Students: house decorations
Teacher: Yes, it means these decoration…. So the first sentence means, I have
these decorations in my house.
Students: arimasu? aru?
Teacher: Since we are going to make our presentation, the expressions that we
are going to use should be polite, thus [aru] which you learned in
previous session, will be changed to [arimasu] to make the sentence
more polite and more appropriate in making presentation.
Students: Oh, that is why for the sentence kore wa torofi to medaru… it ends with
desu.
7. Teacher repeats the expression and asks students to say it again until they can say
it smoothly.
8. Teacher asks students how they respond to their classmates’ presentation.

⇒Sample flow of discussion:
Teacher: If you find something interesting, you say…
Students: Omoshiroi!
Teacher: Very good. How about if you find something very rare or unsual… you
can say…mezurashii!
9. Teacher asks students to repeat until they can say it smoothly and writes the
expression on the board.
10. Teacher does the same in #8 for sugoi.
38
20 mins <Objective>
Materials:
Nihongo To develop effective communication skills by relating
and the house decoration to the story/ meaning behind it
Culture and presenting it to class
House
decorations <Procedure>
1. The teacher divides the class into groups and tells them how the presentation
will be done.
⇒Sample Instructions:
1) I will now divide you into __ groups. Each group will have ___ members.
Please sit beside your groupmates.
2) Each member will have 1-2 minutes to present and talk about his or her
chosen house decoration, telling the others what decoration it is, and the
story or reason behind it. Then, the group will be given another minute for
questions or clarifications to/from the reporter. During the presentation, feel
free to make comments such as:
- if it’s similar to your own house you can say onaji’,
- if you find something that’s interesting, you can say, omoshiroi’; oh,
that’s rare ‘hee, mezurashii’ etc.
3) I will say “Start” for every beginning of the presentation and “Stop”
to signal the end of the presentation. Please listen to what your classmate is
sharing with you and refrain from distracting other groups. Also, take note of
what you found interesting, whether you have similarities/ differences in
terms of decorations and stories, etc. Minasan, ganbatte kudasai.
2. The teacher signals the first reporters to begin their presentation.
15 mins <Objective>
Culture To develop intercultural understanding by knowing the meaning behind the
Understanding decoration found inside other people’s house
meaning
behind the
household <Procedure>
decorations 1. After the presentation of the class, the teacher asks each group to reflect and
discuss about what they have learned from their classmates’ report.
⇒Sample Questions:
1) Did you find something interesting from your group mates’ presentation?
Were there new knowledge?
2) Were you able to relate to your classmates’ stories?
3) How did you find the similarities and differences between your house
decorations and your classmates’ house decorations? Do you think you are now
able to know and understand your classmates better?
4) How do you think knowing the stories/ meaning behind the house
decorations will shape an individual who grew up from said home?
39
5) If the decorations inside one’s house expresses his/ her views, beliefs and
roots, are there other decorations that you would like to include in your
current home or in your own future home? What decoration will it be? What
will be the meaning behind it?
2. The teacher then concludes today’s session.

⇒Sample Statement:
- Our homes which do not only serve as a dwelling place, also functions as a
venue of our upbringing that molds our values, beliefs and identity. In this
session, we were given opportunity to take a look at the decorations found
inside other people’s house and discovered the meaning and stories behind
them. Showing appreciation of things is not only done by merely looking at
them and praising them but true appreciation comes by knowing their story
and meaning. And this new appreciation paves way to better understanding of
our roots that will make us relate to other people more.

2) Are there new discoveries or realizations about house decorations while
making and preparing for your presentation?
3) How did you find today’s session’s activity?
It was interesting to know that while other households bear similarities
with my own, others have their unique way of expressing their views and beliefs
through their house decorations. It made me understand and know my
classmates better and somehow, feel I can relate to them more. It also made me
realized what we Filipinos value in our lives. Now, whenever I would visit my
relatives/ friends home, I would have a tendency to look at their house decors
and can’t help but get curious to know the meaning/ story behind them… to the
point that if I’m not shy enough, I might ask them about it.
their J-Tree.
40
New enTree 2 (ver. 2016)

To develop Learning Skills by reviewing Japanese expressions learned in this topic.
Can recall Japanese expressions learned in this topic

Session introduction
Teacher tells students about objectives of this session.
Review: Hiragana and

Katakana Students identify what writing system to use on some Japanese vocabulary.
Summary and Review:

Topic 11 Students review on the expressions and vocabulary discussed in Topic 11.
Nihongo Review Quiz

Students answer the Nihongo Review Quiz.
Reflection
Students reflect on what they learned today and update their J-Tree.
41
1) Flashcards of vocabulary (used in Session 1 & 2).
2) Pictures of a house of a Nihongojin in used in Session 1 and 3.
3) Nihongo Review Quiz
4) J-Tree of students
Pictures / Panels
N/A
Flashcards
N/A
Others
N/A
42
Lesson Plan
10 mins <Objective>
To identify when is Hiragana and Katakana writing system being used in Japanese
Review vocabulary.
Hiragana
<Procedure>
and
1. The teacher asks students to get their notebooks and make two columns with the
Katakana heading of Hiragana and Katakana on each columns.
2. The teacher tells the class that she will dictate previous vocabularies from Topic
1-10 and ask students to write the vocabulary on the column where they think it
should be written.
Note:
The teacher can decide whether students write in Ro-maji or
Hiragana or Katakana, depending on the level of students.
⇒Sample Words:
Hiragana Katakana
なまえ「T3」フィリピン「T１」
かぞく「T6」プロフ「T3」
すき「T5」メールアドレス「T3」
たんじょうび「T７」メンバー「T4」
がっこう「T9」ドキドキ「T10」
3. The teacher asks students to exchange their notebooks and check their seatmate’s
answer, while teacher gives the correct answer.
4. The teacher confirms to students when to use Hiragana and Katakana in writing
Japanese vocabulary.
- Hiragana is used for Japanese words and names of Japanese people.
- Katakana is used for borrowed words and names of non-Japanese people.
5. The teacher asks students what are the things they can write in Hiragana and
Katakana.
- Hiragana: kazoku, namae, suki, arigatou
- Katakana: My name and school
6. The teacher asks students to write their name and school without looking at their
Katakana booklet.
43
7. After writing, the teacher asks students to exchange their notebook and show to
their seatmate and ask for comments. The teacher goes around and check how
the students are doing in writing Katakana.
10 mins <Objective>
Materials:
Topic 11 To summarize and review vocabularies and
1) Flashcards of vocabulary
Nihongo expressions in Topic 11. (used in Session 1 & 2)
Summary 2) Pictures of a house of a
<Procedure> Nihongojin used in Session 1&3
1. The teacher asks students to read the words in
the flashcards used in Session 1 &2.
2. The teacher posts on the board the pictures used in Session 1 and 3.
3. The teacher calls students randomly and distributes one flashcard to each student
and asks students to post it beside the thing it represents in the picture.
4. The teacher confirms students’ answers and reviews the expression discussed in
this topic.
⇒Sample Flow:
Teacher: Uchi niwa terebi to sofa ga aru.
(name of student) san no uchi niwa terebi ga aru.
Student: Un, aru./ Uun, nai.
5. Teacher asks students to practice the dialogue with their seatmate.
<Objective>
25 mins Materials:
To develop Learning Skills by reviewing Japanese
3) Nihongo review quiz
Nihongo expressions learned in this session. 4) J-Tree of students
Review To understand the importance of sharing or helping each

other.
Quiz
To realize that studying or learning is not only a personal work but also collaborative
work.
<Procedure>
1. The teacher distributes “Nihongo review quiz” to the students.
2. The teacher explains the following.

⇒Explanation:
Teacher: This is neither to test nor to check your memorization ability. This quiz
is to help you remember what you have learned in this topic and find
ways how to improve your learning journey.
3. The teacher gives the students 10 to 15 minutes to answer the quiz.
4. After 10 minutes, the teacher tells the students to share their answers with their
44
classmates and to write down other students’ answers which they did not write in
their own quiz paper. (10 mins.)
5. The teacher tells the students to paste the quiz to their enTree Book.
10 mins 1. After the last portion of the lesson, the teacher ask the students some sample
Reflection guide questions to summarize the lesson of this session and starts a short
discussion. This short discussion is to guide the students in writing their
reflection.
⇒Sample Guide Questions:
1. What did you learn in this session?
2. What do you think are your achievements from this session?
3. What are the challenges you find in this topic, and how are you going to work
on it to be better?
2. After the short discussion, the teacher asks the students to write down what they
⇒Sample Reflection:
I find that in this topic Nihongo lessons are getting more difficult because
Katakana was introduced and there are another 46 characters that I have to
memorize. But it felt so great to be able to read and even write something that not
everyone can do. I will try my best to master both Hiragana and Katakana. I also
learned a lot from simple decorations of a house. I never thought that even these
things can bridge connections and better understanding of one’s culture.
* If time allows, the teacher may ask 1 to 2 students to share what they wrote on
their J-Tree.
3. After doing the reflection on the leaves, the teacher asks the students to look at
the trunk of their J-Tree and to tick or check the box/es of the activities that they
can already do. The teacher also reminds the students to add an appropriate
adverb describing how well they can do the statements written beside the box/es
they have ticked/checked. The teacher also asks the students to add the date after
the adverb/s they have written.
45
enTree 2(ver. 2016)
Topic 12 Keeping a Promise

Are you good friends with your classmates? Outside the classroom, what are the things you
do together? Do you make promises and keep your promises to them?
Friends, like the members of our family, are also important people to have in our lives. They
are important people, so it’s also important to know how to spend quality time with them and how
to keep your promises to them. In this lesson, you will learn how to invite a friend or some friends
to do something together in simple Japanese. Also, you will learn how to write notes in simple
Japanese about your plans on how to spend quality time with your friends.
Skills
□ To develop Life and Career skills by identifying the usual activities high school students do
together inside and outside school through analyzing pictures and discussion.
□ To develop Life and Career skills by reflecting on the meaning and significance of the words
「ともだち」 and「やくそく」and on the importance of keeping an appointment with
someone as well as by identifying ways on how to remember and keep an appointment.
□ To acquire Effective Communications Skills by reflecting on and learning how to confirm
information when setting an appointment with someone.
□ Can read and write the words「ともだち」and 「や From session 4:
くそく」. A:いつモールにいく？
□ Can set an appointment with group mates by B:にちようびはどう？
confirming when and where to work on a homework A:にちようび？いいよ。なんじ？
in simple Japanese. B:ごぜん 10 じはどう？
□ Can say as well as write in simple Japanese the A: ごぜん 10 じ？いいね。そうしよう。
possible activities one plans to do with friends.

S-1 Objective and Topic Introduction
Importance of Keeping Friends by Keeping Students discover and compare traditional and current
Promises with Them practices of Japan and the Philippines in keeping a
promise with friends.
S-2 Language Input 1
Usual Activities of High School Students
S-3 Discussion and Reflection

Through discussion and listening exercise, students
Elements in Setting an Appointment
discover and discuss how to set an appointment with
someone in Japanese and how to remember and keep it.
S-4 Language Input 2
Confirming Information Heard
Students are expected to realize that having friends are
S-5 Language S-6 Language important. To create a good relationship with friends
Output 1 Output 2 one must learn how to spend quality with time with
Set Appointment Writing Activity them through inviting them to do activities together.
and Accomplish Plans with However, keeping friends also mean learning how to
Task with Group Friends keep a promise or appointment with them.
members
46
enTree 2(ver. 2016)
12
￥ Keeping a Promise: Session 1
Topic 12 Keeping a Promise: Session 1

To develop Life and Career skills by:
reflecting on the importance of keeping a promise with someone through discussing traditional
and current practices on keeping a promise.
Can read the words 「ともだち(tomodachi)」 and 「やくそく(yakusoku)」 in Hiragana.
Can sing the “Yubikiri” song.
Can write the words 「ともだち(tomodachi)」 and 「やくそく(yakusoku)」 in Hiragana with high
accuracy in spelling
「ともだち」tomodachi “friend”
「やくそく」yakusoku
“promise/appointment”
Reading & Writing

「ともだち」
「やくそく」

Topic and objective
introduction Teacher tells students about the topic and objective of this session.
Input: Students read “friends” and “promise” in Hiragana and guess the meaning of each
Vocabulary building word.
Observation Class sings and talks about the “Yubikiri” song.
Discussion Class talks about the importance of keeping a promise to friends and how to keep
one.
Output:
Writing Students write “friends” and “promise” in Hiragana
47
enTree 2(ver. 2016)
1) Pictures of friends (to be prepared by the teacher)
2) Flashcard of 「ともだち」
3) Flashcard of「やくそく」
4) Audio file of “Yubikiri” song”
5) Teacher’s Reference on the “Yubikiri” song
6) “Let’s Write Hiragana” Workbook: “Key to Better Writing” pages as reference for writing each
character of 「ともだち」&「やくそく」
Pictures / Panels
N/A
Flashcards
「ともだち」「やくそく」
Others
Audio file of “Yubikiri” song
48
enTree 2(ver. 2016)
Lesson Plan
10 mins <Objective>
Topic To read the word 「ともだち(tomodachi)」 Materials:
1) Pictures of friends (to be
Introduction in Hiragana. prepared by the teacher)
Importance of 2) Flashcard of 「ともだち」
Keeping a
Promise with <Procedure>
Someone 1. The teacher shows different pictures of friends- in pairs, trios, groups, etc. After
showing the pictures the teacher posts one picture on the board.
2. Then the teacher asks the students to guess the theme of the pictures.
⇒Expected answer:
- friends
3. The teacher confirms the students’ answer by showing the flashcard of 「ともだ
ち」 then asks the students to read. The teacher confirms the students’
pronunciation and asks them to repeat saying the word until they can say it
smoothly.
4. The teacher pastes the flashcard 「ともだち」below the picture on the board.
5. Then, the teacher asks students who their friends are and how important their
friends are to them.
6. After hearing the students’ answers, the teacher asks the students what they
usually do with their friends in school and outside school.
⇒Expected answer:
- eat together, go home together, study together, etc.
7. Then the teacher tells the students the objective of this session.
⇒Objective:
- In this session we are going to reflect on and discuss the importance of
keeping a promise with someone.
20 mins <Objective>
Observation To sing the“Yubikiri” song.
Materials:
“Yubikiri” song To read the word 「やくそく(yakusoku)」 in Hiragana.
3) Flashcard of 「やくそく」
4) Audio file of “Yubikiri”
<Procedure> song
5)Teacher’s Reference on
1. Then, the teacher asks the students whether they make promises
the “Yubikiri”with
song their
friends and whether they are able to keep their promises to their friends or not.
49
enTree 2(ver. 2016)
2. After hearing the students’ answers, the teacher tells the students that they will
listen to a Japanese song, and before listening to the song, the teacher asks
them to guess what kind of song it is using the following questions:
⇒Questions to ask:
(1) Who are singing? How many persons are singing?
(2) Can you imagine what they are doing while singing?
3. The teacher plays the song and after listening to it, the teacher asks the
students again the questions mentioned above.
4. After hearing their answers, the teacher demonstrates the song and action with
one student and asks the rest of the students to watch and observe.
5. After watching the teacher’s demonstration, the teacher asks the students what
they noticed about the action and what they think the meaning of the song and
the action is.
⇒Expected answer:
- They are doing the “pinky swear” song.
6. The teacher asks the students for the meaning of “pinky swear”.
⇒Expected answer:
- Making a promise
7. The teacher confirms the students’ answer by saying that yes, “pinky swear” is
the symbol of making a 「やくそく」. The teacher shows the flashcard of 「やく
そく」then asks the students to read. The teacher confirms the students’
pronunciation and asks them to repeat saying the word until they can already
say it smoothly.
8. The teacher then posts the flashcard 「やくそく」on the board.
9. Then the teacher writes the song on the board and then teaches the song to the
students.
⇒Lyrics of “Yubikiri” song:
“Yubi kiri genman, uso tsuitara, hari sen bon nomasu. Yubi kitta”
10. When the students are able to sing it well enough, the teacher asks the
students to pair up and do the action while singing.
10 mins <Objective>
Discussion To discuss the importance of keeping a promise with someone.
50
enTree 2(ver. 2016)
Importance of
keeping a <Procedure>
1. The teacher explains that the song talks about the punishment given to a
promise
person who breaks a promise. The teacher then asks if there is something like
this in the Philippines.
Note:
See Teacher’s Reference for the detailed explanation of the “Yubikiri”
song. There is NO NEED to give the traslation of each word for it is NOT
the focus of this lesson. Just explain the message of the song as written in
the procedure above.
2. After the explanation on the meaning of the song, the teacher leads the class
into a short discussion on the importance of keeping a promise to a friend.
- Have you ever made a 「やくそく」 with someone?
- Do you think it’s important to keep your「やくそく」? Why?
- How important for you is keeping your 「やくそく」to your friend?
- If you think that you cannot keep a promise or in case you think that you
might not be able to keep the promise you made what will you do?
- On the other hand, how would you feel and what would you do if your friend
breaks his/her promise to you?
<Objective>
10 mins Materials:
To write the words 「ともだち (tomodachi)」
6) “Let’s Write Hiragana”
Writing 「やくそく (yakusoku)」 in Hiragana with Workbook: “Key to Better
Writing the
high accuracy in spelling. Writing” pages as reference
hiragana words
for writing each character of
「ともだち」
「や <Procedure>
「ともだち」&「やくそく」
くそく」 1. The teacher asks the students to take out
their Hiragana Workbook and tells them to use the “Key to Better Writing”
pages as reference for writing each character of 「ともだち」and「やくそく」.
2. The teacher tells the students to practice writing「ともだち」&「やくそく」in their

“My Nihongo Notes”.
3. After the students seem to be confident enough in writing, the teacher gives the
students a homework on thinking about the meaning and significance of the
words 「ともだち」 and 「やくそく」 for them and to show this
meaning/significance in a design using the letters of 「ともだち」 and 「やくそ
く」 . In other words, the students are to do a creative lettering using the
characters of 「ともだち」 and 「やくそく」wherein they also show the meaning
and/or significance of a friend and promise for them. The teacher may show
some samples to give students a better idea on what to do.
51
enTree 2(ver. 2016)
4. Before, ending the class the teacher asks the students make a promise to
him/her to bring the homework to class next session and to seal this promise by
doing and singing the “Yubikiri” song. The teacher asks students to pair up
again and sing the “Yubikiri” song.
※Please take note that there is an ASSIGNMENT to be given at the end of

this session. Please see the last part of the lesson plan (below the
reflection.)
5 mins 1. After the last portion of the lesson, the teacher asks the students some
Reflection questions to help them summarize the lesson for this session. The teacher then
starts a short discussion with the intention of guiding students as they write
down their reflections.

2) How important for you is keeping a promise to a friend?
3) How do you keep a promise to your friends?
2. After the short discussion, the teacher asks the students to write down what
I learned about the “Yubikiri” song today. It is short and easy to sing. I
sometimes see it on anime. I was surprised to know that the song talks about
heavy punishment to someone who breaks a promise. I am not sure if we have
an equivalent song here in the Philippines, but I think we share with Japanese
people the value of keeping a promise to a friend. I think it is very important. If
we make a promise we should keep it, but if we are not sure we can keep it
maybe it’s better not to make one. Or we should really discuss and negotiate
well with our friends on how to keep a promise or an appointment, so that
everyone can keep it and no one will be disappointed. This is also how I think I
can keep a promise with my friends.
on their J-Tree.
Assignment The teacher asks the students to think of the meaning and significance of the
words 「ともだち」 and 「やくそく」for them and to show this meaning/significance
in a design using the letters of 「ともだち」 and 「やくそく」.
52
enTree 2(ver. 2016)
Topic 12 Keeping a promise: Session 1
Teacher’s Reference
“Yubikiri” Song
The YUBIKIRI Song
ゆびきりげんまん、
yubi kiri genman
“to cut intertlocking pinky fingers”
うそついたら
uso tsuitara
“If (you) tell a lie...”
はりせんぼんのます
hari sen bon nomasu
“(You’ll) be made/forced to
drink/swallow 1000 needles”
ゆびきった
yubi kitta
“(now, we) cut (our) fingers”
The “Yubikiri” song is a traditional Japanese song or a nursery rhyme sung by children and
sometimes even by adults (especially women) when sealing a promise or forming a pact with someone.
The persons making the promise hook or interlock their pinky fingers and then sing the “Yubikiri” song.
After singing the last line, 「ゆびきった」or yubi kitta, the persons making the promise release their
interlocking pinkies.
The song talks about the punishment that the person who tells a lie or breaks a promise will
receive. The punishment sounds scary and horrible, however it also entails that keeping a promise is a
serious subject which should not be taken lightly.
The “Yubikiri” or the “Pinky swear” is not only done in Japan, but it is also present in the culture
of other countries, like in China, Russia and the USA. The lyrics of the song sung during the “Pinky
swear” in these countries also describe grave punishment for the person who breaks the promise.
Vocabulary:
ゆび yubi - finger
きり kiri - cut, a cut
げんまん gen man - probably the same as げんこつ genkotsu (fist)
うそ uso - lie, a lie
うそついたら tsui tara - If you tell a lie…
はり hari - needle, pin
はりせんぼん hari sen bon - 1000 needles
のます nomasu – made to a drink, cause to drink
ゆびきった yubi kitta – cut a finger
References:
http://english.stackexchange.com/questions/125205/what-is-the-origin-of-the-phrase-pinky-promise
<2016/06/13>
https://en.wikipedia.org/wiki/Pinky_swear <2016/06/13>
http://thejapanesepage.com/audio/yubikiri <2016/06/13>
53
enTree 2(ver. 2016)
12 Keeping a Promise: Session 2

Objectives of this session

To develop Life and Career Skills by:
identifying the usual activities high school students do together inside and outside school through
analyzing pictures and sharing experiences.
reflecting on and discussing the meaning and the significance of the words 「ともだち」 and「や
くそく」through a written artwork.
Can read in Hiragana the usual activities which high school students do together like going to the
mall, going to school, studying, making homework, etc.
Can say one’s usual activities with friends in simple Japanese.
「としょしつ」toshoshitsu “library” 「がっこうにいく」gakkou ni iku “go to
「モール」mo-ru “mall” school”
「うち」uchi “house” 「としょしつにいく」toshoshitsu ni iku “go
「しゅくだい」shukudai “homework”
to the library”
「ダンス」dansu “dance”
「モールにいく」mo-ru ni iku “go to the
「れんしゅう」renshuu “practice”
mall”
「うちにかえる」uchi ni kaeru “go home”
Reading 「しゅくだいをする」shukudai o suru “do
「がっこうにいく」 homework”
「としょしつにいく」「ダンスのれんしゅうをする」dansu no
「モールにいく」 renshuu o suru “practice dance”
「うちにかえる」
「べんきょうする」
「しゅくだいをする」
「ダンスのれんしゅうをする」

Objective introduction
Teacher tells students about the objectives of this session.
Input: Students read and say the usual activities which high school students do with their
Vocabulary building friends.
Sharing Students list down the activities they do with their friends and share the list with
their seatmate and then to the class.
54
enTree 2(ver. 2016)
1) Flashcards of 「ともだち」and「やくそく」used in Session 1
2) Photo panels of the following activities: 「がっこうにいく」、「としょしつにいく」、
「モールに
いく」、
「うちにかえる」
、「べんきょうする」
、「しゅくだいをする」、
3) Flashcards of the following activities: 「がっこうにいく」、
「としょしつにいく」、
「モールにい
く」、「うちにかえる」、「べんきょうする」、「しゅくだいをする」、「ダンスのれんしゅうをする」
4) Worksheet on “Sharing activities done with friends”
Pictures / Panels
#C-3 #D-1 #D-2 #B-3
「がっこうにいく」「としょしつにいく」「モールにいく」「うちにかえる」
#C-5 #A-5 #D-3

「べんきょうする」「しゅくだいをする」「ダンスのれんしゅうをする」
Flashcards
「がっこうにいく」、
「としょしつにいく」、「モールにいく」、「うちにかえる」、「べんきょうする」、
「しゅくだいをする」、
Others
Worksheet on “Sharing activities done with friends”
55
enTree 2(ver. 2016)
Lesson Plan
10 mins <Objective>
Materials:
Objective To reflect on and discuss the meaning 1) Flashcards of 「ともだち」and「や
Introduction and the significance of the words くそく」used in Session 1
Significance of 「ともだち」 and「やくそく」through a
written artwork.
the words 「とも
だち」 and「や
<Procedure>
くそく」
1. The teacher introduces the objective for Session 2.
⇒Objective:
-In this session, we will talk briefly about your written artwork about the
meaning and significance of the words 「ともだち」and 「やくそく」. Then we will
talk about the activities you do together with your friends inside and outside
school.
2. Then the teacher shows the students the flashcards of 「ともだち」and「やくそく」

and ask them to read the two words as a review.
3. Afterwards, the teacher asks some volunteers who would like to share and talk
about their written artwork on the meaning and significance of the words 「とも
だち」and 「やくそく」.
25 mins <Objective>
Materials:
Input: To read in Hiragana the usual activities
2) Photo panels showing things friends do
Vocabulary which friends do together like going to together: 「がっこうにいく」、「とし
the mall, coming to school, studying, ょしつにいく」、「モールにいく」、
Building
「うちにかえる」、「べんきょうす
making homework, etc.
Usual Activities る」、「しゅくだいをする」、「ダンスの
To say one’s usual activities with friends in れんしゅうをする」
of High School
simple Japanese. 3) Flashcards of the following activities:
Students with 「がっこうにいく」、「としょしつに
いく」、「モールにいく」、「うちにか
their Friends <Procedure> える」、「べんきょうする」、「しゅくだ
1. Then, the teacher tells the students that いをする」、「ダンスのれんしゅうを
する」
「やくそく」 has another meaning aside
from “promise” and it is “appointment”.
2. The teacher asks the students if they have set an appointment before or if they
set appointments with their friends.
3. Then the teacher asks the students about the kind of appointments they have
made with their friends before.
⇒Sample answers:
-study together, make project together, etc.
56
enTree 2(ver. 2016)
4. The teacher shows several pictures of things friends do together and confirm the
content of each picture with the class by asking them in English. Then the
teacher posts the pictures on the board.
5. Then the teacher shows the flashcard 「モールにいく」 and ask the students to
read it focusing on the word 「モール」. After reading, the teacher asks which
picture the flashcard is describing according to the students’ guess of the meaning
of 「モール」.
6. After hearing the students’ reply, the teacher confirms the meaning of the
flashcard 「モールにいく」which is “go to the mall”. Then, the teacher also asks
for other places they go to with their friends and encourages the students to
answer using 「(PLACE)にいく」.
7. Next, the teacher asks the students to guess the meaning of the flashcard 「ダン
スのれんしゅうをする」, by focusing on the word 「ダンス」. Then, the teacher
asks for other activities students practice with their friends while encouraging
them to answer using the phrase 「(ACTIVITY)のれんしゅうをする」.
8. Then the teacher asks random students, 「ともだちとモールにいく？」and

「ともだちとダンスのれんしゅうをする？」one question at a time. The
teacher reacts or gives follow-up questions to the students’ reply, if possible. This
will help in checking whether the students have really understood the new
expressions or not.
⇒Sample conversation:
T: ともだちとモールにいく？
S: うん、いく。
T: Which mall do you go to?
S: SM Megamall.
T: そうなんだ.
9. Then the teacher writes the phrase pattern on the board and confirms their usage
with the students briefly.
⇒What to write on the board and sample review:
「(PLACE)にいく」: use for talking about places you go to
「(ACTIVITY)のれんしゅうをする」: use for talking about activities you practice
10. Afterwards, the teacher shows the next set of flashcards and uses the following
clues to guide the students in reading and guessing the meaning of the
expressions.
57
enTree 2(ver. 2016)
⇒Clues for the next expressions:
-「がっこう」: a place where you go to learn with your teacher and classmates
*「がっこう」has aleady been introduced in Topic 9 Session 1, so this will be just a review.
-「としょしつ」- a quiet place where you go to read books or do research
-「うち」- the place you go home to and the place where you live
11. After the students have already guessed the meaning of the words above, the
teacher asks the students to guess the meaning of 「がっこうにいく」、
「としょ
しつに「うちにかえる」and then points to the picture each word is
いく」、
describing.
12. Then the teacher asks the students, 「ともだちとがっこうにいく？」, 「と
もだちととしょしつにいく？」and 「ともだちとうちにかえる？」one
question at a time. The teacher reacts or gives follow-up questions to the
students’ reply, if possible. This will help in checking whether the students have
really understood the new expressions or not. See sample conversation in #8.
13. After hearing the students’ answers in #12, the teacher then shows the next set
of flashcards and uses the following clues to guide the students in reading and
guessing the meaning of the next expressions.
⇒Clues for the next expressions:
-「べんきょうする」: an action you do in school or when you want to learn and
know about something
*「べんきょうする」has aleady been introduced in Topic 9 Session 4, so this will be just a
review.
-「しゅくだいをする」- a task you usually do at home to answer a problem the
teacher has given you
14. After the students have already guessed the meaning of the words above, the
teacher asks the students to guess the meaning of 「べんきょうする」and「しゅ
くだいをする」while pointing to the picture each word is describing.
15. Then the teacher asks the students, 「ともだちとべんきょうする？」and 「と

もだちとしゅくだいをする？」one question at a time. The teacher reacts or
gives follow-up questions to the students’ reply, if possible. This will help in
checking whether the students have really understood the new expressions or
not. See sample conversation in #8.
58
enTree 2(ver. 2016)
15 mins <Objective>
Materials:
Sharing To share one’s usual activities with friends inside 4) Worksheet on “Sharing activities
Activities I Do and outside school done with friends”
with My Friends
<Procedure>
1. Next, the teacher asks the students to read all the expressions in the flashcards.
2. Then the teacher distributes the Worksheet on “Sharing activities done with
friends” to be answered by students individually then shared with a seatmate.
3. Afterwards, the teacher asks 2 to 3 volunteers to share what they have discussed
with their seatmates.
4. Then, the teacher summarizes briefly the common activities students do together
with their friends.
⇒Sample summary:
-For most of us, the activities that we do with our friends are similar, 「がっこ
うにいく」、「モールにいく」、「べんきょうする」, while others have unique
bonding activities with their friends. Whatever activities we do with our
friends, the time spent with them are indeed important happy times.
5 mins 1. After the last portion of the lesson, the teacher asks the students some questions
Reflection to help them summarize the lesson for this session. The teacher then starts a
short discussion with the intention of guiding students as they write down their
reflections.
1) What did you learn today? Did you find it interesting?
2) Which activities do you usually do with your friends inside and outside
school? Do you share the same activities with your classmates?
3) What is the most common acitivity that your classmates do together
with their friends? Why do you think so?
4) How will you use your new learning from today?
I learned how to say the activities I do with my friends in Japanese. 「と
もだちとがっこうにいく」&「ともだちとダンスのれんしゅうをする」. It’s fun to
be able to say these activities in Japanese. I also learned that my classmates do
the same activities with their friends. Since most of us come from the same area
we usually come to school or go home together with our friends. I want to be able
to say these activities in Japanese smoothly so I’ll start a diary of my activities
with my friends using these expressions.
their J-Tree.
59
enTree 2(ver. 2016)
12

To develop Life and Career skills by:
reflecting on the importance of keeping an appointment with someone by discussing and
identifying ways on how to remember and keep an appointment.
Can ask a friend what time he/she goes to school and goes home and can answer the same
questions from a friend.
Can read words related to time in Hiragana, such as 「じ」、「ふん」、「はん」、
「ごぜん」、「ごご」
「－じ」(number) + ji “(number) + o’ clock” 「なんじにがっこうにいく？」
「じゅうごふん」 15 fun (juugofun) “15 Nanji ni gakkou ni iku? “What time do you
minutes” go to school?”
「はん」han “30 minutes” 「なんじにうちにかえる？」
「よんじゅうごふん」45 fun (yonjuugofun) Nanji ni uchi ni kaeru? “What time do you
“45 minutes” go home?”
「ごぜん」gozen “A.M.”
「ごご」gogo “P.M.”
Reading
「じ」「ふん」
「はん」
「ごぜん」
「ごご」

Discussion: Class talks about the important elements in setting an appointment with someone.
Input 1:
Students learn how to say time.
Vocabulary building
Input 2:
New expressions Students learn how to ask and answer questions about time in going to school.
60
enTree 2(ver. 2016)
1) Photo panels of student activities used in Session 2: 「がっこうにいく」、
「モールにいく」、
「うちにかえる」、
「べんきょうする」、
「しゅくだいをする」、
「ダンスのれ
んしゅうをする」
2) Photo panel of “going to school” by Saki-san (#D-4) and Kojiro-kun (#D-5)
3) Toy clock/Paper clock/Number cards 1- 12 plus 15, 30, 45 for introducing time (to be prepared by
the teacher)
4) Flascards of 「じ」、「ふん」、「はん」、「ごぜん」 and「ごご」
5) Flashcard of 「やくそく」used in Session 1
Pictures / Panels
#C-3 #D-1 #D-2 #B-3
(Yu san)
#C-5 #A-5 #D-3

#D-4 #D-5
「がっこうにいく」(Saki san) 「がっこうにいく」(Kojiro kun)
Flashcards
「じ」、「ふん」、
「はん」、「ごぜん」、
「ごご」
Others
N/A
61
enTree 2(ver. 2016)
Lesson Plan
40 mins <Objective>
Materials:
Objective To ask a friend what time he/she goes to
1) Photo panels of student activities used
Introduction school and goes home and can answer
in Session 2: 「がっこうにいく」、
the same questions from a friend.
「としょしつにいく」、「モールに
To read words related to time in
いく」、
「べんきょ
Hiragana, such as 「じ」、「ふん」、「は
うする」
、「しゅくだいをする」
、「ダン
ん」、「ごぜん」 and「ごご」.
スのれんしゅうをする」
2) Photo panel of “going to school” by
<Procedure> Saki-san (#D-4) and Kojiro-kun (#D-5)
1. The teacher shows the pictures showing 3) Toy clock/Paper clock/Number cards
1- 12 plus 15, 30, 45 for introducing
the usual activities high school students time (to be prepared by the teacher)
do together and asks students to say 4) Flascards of 「じ」、「ふん」、「はん」、
「ごぜん」 and「ごご」
them in Japanese. 5) Flashcard of 「やくそく」 used in
Session 1
2. After the short review, the teacher introduces the objectives of this session.
⇒Objectives:
-Today we are going to learn how to say time and be able to ask our friends
regarding the time they go to school and go home, as well as to answer the
same questions from them. Then, we are going to reflect on the importance of
keeping an appointment with someone by discussing and to identifying ways
on how to remember and keep an appointment.
<Telling time> 3. Then teacher shows the pictures of 2 Japanese students about to go to school
while saying the time they leave the house in Japanese.
⇒Example:
Teacher: Yu san wa 7 ji ni gakkou ni iku. (#C-3)
Saki san wa 8 ji ni gakkou ni iku. (#D-4)
4. The teacher asks the students whether they were able to catch some familiar
Japanese words in the teacher’s speech.
- Some numbers
- Shichi, hachi…
- Gakkou ni iku
5. Once the students mention the word “numbers”, the teacher asks them to guess
what these numbers express.
- Time.
6. The teacher tells the students to listen carefully as he/she says the same
62
enTree 2(ver. 2016)
sentences as in procedure #3. Afterwards, the teacher asks the students to say
the new words/expressions they heard which they think are related to time.
- ji,
- jini
7. The teacher asks the students to guess what “ji” means.

- Time
- ~o’ clock
8. The teacher asks the students to try to explain the pattern for expressing time.
. ⇒Expected answer:
- Number + ji (suffix)
9. The teacher asks the students to recall and say which number/s are “exception/s”
or has/have a different pattern compared to other numbers when saying the
months and or when counting people. After hearing the students’ answers, the
teacher tells the students to listen and observe whether there are also some
“exceptions” in expressing time in Japanese as he/she says the time from 1 o’clock
to 12 o’clock.
⇒Time in Japanese:
ichi ji
ni ji
san ji
yo ji
go ji
roku ji
shichi ji
hachi ji
ku ji
juu ji
juuichi ji
juuni ji
10. After saying the time from 1 o’clock to 12 o’clock, the teacher asks the students
if they heard the possible “exceptions” in expressing time in Japanese. Then,
after listening to the students’ guesses, the teacher gives the correct answer as
he/she writes 1 o’clock to 12 o’clock on the board in Ro-maji, highlighting the
“exceptions”.
⇒Numbers to be highlighted:
4 yo ji (NOT yon)
7 shichi ji (NOT nana)
9 ku ji (NOT kyuu)
11. After writing the time expressions in Ro-maji on the board, the teacher asks the
students to write them down in their “My Nihongo Notes.”
12. The teacher asks the students to read the time expressions aloud until they can
63
enTree 2(ver. 2016)
say them smoothly.
13. After that, the teacher tries the students’ skills in telling time by saying sample
time in English while the students say the time in Japanese.
14. Then, the teacher may also show a toy clock or some cards of numbers and asks
the students to say the time according to the time shown on the toy clock or the
number shown in the cards.
<Introduction of “NI” and Pattern Practice>

15. The teacher again says the time the two Japanese students go to school. And the
teacher encourages the students to remember the whole sentence as how the
teacher says each of them.
⇒Sentences to be said:
- Yu san wa 7ji ni gakkou ni iku.
- Saki san wa 8ji ni gakkou ni iku.
16. The teacher asks the students for the sentences they heard one by one.
- Yu san wa 7 ji ni gakkou ni iku.
- Saki san wa 8 ji ni gakkou ni iku.
. 17. The teacher makes the students focus on what is added after the time. After
hearing their answers, the teacher explains and confirms their answers briefly.
⇒Point to be mentioned:
“ni” is used to express or mark the time of action. It is added after the time as
in “6 ji ni gakkou ni iku.”
Note:
In case the students ask about the NI used after a place and before
verbs like IKU and KAERU, the teacher explains that NI has several
usages. Two of which are as Time Marker and as Destination Marker.
18. The teacher writes the sentences on the board and asks the students to read it
aloud. After the students can say it smoothly, as a practice the teacher changes
the time and asks the students to say the sentences with the new indicated
time.
⇒Sentence to be practiced:
(name + san wa) 6ji ni gakkou ni iku.
*The number inside the box is the one that will be changed for practice.
< Introduction of “15 fun/45 fun/han” and Pattern Practice>

19. After the short practice, the teacher asks the students whether they usually go to
school at exactly 6 o’clock or 7o’clock or not.
⇒Expected answer:
- No.
20. The teacher shows the picture of Yoshida Kojiro riding a bus to school and asks
the students about the person in the picture- who he is and what he is doing.
64
enTree 2(ver. 2016)
21. Then, the teacher introduces minutes in Japanese by telling them the time
Yoshida Kojiro and fellow teachers who are familiar to the students, go (come) to
school in Japanese. The objective is to introduce how to say 15, 30 and 45
minutes, so the teacher should use the time with 15, 30 and 45 minutes.
⇒Example:
- Kojiro kun wa 7 ji 15 fun ni gakkou ni iku. (#D-5)
- A sensei (any teacher whom the students know) wa 6 ji 45 fun ni gakkou ni iku.
- B sensei (any teacher whom the students known)wa 6 ji han ni gakkou ni iku.
22. The teacher asks the students what they noticed or found out.
⇒Expected answer:
-something -fun.
23. The teacher introduces “15 fun”, “han”, “45 fun”, and writes them on the board.
Then the teacher asks the students to read them aloud.
24. The teacher practices the students regarding time using 15, 30 and 45 minutes
by using a toy clock or number cards and asking some questions in English, etc.
Note:
It would be easier for the students to memorize how to say the
minutes if the students practice the hours with ONLY juu gofun (15
mins) first, until they can say the expressions smoothly. After which,
try adding the han (30 mins) and then yonjuu gofun (45 mins).
25. After practicing time, the teacher asks the students “what time they usually go
(come) to school” in Japanese, then in English. The teacher encourages the
students to answer in Japanese.
T: Nanji ni gakkou ni iku? What time do you go to school?
S: Shichiji.
Note:
The correct expression to be used is supposed to be “What time do
you come to school”, or “Nanji ni gakkou ni kuru?”since the students
are already in school. However, for this session, it has been decided to
just introduce the action word go /”iku” ONLY.
26. After hearing the students’ reply the teacher repeats the students’ reply and
Adds “gozen” before the time, then says the English term.
T: Nanji ni gakkou ni iku? What time do you go to school?
S: Shichiji.
T: Gozen shichiji. Seven a.m.
27. The teacher asks the students if they heard a new word and what they think it
means. After hearing the students’ reply, the teacher shows the flashcard for 「ご
65
enTree 2(ver. 2016)
ぜん」, asks them to repeat to word until they can say it smoothly. The teacher
posts the flashcard on the board and below the flashcard writes down its
meaning.
⇒Sample:
-ごぜん A.M.
-ごぜん 7じ 7 A.M.
28. After the example on the board, the teacher asks the students to observe the
difference between saying time in Japanese and in English. The teacher asks
the students to focus on the position of 「ごぜん」and A.M. wherein 「ごぜん」
appears before the time, while A.M. appears after the time.
29. Then, the teacher asks the students “what time they usually go home” in
Japanese, then in English. The teacher encourages the students to answer in
Japanese.
T: Nanji ni uchi ni kaeru? What time do you go home?
S: Rokuji.
30. After hearing the students’ reply the teacher repeats the students’ reply and
Adds “gogo” before the time, then says the English term.
T: Nanji ni uchi ni kaeru? What time do you go home?
S: Rokuji.
T: Gogo rokuji. Six p.m.
31. The teacher asks the students if they heard a new word and what they think it
means. After hearing the students’ reply, the teacher show the flaschcard for 「ご
ご」, asks them to repeat to word until they can say it smoothly. The teacher posts
the flashcard on the board and below the flashcard writes down its meaning.
⇒Sample:
-ごご P.M.
-ごご 6じ 6 P.M.
32. After the example on the board, the teacher asks the students to observe the
difference between saying time in Japanese and in English. The teacher asks
the students to focus on the position of 「ごご」and P.M. wherein 「ごご」
appears before the time, while A.M. appears after the time.
33. Then, the teacher shows the two flashcards again - 「ごぜん」 and「ごご」- then,
asks the students to read them. Afterwards, the teacher conducts a short quiz by
66
enTree 2(ver. 2016)
asking the students the time of the following occasions.
⇒Sample quiz and answers:
(1) What time do malls in the Philippines open?
ごぜんじゅうじ (Gozen juuji “10 A.M.”)
(2) What time do you usually sleep?
ごごはちじ (Gogo hachiji “8 P.M.”)
(3) What time do you usually wake up?
ごぜんごじ (Gozen goji “5 A.M.”)
(4) なんじにあさごはん／ひるごはん／ばんごはんをたべる？
Nanji ni asagohan/hirugohan/bangohan o taberu?
ごぜんろくじ (Gozen rokuji “6 A.M.”)
ごごじゅうにじ (Gogo juuniji “12 P.M.”)
ごごしちじ (Gogo shichiji “7 P.M.”)
10 mins <Objective>
Materials:
Discussion To reflect on the importance of keeping
3) Flashcard of 「やくそく」used in
Importance of an appointment with someone by
keeping an Session 1
appointment and discussing and identifying ways on how
ways on how to to remember and keep an appointment.
remember an
appointment
<Procedure>
1. After the lesson on time, the teacher shows the flashcard 「やくそく」and then
asks the students for its meaning as a review.
2. Then the teacher starts a discussion with the class regarding the following
questions.
- Do you always keep your 「やくそく」?
- Do you think it’s easy to make a 「やくそく」?
- What should you do in order keep a promise or not to break a 「やくそく」?
- What are the ways on remembering the 「やくそく」 you made with your
friends?
- Most of the time I can keep my promise, but there are times I can’t.
- A lot of times it’s not easy to keep a promise.
- I write down my yakusoku with friends on a calendar or I input it on my
cellphone’s reminders/notes.
3. Finally, the teacher summarizes the students’ answers.

⇒Summary:
-It’s important to keep our 「やくそく」with our friends. Keeping it means
67
enTree 2(ver. 2016)
respecting and keeping our friendship with them. There are several ways on
how we can remember our 「やくそく」with someone. One way is to mark our
「やくそく」on the calendar or to write down in our organizer. Other ways are
posting a note about it on the refrigerator or making a note in our cellphones.
5 mins 1. After the last portion of the lesson, the teacher asks the students some questions
Reflection to help them summarize the lesson for this session. The teacher then starts a
short discussion with the intention of guiding students as they write down their
reflections.

1. What words in Japanese did you learn today?
2. Are these important words? When and where can you use them?
3. What are the important elements of setting an appointment with
someone?
4. How do you remember your appointments with someone?
5. Why is it important to remember an appointment with someone?
Today I learned new Japanese words related to time. 「ごぜん」,「ごご」
and terms for time (number + ~ji). I think the most important thing I learned
today is how to keep an appointment with someone. We can do this by marking
them on the calendar or in our organizer. I will surely follow this method,
because I think that being able to keep an appointment with someone is also
being able to keep one’s friends.
their J-Tree.
68
enTree 2(ver. 2016)
12
Objectives of this session

To acquire Effective Communication Skills and Information, Media, Technology Skills by:
identifying and discussing the important elements in setting an appointment with someone.
reflecting on the importance of confirming information heard and learning how to confirm
information when setting an appointment with someone.
Can listen and take down basic information heard like time and date/day of the week regarding a
simple conversation of two friends setting an appointment.
Can read words related to dates and days of the week such as 「どようび」,「にちようび」 and
「カレンダー」as well as a word related to a place 「こうえん」.
「にちようび」nichiyoubi “Sunday” 「どう？」 Dou? “How about~?”
「どようび」doyoubi “Saturday” 「そうしよう。

」Sou shiyou. “Let’s do that.”
「カレンダー」karenda- “calendar”
Reading
「げつようび」、
「かようび」、「すいようび」、「もくようび」、「きんようび」
「どようび」、「にちようび」
「カレンダー」
Input 1: New
Expressions through
Students learn about new words related days of the week.
an Authentic Material
(calender)
Input 2:
New Expressions Students identify new expressions for setting an appointment then
through Sample discusses their meaning.
Listening Exercise
Discussion Students discus the ways on how to confirm information heard and the
importance of confirming information.
Exploration:
Practice on Setting an Students practice how to set a simple appointment with someone.
Appointment
Reflection
69
enTree 2(ver. 2016)
1) Photo panels of student activities used in Session 2: 「がっこうにいく」、
「モールにいく」、「うちにかえる」、「べんきょうする」、「しゅくだいをする」、
2) Calendar (to be prepared by the teacher; font size should be big enough for the whole class to read)
3) Flashcards of「カレンダー」、「げつようび」、「かようび」、「すいようび」、
「もくようび」、
「きんようび」、
「どようび」、「にちようび」
Pictures / Panels
#C-3 #D-1 #D-2 #B-3
(Yu san)
#C-5 #A-5 #D-3

Flashcards
「じ」
、「ふん」、「はん」
、「ごぜん」、「ごご」
「げつようび」、
「かようび」、「すいようび」、「もくようび」、「きんようび」、「どようび」、「にちようび」
「カレンダー」
Others
N/A
70
enTree 2(ver. 2016)
Lesson Plan
10 mins <Objective>
Materials:
Objective To identify and discuss the important
1) Photo panels of student activities
Introduction elements in setting an appointment with
used in Session 2: 「がっこうにい
someone.
く」、「としょしつにいく」、「モー
ルにいく」、
「べ
<Procedure>
んきょうする」、「しゅくだいをす
1. The teacher reviews the students with
る」、
the usual activities of high school
students by showing the photo panels used in Session 2 and then asking the
students to say the action being described by each picture.
2. Afterwards, the teacher lets the students recall the result of the interview they
did in Session 2 regarding the usually activities they do with their
classmates/friends. The teacher encourages the students to use Japanese as
much as possible.
3. After hearing the students’ reply, the teacher sites the most common activities
students do together with their classmates/friends, like 「がっこうにいく」、
「モールに「べんきょうする」(depends on the actual result of the said
いく」、
activity done in Session 2).
4. Then, the teacher asks the students how they usually decide to do these
activities with their classmates/friends and/or how they invite
classmates/friends to do these activities together.
⇒Expected answer:
- We decide the time, date and place.
5. After hearing the students’ reply, the teacher then introduces the objectives of
this session.
⇒Objectives:
- Today we are going to discuss and identify the important elements in setting
an appointment with someone.
6. Then the teacher asks the students what they think the important elements in
setting an appointment are or the things we set when making an appointment.
⇒Expected answer:
- time, date, place
71
enTree 2(ver. 2016)
7. Acknowledging the students’ reply that time is one of the things we decide when
making an appointment with someone, the teacher reviews the students with
time by asking them what time they go (come) to school and what time they go
home.
⇒Sample questions to be asked:
Teacher: Nanji ni gakkou ni iku?
Student 1: 6 ji ni gakkou ni iku.
Teacher: Nanji ni uchi ni kaeru?
Student 2: 5 jihan ni uchi ni kaeru.
10 mins
<Objective>
Materials:
To read the Katakana word 「カレンダー」.
2) Calendar (to be prepared by the
Input: To read words related to days of the week
teacher)
Vocabulary in Hiragana, such as 「どようび」and「に
3) Flashcards of「カレンダー」
、「げ
Building ちようび」
つようび」
、「かようび」、
「すいよう
び」、
「もくようび」
、「きんようび」、
<Procedure>
「どようび」、
「にちようび」
1. After reviewing about time, the teacher asks
the students what else is needed in setting an appointment.
⇒Expected answer:
- date of the appointment
2. After hearing the students’ reply, the teacher shows the flashcard 「カレンダー」
and asks them to read it until they can read it smoothly.
3. Then the teacher shows the students a calendar and says the word
「カレンダー」at least twice in order for the students to connect the sound to the
real calendar.
4. After understanding and learning how to read 「カレンダー」, the teacher asks
the students what they recall about the calendar in Japanese.
⇒Expected answer:
- months and days of the months in Japanese
5. The teacher reviews the students with saying the dates by asking them to say
the following dates:
⇒Sample dates to ask for practice:
- date today, Christmas day, Valentine’s Day, student’s own birthdate
6. Then the teacher tells the students that they can use their knowledge about
dates in the coming exercises, but for now the teacher asks the students, what
72
enTree 2(ver. 2016)
else can be seen in the calendar.
⇒Expected answer:
- days of the week
7. The teacher asks the students to say the days of the week, from Monday to
Friday in Japanese as he/she points to the days on the calendar.
8. After the students have finished saying, Monday to Friday, the teacher
continues to point to Saturday and Sunday and tries if the students can guess
the words.
9. If no student can give the answer the teacher says Saturday and Sunday in
Japanese as he/she points to them on the calendar.
10. Then the teacher shows the students the flashcards of the days of the week
and asks the students to read them one by one.
11. Then the teacher asks the following questions to test students’ memory of the
meaning of the words.
(1) What is the first day of the week?
(2) What is the last day of the week?
(3) What is the middle day of the week?
(4) What day is family day?
(5) What is your favorite day? Why?
25 mins <Objective>
To practice how to identify and take down basic information like time and date/day
Input: New
Expressions of the week regarding a simple conversation of two friends setting an
Through appointment.
Listening
Setting an To reflect on and discuss the importance of confirming information heard when
Appointment setting an appointment with someone.
<Procedure>
1. The teacher asks again the students regarding what they think the important
elements in setting an appointment are or the things we set when making an
appointment.
⇒Expected answer:
- Important elements in setting an appointment: time, date, place
. 2. Then the teacher tells the students that for this session the class is going to
73
enTree 2(ver. 2016)
focus on learning how to set the time and date of an appointment in Japanese.
3. The teacher then tells the students that they are going to listen to two friends
who are planning to meet in the mall. The teacher asks the students to jot
down the day and time the friends have decided on. First, the teacher says the
situation of the conversation, then tells the students to catch the day and time
mentioned in the conversation. The teacher reads “Listening Text #1” once for
practice.
⇒Listening Text #1 (Only the Japanese part will be read by the teacher):
Situation: 2 students planning to go to the mall
A:いつモールにいく？ “When are we going to the mall?”
Itsu mall ni iku?
B:にちようびはどう？ “How about Sunday?”
Nichiyoubi wa dou?
A:にちようび？いいよ。なんじ？ “Sunday? Ok. What time?”
. Nichiyoubi? Iiyo. Nanji?
B:ごぜん 10 じはどう？ “How about 10 A.M.?”
Gozen 10 ji wa dou?
A: ごぜん 10 じ？いいね。そうしよう。 “10 A.M.? Good idea. Let’s do that.”
Gozen 10 ji? Iine. Soushiyou.
4. After listening to the text once, the teacher asks the students if they have
understood the text or not. Then, the teacher asks the students again
regarding the information that they should be looking for in the conversation.
⇒Expected answer:
- the day of the week and the time of the meeting
5. After hearing the students’ reply, the teacher again tells the students about the
situation of the conversation and the elements to look for. Afterwards, the
teacher reads the listening text again.
⇒Situation of the characters and question to ask:
- Two friends are setting an appointment to meet in the mall. What day and
what time are they meeting?
6. After listening, the teacher asks the students for their answers.
⇒Expected answer:
- Day: 「にちようび」Nichiyoubi “Sunday”
- Time:「ごぜん 10 じ」Gozen 10 ji “10 A.M.”
7. After checking the students’ answers, the teacher tells the students that he/she
will read the text again and this time he/she tells the students to focus on how
74
enTree 2(ver. 2016)
the characters decided on their meeting like what kind of questions were asked.
8. The teacher reads the situation and the listening text again.
9. After reading the listening text for the 3rd time, the teacher asks the students
how the characters decided on the details of their meeting.
⇒Expected answer:
- They consulted what day to meet and then what time to meet by asking
questions.
10. Then, the teacher asks the students if they heard other expressions aside from
the day and time, whether they be familiar expressions or new expressions.
The teacher also asks if the students can guess the meaning of the expressions
they heard.
-「いつ」“When?”
-「にちようびはどう？」“How about Sunday?”
-「そうしよう」“Let’s do that.”
11. After hearing the students’ reply the teacher confirms the meaning of the
expressions they have given.
12. Then, the teacher tells the students that he/she will read the text again and
asks the students to observe what kind of question character B asked and how
character A replied to character B.
- Character B suggested the day and time by asking questions – 「にちようび
はどう？」“How about Sunday?”, ごぜん 10 じはどう？“How about 10
A.M.?
- Character A repeats the question of character B before agreeing. にちよう
び？いいよ。／ごぜん 10 じ？いいね。
13. The teacher confirms the answers of the students. Then, the teacher asks the
students about the significance of how characters A and B asked their
questions and/or repeated the questions.
- Character B consulted the details of the meeting to character A through
suggestions.
- I think repeating the question was how character A confirmed the details of
the meeting.
75
enTree 2(ver. 2016)
14. Then the teacher asks the students’ opinion on how to set an appointment and
on how important they think it is to confirm details when setting an
appointment.
- When we set an appointment we can suggest the day and time to our friends.
- Confirming information heard is very important. It is always a good idea to
be sure of the details.
- Confirming information heard will save you time and effort later on because
this will help you avoid tardiness and from getting lost.
15. After the short discussion, the teacher writes the whole conversation of the
listening text on the board and then asks the students to read it.
16. Then the class practices the conversation in chorus, then by groups, then by
pairs until the students can say the expressions smoothly.
17. Then the teacher tells the students to practice the conversation on their own at
home because the expressions will be used again in the next session.
questions to help them summarize the lesson for this session. The teacher then
Reflection starts a short discussion with the intention of guiding students as they write
1) What did you do today and how was the experience?
2) What Japanese expressions did you learn today?
3) Are these important words? When and where can you use them?
4) What are the ways of confirming information that you heard?
5) Do you think confirming information heard is important? Why?
Today we reviewed the expressions we have learned so far in this topic.
Then, we had a listening practice. It was my first time so I had a hard time
getting information at first. However, after a few times, my ears were already
able to adjust to listening so I was able to get the information I needed. It was
also fun practicing the conversation with my classmates. We learned how to set
and confirm an appointment with someone. I learned that it is very important
to repeat and confirm what you heard, in order to be sure of the information
about your appointment. I will always remember to do this.
on their J-Tree.
76
enTree 2(ver. 2016)
12

To develop Effective Communication Skills by:
setting an appointment with group mates on when and where to work on a homework outside
class time.
Can listen and take down basic information heard like time, date/day of the week and place
regarding a simple conversation of two friends setting an appointment.
Can set an appointment with group mates by confirming when and where to work on a homework.
「こうえん」kouen “park” 「どこで？」 dokode “Where?”

Teacher tells students the objectives of this session.
Output: Writing down Students listens to conversations and take down notes on the time and place of the
details of appointment appointment set by the characters .
Class is divided into groups to decide on a simple activity with group mates and
Group work discusses how to accomplish their task by confirming when and where to their
homework.
77
enTree 2(ver. 2016)
1) Worksheet for listening exercise
Pictures / Panels
N/A
Flashcards
N/A
Others
N/A
78
enTree 2(ver. 2016)
Lesson Plan
25 mins <Objective>
Objective To listen and take down basic information
Materials:
Introduction heard like the activity, time, date/day of
1) Worksheet for listening exercise
the week and place regarding a simple
conversation of two friends setting an
appointment.
<Procedure>
1. The teacher reviews the students on how to set an appointment with someone
by doing the conversation done in Session 4 with the students. The teacher gives
the situation first and then assigns the students with the role of character B.
Afterwards, the teacher and students exchange roles.
⇒Listening Text #1:
Situation: 2 students planning to go to the mall
Teacher: いつモールにいく？
Students: にちようびはどう？
Teacher: にちようび？いいよ。なんじ？
Students: ごぜん 10 じはどう？
Teacher: ごぜん 10 じ？いいね。そうしよう。
2. After the short practice, the teacher asks the students about the most important
thing to remember when setting an appointment.
⇒Expected answer:
-To confirm information heard
3. Then, the teacher asks the students how one confirms details of an appointment
in Japanese.
- By asking questions like when to meet (いつモールにいく？) or by
.
suggesting what time to meet (ごぜん 10 じはどう？).
- By repeating information heard to confirm details.
4. Then the tachers tells the students the objectives of this session.
⇒Objectives:
-Today, we are going to have a listening exercise where you will try to get the
important details of appointments set by different characters. Then, the class
will be divided into groups to work on a certain task which will be passed next
session. Today, group members should decide the time, date, meeting place
79
enTree 2(ver. 2016)
where you will do your task. Everyone is encouraged to use the Nihongo that
you learned in setting an appointment with someone.
5. Afterwards, the teacher distributes a worksheet for the listening exercise. The
class reviews the content of the worksheet first and then listens to the text. The
students are encouraged to write in Hiragana but they are also allowed to write
in Ro-maji.
⇒Sample worksheet:
Listening Text #1
Activity: モールにいく
Day of the week: にちようび
Time: じゅうじ／10 じ
6. The teacher reads each text twice. After reading once, the teacher gives the
students a short time to write down their answers before reading again. The
teacher also gives students a short time to review their answers before reading
the next text.
⇒Listening Texts #2 to #4 (The teacher only reads the Japanese part):
Listening Text #2: 2 students planning to go to the library

A: いつとしょしつにいく？ “When are we going to the library?”
Itsu toshoshitsu ni iku?
B: すいようびはどう？ “How about Wednesday?”
Suiyoubi wa dou?
A: すいようび？いいよ。なんじ？ “Wednesday? Ok. What time?”
Suiyoubi? Iiyo. Nanji?
B: ごご 4 じはどう？ “How about 4:00 P.M.?”
Gogo 4ji wa dou?
A: ごご 4 じ？いいね。そうしよう。 “4:00 P.M.? Good idea. Let’s do that.”
Gogo 4ji? Iine. Soushiyou.
Listening Text #3: 2 students planning to do homework together at the library

A: いつしゅくだいをする？ “When are we going to make our homework?”
Itsu shukudai o suru?
B: きんようびはどう？ “How about Friday?”
Kinyoubi wa dou?
A: きんようび？いいよ。なんじ？ “Friday? Ok. What time?”
Kinyoubi? Iiyo. Nanji?
B: ごご 12 じはんはどう？ “How about 12:30 P.M.?”
Gogo 12jihan wa dou?
80
enTree 2(ver. 2016)
A: ごご 12 じはん？うん、だいじょうぶ。どこで？ “12:30 P.M.? Yes, ok. Where?
Gogo 12jihan? Un, daijoubu. Dokode?
B: としょしつはどう？ “How about at the library?”
Toshishitsu wa dou?
A: としょしつ？いいね。そうしよう。 “At the library? Good idea. Let’s do that.”
Toshishitsu? Iine. Soushiyou.
Listening Text #4: 2 students planning to practice a dance at the park

A: いつダンスのれんしゅうをする？ “When are we practicing our dance?”
Itsu dance no renshuu o suru?
B: にちようびはどう？ “How about Sunday?”
Nichiyoubi wa dou?
A: にちようび？いいよ。なんじ？ “Sunday? Ok. What time?”
Nichiyoubi? Iiyo. Nanji?
B: ごぜん 9 じはどう？ “How about 9 A.M.?”
Gozen 9ji wa dou?
A: ごぜん 9 じ？うん、だいじょうぶ。どこで？ “9 A.M.? Yes, Ok. Where?”
Gozen 9ji? Un, daijoubu. Dokode?
B: こうえんはどう？ “How about at the park?”
Kouen wa dou?
A: こうえん？いいね。そうしよう。 “At the park? Good idea. Let’s do that?”
Kouen? Iine. Soushiyou.
7. After the listening exercise, the class checks their answers and the teacher
confirms the students’ answers. The teacher asks the students whether the task
was easy or not and which part did they find easy or difficult.
8. After the short discussion, the teacher asks the students if they heard a new
expression and whether they were able to guess the meaning of the said
expression.
- どこで？ “Where?”
- an expression to ask where to meet
9. Then, the teacher confirms the students answers and writes down the
conversation of listening text #4 on the board. Then the teacher divides the
class into 2 and lets each group read and take the role of characters A and B.
After doing one time, the teacher asks the groups to exchange roles and read
the conversation again.
⇒Listening Text #4: 2 students planning to practice a dance at the park
A: いつダンスのれんしゅうをする？
81
enTree 2(ver. 2016)
B: にちようびはどう？
A: にちようび？いいよ。なんじ？
B: ごぜん 9 じはどう？
A: ごぜん 9 じ？うん、だいじょうぶ。どこで？
B: こうえんはどう？
A: こうえん？いいね。そうしよう。
10. Afterwards the teacher highlights 「どこで？」and asks the students which
word in the conversation asnswers the said question.
- こうえん / kouen
11. Then the teacher gives clues in order for the students to guess the meaning of
「こうえん」
⇒Sample clues:
- One famous 「こうえん」in the Philippines is Rizal Park.
- People go to 「こうえん」to stroll, enjoy nature or have picnic with family or
friends.
12. Afterwards, the teacher then asks the students about other places which can
be answered to the question, 「どこで？」according the vocabulary they have
learned so far.
- うち／uchi
- がっこう／gakkou
- としょしつ／toshoshitsu
13. Then the teacher gives the students time to practice setting an appointment in
Japanese and this time including deciding on the place to meet as well. The
teacher gives the situation and the students practice the conversation with
their seatmate. The teacher gives the students 1 to 2 minutes to practice.
⇒Situation for the conversation practice and expected conversation outcome:
Teacher: (gives the stituation) 2 students are planning to do their homework
together. One suggests that it be done in his/her house. The other
student agrees. You may decide the time and day of the week or the
date. I’ll give you 1 to 2 minutes to practice.
Student 1: いつしゅくだいをする？
Student 2: にちようびはどう？
Student 1: にちようび？いいよ。なんじ？
Student 2: ごご 4 じはどう？
Student 1: ごご 4 じ？うん、だいじょうぶ。どこで？
82
enTree 2(ver. 2016)
Student 2: わたしのうちはどう？
Student 1: ～さんのうち？いいね。そうしよう。
14. Afterwards, the teacher asks around 2 pairs to present their sample
conversation in front of the class.
<Objective>
20 mins
To set an appointment with group mates on where and when to work on a homework
Group work in simple Japanese.
Actual setting
of appointment
with group <Procedure>
mates 1. After practicing on how to set an appointment in Japanese, the teacher divides
the class into groups with 3 to 4 members each and asks each group to plan to
do something together in order to get to know each other more. The group then
reports the outcome of their plan next meeting. The teacher gives the following
instructions to the students. (Giving a hard copy of the instructions is highly
recommended.)
⇒Instructions of the project:
(1) Form a group of 3 to 4 members
(2) Plan an activity to do together which can give them an opportunity to get to
know each other more (ex. playing sports, go to the mall and eat together,
go to someone’s house and hangout, etc.)
(3) Decide the day, time and place to do the activity
(4) Present the plan through a role play using the expressions learned in
setting an appointment before this session ends.
(5) Do the project outside class hours and take down notes regarding how you
accomplished your plan and what happened during the whole activity. You
may take pictures or record videos of the whole activity.
(6) Report the outcome of your plan/activity in the next session on the following
points:
Did all members arrive on the time and place you have set?
Were you able to do the activity according to your plan?
Were you able to get to know each other better through the activity?
What did you discover about each other during the activity?
What other realizations did you have after doing the activity?
Note:
The teacher should give the students at least one week to
accomplish their plan, so it is not necessary to do Session 6 in the next
meeting. The teacher may skip to the next Topic and once the students
have already finished their plan/project, the teacher may now do Topic
12 Session 6.
83
enTree 2(ver. 2016)
2. The teacher gives each group 10 minutes to plan. The teacher asks each group
to pass an outline of their plan after 10 minutes.
3. After 10 minutes, the teacher asks the groups to plass an outline of their plan
and then asks as many group as possible to present how they came up with
their plan through a role play using the expressions they learned in setting an
appointment.
4. The teacher takes note of each group’s plan. Before the class ends, the teacher
reminds the students to make a record of their activity and report the outcome
of their plan next meeting through any presentation method they like.
⇒Sample presentation methods:
- PowerPoint presentation and short explanation
- role play on how they accomplish the project
1. After the last portion of the lesson, the teacher asks the students some
10 mins
1) What did you do today and how was the experience?
2) What activity did your group come up with and what is your role in the
group?
3) How are you planning to accomplish your task?
Today, we had a listening exercise. I was どきどきする because I thought
I will not be able to hear the information that I need to get. However, the
teacher read each text twice and fortunately I got all answers correct. It was
easier than I thought. Although, I still need to practice listening because I feel
that my listening skill is not yet 100%. I hope watching anime will improve
my listening skills.
Apart from the listening exercise, we were also divided into groups and
asked to plan an activity that will give us an opportunity to get to know our
group mates better. We were asked to do the activity outside class hours and
to present the outcome next meeting. I think this activity is おもしろい and
unique because we get to have fun while doing our homework. Our group
decided to pair up and play badminton against each other. We believe that we
will learn more about each other’s personalities through sports. I can’t wait
for the result. たのしみ！
on their J-Tree.
84
enTree 2(ver. 2016)
12

To develop Life and Career Skills by presenting a report on the outcome of the homework on
doing an activity with group mates to get to know them better.
Can write in simple Japanese the possible activities one plans to do with friends.

Objective introduction Teacher tells students about the objectives of this session.
Output 1: Report on
the outcome of Class presents the result of the task assigned to them.
homework
Sharing
Class shares their impression on the presntation of their classmates.
Students reflect and lists down activties they would like to do with their friends in
Output 2:
Calendar of Activities order to spend quality with them.
Reflection Students reflect what they have learned today and update their J-Tree.
85
enTree 2(ver. 2016)
1) Worksheet on activities one wants or plans to do with friends
Pictures / Panels
N/A
Flashcards
N/A
Others
86
enTree 2(ver. 2016)
Lesson Plan
25 mins <Objective>
Objective To present and report the result of homework on the activity they did with group
Introduction mates in order for them to get to know each other better.
<Procedure>
1. Before coming to class, the teacher should already have an idea on the order of
the presenters, to save time.
Teacher tells the 2. In the classroom, the teacher tells the students the objective of this session.
objectives of this ⇒Objectives:
session.
-Today, we are going to present the result of our homework. For those who are
listening, take down notes on the activities which are interesting for you as
well as the activities that you would like to do with your classmates and
friends. After the presentations we are going to reflect and list down the
activities we would like to do in order to spend time with our friends.
Teacher 3. Afterwards, the teacher announces the sequence of the presenters and then
announces the gives all the groups 5 minutes to prepare.
sequence of the
presentation.
4. Then the teacher asks the students to take out their “My Nihongo Notes” for
writing down notes, observations and questions if they have any.
Output 1:
Report on 5. Then the groups report one by one according to the points given last session.
the outcome After each report the teacher gives the students a brief time to compliment or
of homework
ask questions to the group that just presented.
Each group ⇒Points to report:
reports and the
listeners take - Did all members arrive on the time and place you have set?
down notes. - Were you able to do the activity according to your plan?
- Were you able to get to know each other better through the activity?
- What did you discover about each other during the activity?
- What other realizations did you have after doing the activity?
Sharing 6. Then, the teacher asks the class some questions regarding their impression of
Teacher leads a the reports.
sharing on
students’ ⇒Sample Questions:
impression of the - Which report interested you the most? Why?
reports.
- Which activities would you like to do with your classmates/friends to get to
know them better?
87
enTree 2(ver. 2016)
- What did you learn from doing the project?
20 mins <Objective>
Materials:
To write in simple Japanese the possible
1) Worksheet on activities one wants or
Output 2: activities one plans to do with friends.
Planning plans to do with friends
Calendar of
Activties with <Procedure>
Friends
1. After the reporting, the teacher distributes a worksheet to the students
Students reflects where they can write down in simple Japanese the activities they would like to
and lists down do with their friends in order to spend quality time with them and get to know
activties they
want to do with them better.
friends. ⇒Instruction on how to use the worksheet:
1) Choose a month for hanging out or doing activties with your friends.
2) The worksheet will be for that particular month that you have chosen, so
write the number of that month on the leftmost part of the worksheet.
3) Then complete the upper part of the worksheet, the part where you have to
put the days of the week.
4) Then complete the whole worksheet with the days of the month you have
Teacher asks
chosen. When you have done this, the worksheet should now look like one
volunteers to
month in a calendar.
share their plans.
5) Looking at the calendar (one month), fill in the activity or activities you
would like to do with your friends for that month. It can only be one activity
or it can be one activity but you plan to do it four times in that month, like
every Friday, or it can be different activities for every week, etc.
2. Then, the teacher asks the students to pass their work. In case they were not
able to finish, the teacher asks the students to think some more at home and
then to paste their work in their enTree book.
3. Before ending the class, the teacher asks 1 to 2 volunteers to share some of the
activities they have written on their worksheet.

1) What did you learn from this topic?
2) Which is the most important message for you?
3) Which activity did you enjoy the most and why?
4) What Japanese expressions did you learn?
88
enTree 2(ver. 2016)
5) Which Japanese expression is most useful for you and how will you use it in
the future?
I learned about keeping friendship in this lesson. I learned that it is
important spend time and do activities with friends. I will surely do this,
because my friends are very important to me.
I learned some expressions about activities like 「がっこうに行く」、「う
ちにかえる」、「しゅくだいをする」 and 「ダンスのれんしゅうをする」. I will try
to use these expressions when writing in my diary or writing down
appointments with my friends.
I also learned that it is important to confirm information heard and to
take down notes when setting up an appointment. In Japanese, we just repeat
the information we heard to confirm. This is easy to do and remember. I think
I can use this in English and in Filipino also. I will try to make it a habit to
confirm and take down information. It is one way to keep friendship and
maintain good relationship with others.
on their J-Tree.
the trunk of their J-Tree and to tick or check the box/es of the activities that
they can already do. The teacher also reminds the students to add an
appropriate adverb describing how well they can do the statements written
beside the box/es they have ticked/checked. The teacher also asks the students
to add the date after the adverb/s they have written.
89
Topic 13 Daily Schedule

What is your daily or weekly schedule? How do you keep your schedule organized? Do you
sometimes feel how time flies so fast and yet you still have a lot of things left to cross out on your
things-to-do for this week’s schedule?
Time management is very important if you want to live well in the society. In this lesson, we
will learn about useful Nihongo expressions related to asking and answering about our time
schedule and we will also reflect on the importance of arranging and managing our time schedule
as we actually plan for a better time scheduling and management.
Skills
□ To enhance Life and Career Skills especially self-direction and productivity by rethinking how one
manages time through a research on and comparison of articles on time management, the daily or
weekly schedule of famous successful people, etc. with one’s schedule.
□ To develop Information, Media, and Technology Skills and Effective Communication Skills
especially multicultural literacy and global awareness by identifying the daily schedule of several
Japanese junior high school and high school students, as well as that of famous successful people
and by designing and presenting a time management tool for improving personal daily schedule.
Can talk about one’s daily schedule simply. From Session 4 :
Can say whether the things one is doing A: なんじにおきる？
B: 5 じはんごろにおきる。
similar or different with other people.
A: へえ、そうなんだ。はやい！
Can ask a friend what time he/she wakes up,
B: A さんはなんじにおきる？
study, go to school and so on and to be able A: 6 じはんごろにおきる。
to answer the same questions from a friend. B: へえ、そうなんだ。
Can say one's impression upon hearing A: なんじからなんじまで
べんきょうする？
about a friend's lifestyle or activity.
B: 6 じから 8 じまでべんきょうする。
Can write one’s schedule for one day.
A: へえ、そうなんだ。わたしも。
Can say how long one does an activity.

S-1 Topic introduction Students learn new Nihongo expressions such as
Vocabulary building: Common daily daily acitivities and time related expressions such as
activities asking and telling the time one does an activity.
S-2 S-3 S-4 Making Students examines a survey on common after-school

Vocabulary Conversation of own daily activities of high school students in Japan and
building: Practice: schedule compare those to their activities here in the
Time and Interview Philippines.
asking
schedule Students research on time management, schedule of
succesful people and study guides and strategies.
Then, they talk about their research and design their
S-5 Pair work and Group work on own time management tool for improving their daily
information gathered schedule.
Students present the information they have gathered and

S-6 Presentation / Reflection the time mangement tool they have designed.
90
enTree 2(ver. 2016)
Topic 13 Daily Schedule: Session 1
13 Daily schedule: Session 1

To develop Information, Media, and Technology Skills especially multicultural literacy and
global awareness by identifying the daily schedule of several Japanese junior high school or high
school students in order to know the kind of activities Japanese students do every day.
Can say the activities of someone’s daily schedule.
Can compare someone’s daily schedule with another person by saying whether they do the same
or different activities.
「おきる」 okiru
“to wake up” or “to get up”
「ほんをよむ」 hon o yomu
“to read a book”
「おかあさん／おとうさんのてつだいを
する」 okaasan/otousan no tetsudai o suru
“to help mother or father”
「ねる」 neru
“to sleep/go to bed”
「～さんとおなじ」
(name of person) san to onaji
“same with (name of person)”
「～さんとちがう」
(name of person) san to chigau
“different from (name of person)”

Topic Introduction Teacher introduces the lesson by showing pictures of Japanese junior high school
and high school students’ typical daily schedule.
Vocabulary Building Teacher introduces Nihongo expressions on how to say one’s schedule and on how
to compare someone’s schedule with others.
91
enTree 2(ver. 2016)
1) Pictures of Japanese high school students’ daily schedule (#A-1~6, #B-1~6, #C-1~7)
*Pictures #A-5, #B-3, #C-3, #C-5 were first used in Topic 12 Session 2
2) Worksheet of Yu san’s daily schedule (for group activity)
Pictures / Panels
Saki san’s Daily Schedule (#A-1~6)
#A-1 #A-2 #A-3 #A-4 #A-5 #A-6
「おきる」「あさごはんを「うちにかえる」「ばんごはんを「しゅくだいをする／「ねる」
たべる」たべる」べんきょうする」
Kojiro kun’s Daily Schedule (#B-1~6)

#B-1 #B-2 #B-3 #B-4 #B-5 #B-6
「おきる」「あさごはんを「うちにかえる」
「ばんごはんを「しゅくだいをする／「ほんをよむ→ねる」
Yu san’s Daily Schedule (#C-1~7)

#C-1 #C-2 #C-3 #C-4 #C-5
「おきる」「あさごはんを「がっこうにいく」「ばんごはんを「しゅくだいをする／
#C-6 #C-7
「おかあさん／おとうさんの「ほんをよむ→ねる」
てつだいをする」
Flashcards
N/A
Others
N/A
92
enTree 2(ver. 2016)
Lesson Plan
20 mins <Objective>
Materials:
Cultural To identify the daily schedule of several
1) Pictures of Japanese high
awareness Japanese junior high school or high school school student’s daily
schedule (#A-1~6, #B-1~6,
& students in order to know the kind of activities
#C-1~7)
Vocabulary Japanese students do every day.
building
<Procedure>
1. The teacher calls around 2 students and asks them to say their usual schedule
for one day from the time they wake up until they sleep at night.
⇒Expected answer:
- When I wake up in the morning, I take a bath, eat breakfast, and go to school.
After school, I go to the internet shop, then go home. At home, I eat supper,
wash the dishes, watch TV, take a shower then do my assignment and study.
I sleep at around 12 midnight.
2. Then, the teacher asks the students whether they think they are able to do all the
things they want to do or not and whether they think they are spending enough
time in doing or accomplishing each activity in their schedule or not.
Student 1: I think I’m doing all the things I want and need to do and that I’m
spending enough time in finishing each activity on my schedule.
Student 2: I feel I don’t have enough time to do all the things I want and need to
do. I feel like I’m always hurrying to finish every activity in my
schedule in order to finish all the things I need to do.
3. After hearing the students’ reply, the teacher tells the students the objectives of
Topic 13 and the objectives of Session 1.
⇒Objectives to be mentioned:
- In the last topic we learned that it’s good to spend quality time with friends and
to keep our promises with them by keeping a record of our appointments with
them. However, sometimes we already have a lot of things to do and it’s hard to
keep up with our daily schedule. In this topic, we will talk about our daily
schedule and rethink how we manage our time. To be able to do this, first in
this session, we will learn about the daily schedule of three (3) Japanese high
school students, from what they do upon waking up in the morning up to what
they do after school. Then, we will compare the schedules of these students.
<Daily Schedule of Saki san (Nihongojin A)>

4. Afterwards, the teacher shows the pictures of the daily schedule of Saki san
(Nihongojin A).
93
enTree 2(ver. 2016)
5. The teacher tells the students to group the pictures into “Before-school
Activities” and “After-school Activities.” The teacher calls one student and lets
him/her arrange the pictures on the board accordingly.
6. The teacher shows the correct answer by saying it in Japanese, while arranging
the pictures accordingly on the board. After arranging the pictures, the teacher
asks the students about the words and expressions they heard. Then, to confirm
the students’ answers, the teacher writes down the words or phrases in
Japanese below their corresponding pictures.
Note:
Some expressions were already introduced in previous topics, so
the teacher encourages the students to say those expressions in
Japanese.
⇒Words / phrases to be said and then written below the pictures:

a) Before-school activities
「おきる」／okiru
「あさごはんをたべる」／asagohan o taberu (Topic 8)
b) After-school activities
「うちにかえる」／uchi ni kaeru (Topic 12)
「ばんごはんをたべる」／bangohan o taberu (Topic 8)
「しゅくだいをする」／shukudai o suru (Topic 12)
「べんきょうする」／benkyou suru (Topic 9)
「ねる」／neru
7. The teacher asks the students to read the words and phrases written below the
pictures aloud.
8. The teacher gives the students several questions in English or Filipino, and asks
them to reply in Japanese.
⇒Sample questions and expected answers:
(1) What do you do first thing in the morning? ⇒「おきる」／okiru.
(2) If you eat in the morning that is…
⇒「あさごはんをたべる」／asagohan o taberu
(3) As a student, when you leave the house in the morning, where do you go?
⇒「がっこうにいく」／Gakkou ni iku.
(4) After school, what do you do? ⇒ 「うちにかえる」／Uchi ni kaeru.
(5) When you’re hungry at night, what do you do?
⇒「ばんごはんをたべる」／Bangohan o taberu.
(6) As a student, before sleeping what do you need to do?
⇒「しゅくだいをする」／Shukudai o suru.
(7) And then you go to bed which is… ⇒「ねる」／Neru.
9. After the review through question and answer above, the teacher asks the
students to read the words and phrases one by one. The teacher erases the words
94
enTree 2(ver. 2016)
and phrases on the board one by one after the students have read them aloud.
After the words and phrases have been erased, the teacher may ask the same
kind of questions as #7 randomly and individually again for a short test of their
memory.
⇒Example:
Students: (read) Okiru.
Teacher: Okiru. (while erasing the word)
(After erasing all the words and phrases)

Teacher: When you feel hungry in the morning, what do you do?
Students: Asagohan o taberu.
10. Then, the teacher again shows Saki san’s daily schedule and asks the students
to say the activities in Japanese again.
30 mins <Objective>
Materials:
To compare someone’s daily schedule with
2) Worksheet of Yu san’s daily
Nihongo another person by saying whether they do the schedule (for group activity)
useful same or different activities.
expressions
<Procedure>
<Daily Schedule of Kojiro kun (Nihongjin B)>
1. The teacher shows the students the pictures of Kojiro kun and asks them to say
what he does in Japanese.
Okiru, asagohan o taberu, gakkou ni iku, uchi ni kaeru
bangohan o taberu, shukudai o suru, hon o yomu
2. The teacher shows the pictures of Saki san’s daily schedule one at a time. The
teacher asks the students to compare the daily schedule of the two Nihongojins,
and then introduces the expressions “~to onaji” and “~to chigau”.
⇒Example:
Teacher: Look at Saki san’s activities again. Kojiro kun wa Saki san to onaji?
Are Kojiro kun’s activities the same with Saki san’s?
Students: Hai. Onaji.
Teacher: Saki san to onaji. (ask the students to repeat)
Students: Saki san to onaji.
(The teacher shows other activities of Saki san)
Teacher:After doing homework, Saki san goes to sleep. What about Kojiro kun?
Students: Hon o yomu.
Teacher: Onaji?
Students: No. Not onaji.
Teacher: Chigau.(ask the students to repeat)
Students: Chigau.
Teacher: In this part, Kojiro-kun wa Saki san to chigau.
95
enTree 2(ver. 2016)
Students:Kojiro kun wa Saki san to chigau.
<Daily Schedule of Yu san (Nihongojin C)>
1. The teacher divides the students into groups with 5 members each and gives
worksheets to each group and lets them identify and say the activities of Yu san
in Japanese.
2. Another activity, which is “(okaasan/otousan no)tetsudai o suru” will be introduced

when a student notices a new picture on the worksheet, which describes helping
in household chores.
3. The teacher asks the students to write down all the activities of Yu san in their
Nihongo notebook. After that, the teacher checks the students’ answers by
showing to the class the big pictures showing Yu san’s activities while saying
each activity in Japanese one by one.
4. The teacher asks the students to compare the daily schedule of the 3 Nihongojins
in Japanese. The teacher asks for volunteers to say the similarities and
differences of the 3 schedules.
Note:
The teacher may also read other information about the
Nihongojins’ daily life. Please see back reference of each photo.
5. The teacher summarizes this session.

⇒Teacher’s Summary
- So today, you have learned about the daily schedule of three Japanese
Nihongojins, Saki san, Kojiro kun, and Yu san. You also learned new
expressions in Japanese like “okiru”, “hon o yomu” “(okaasan/otousan
no)tetsudai o suru” and “neru”.
reflection.

2) What does the daily schedule of the 3 Japanese high school students tell you?
3) Do you have similar activities with the 3 Japanese high school students?
2. After the discussion, the teacher asks the students to write down what they
Today, I found out that the Japanese high school students are not that
different from us because they have similar daily activities as ours. But I also
wonder what they do during weekends. I’d like to know more about this so I’ll
96
enTree 2(ver. 2016)
try to research about this.
I also learned today about several Nihongo terms for daily activities like,
okiru, hon o yomu, (okaasan/otousan no)tetsudai o suru, neru and were able to
review and use other expressions we learned in earlier topics. Now, I also want to
learn how to say “to take a bath”, “to change my clothes”, “to prepare breakfast”,
etc. in Nihongo. I’ll try to research about these expressions in the internet.
their J-Tree.
97
enTree 1(ver.2016)


To develop Information, Media, and Technology Skills especially multicultural literacy and
global awareness by:
identifying the kind of household chores Japanese junior high school and high school
students do.
distinguishing what Japanese junior high school and high school students usually study
other than their lessons in school.
To develop Life and Career Skills especially initiative and self-direction by being able to reflect
on and list down one’s daily schedule at home, in school and after school as compared with
others.
Can say one’s daily schedule and can compare it with others.
Can say one’s activities after school.

Review
Teacher reviews Nihongo expressions learned in the past session.
Class Discussion Teacher shows some surveys on common after-school activities of Japanese high
school students and asks students to compare.
Reflection
98
enTree 2(ver.2016)
1) Pictures of the daily schedule of Saki-san, Kojiro-kun and Yu-san used in Session 1
Pictures / Panels
#A-1 #A-2 #A-3 #A-4 #A-5 #A-6

#B-1 #B-2 #B-3 #B-4 #B-5 #B-6

#C-1 #C-2 #C-3 #C-4 #C-5
#C-6 #C-7
「おかあさん／おとうさんの「ほんをよむ→ねる」
てつだいをする」
Flashcards
N/A
Others
N/A
99
enTree 1(ver.2016)
Lesson Plan
25 mins <Objective>
Materials:
Nihongo To identify the activities that Japanese
1) Pictures of the daily schedule of
Review on junior high school and high school
Saki-san, Kojiro-kun and Yu-san used
Daily students do in a day.
in Session 1
Schedule To say one’s daily schedule and to be
and able to compare it with others.
Comparison
<Procedure>
of Each
1. The teacher asks the students to recall the topic of last session and then asks if
Other’s
they can also recall the daily schedule of the 3 Nihongojins, Saki san, Kojiro kun
Usual and Yu san.
Activities
2. The teacher tells the objective of this session.
⇒Objectives of this session:
- In this session we will recall the daily schedule of Saki san, Kojiro kun and Yu
san and compare their schedules with our schedules and then share and
compare our own schedules with our seatmates. Then, we will learn about the
usual after-school activities of Japanese junior high school students and high
school students through a survey result.
3. Then, the teacher shows the pictures of Saki san’s daily schedule and asks the
students to say each activity in Japanese.
4. After wards, the teacher also shows the daily schedule of Kojiro kun and Yu san
and asks the students to identify the daily schedules of these two Nihongojins as
well.
5. When the students have already finished identifying and recalling the schedules of
the 3 Nihongojins, the teacher asks for volunteers to say the similarities and
differences of the 3 schedules. The teacher asks the students to indicate
specifically which activities are the same or different.
- The 3 Nihongojins have almost the same daily schedule. Onaji. but they also
have differences in schedule. Chigau.
- In the morning, Saki san wa Kojiro kun to onaji. But at night Saki san wa Kojiro
kun to chigau. At night, Saki san wa benkyou suru. Neru. While Kojiro kun wa
benkyou suru. Hon o yomu. Neru.
- At night Yu san wa Saki san to Kojiro kun to chigau. At night, Yu san wa
okaasan no tetsudai o suru.
6. Afterwards, the teacher asks the students to compare their schedule with the 3
Nihongojins. To be able to do this, first the teacher asks the students to write down
in Japanese their daily schedule in their Nihongo notebook (My Nihongo Notes).
100
enTree 2(ver.2016)
7. Then, the teacher asks around 2 volunteers to share their answers by saying first
in Japanese whether their schedule is the same or different with any of the 3
Nihongojins and then by enumerating their daily schedule in Japanese.
- Student A: Watashi no schedule wa Saki san to onaji. Okiru. Asagohan o taberu.
Gakkou ni iku. Uchi ni kaeru. Bangohan o taberu. Shukudai o suru.
Neru.
- Student B: Boku no schedule wa Saki san to Kojiro kun to chigau. Yu san to onaji.
Okiru. Asagohan o taberu. Gakkou ni iku. Uchi ni kaeru. Bangohan o
taberu. Shukudai o suru. Okaasan no tetsudai o suru. Hon o yomu.
Neru.
8. Afterwards, the teacher asks the students to share their answers with their
seatmates.
9. Then, the teacher asks the students whether their schedule are the same or
different with their seatmates and whether they found out something new or not
about their seatmates. The teacher asks for several volunteers to share their
answers by saying first in Japanese whether their schedule is the same or
different with their seatmate and then by enumerating their daily schedule in
Japanese. The teacher encourages the students to also use the expressions they
learned in the previous topics if there is a need to.
- Student C: Watashi no schedule wa D san to onaji. Okiru. Asagohan o taberu.
Gakkou ni iku. Dansu no renshuu o suru. Uchi ni kaeru. Bangohan o
taberu. Shukudai o suru. Neru. I didn’t know that she also practices
dance before going home. Maybe we can dance together one of these
days.
- Student E: Boku no schedule wa F san to chigau. Okiru. Asagohan o taberu.
Gakkou ni iku. Uchi ni kaeru. Bangohan o taberu. Shukudai o suru.
Okaasan no tetsudai o suru. Neru. I didn’t know that he likes reading so
much that he can’t sleep without reading novels. I don’t read anymore
before going to sleep. I usually get tired after shukudai and okaasan no
tetsudai.
25 mins <Objective>
Culture To identify the kind of household chores Japanese junior high school and high
school students do.
Household
To distinguish what Japanese junior high school and high school students usually
Chores &
study other than their lessons in school.
Self-enrichm To say one’s activities after school.
ent Courses
Outside <Procedure>
School 1. After hearing about the students’ schedules, the teacher shows the picture of Yu
san doing household chores and asks them whether they also do household
chores or not.
⇒Example:
Teacher: Minasan wa okaasan/ otousan no tetsudai o suru?
Students: Un/ Uun.
101
enTree 1(ver.2016)
2. The teacher asks the students to pair up and to talk about the following points.
⇒Points to discuss:
1) Whether they do household chores or not
2) If they do, which specific household chores they do
3) Why they like or why they don’t like to do household chores
*The teacher encourages the students to use the Japanese expressions they have already
learned, whereas for expressions which they have not yet learned in Japanese, the teacher
allows them to use English instead.
3. After the pair discussion, the teacher asks a few pairs to share what they have
talked about with their partners.
4. The teacher summarizes the students’ reports.

⇒Example:
- We learned about the daily routine of some of your classmates and some
household chores they do at home like washing the dishes, cooking, preparing
the table, cleaning the house. Everybody does different kinds of household
chores. Others enjoy “okaasan/ otousan no tetsudai o suru”, because they can
help their parents while others don’t share the same feeling because they feel
they are already busy with schoolwork.
5. Afterwards, the teacher asks the students if they are curious about the household
chores Japanese high school students usually do and to give examples of their
guesses.
⇒Possible answers.
- Clean a room in the house / Wash the dishes / Do the laundry / Clean the house /
Throw the garbage/ Water the plants / Cook
6. After hearing the students’ guesses, the teacher shows the result of a survey about
the “Top Ranking Household Chores” of Japanese high school girls. The
teacher introduces the top 6 chores first, and then mentions the other activities.
⇒Top Ranking Household Chores” of Japanese high school girls:
Top1 : cook (112 students)
Top2: don’t do household chores (109 students)
Top3: do the laundry (99 students)
Top4: clean the toilet/ bathroom (80 students)
Top5: Shopping- going to grocery (63 students)
Top6: fetch younger brother or sister (15 students)
Others: wash the dishes, walk the dog, clean a room in the house, throw the
garbage, help parents in their business
*Data: survey conducted by @peps rankin in 2010
<http://ran.peps.jp/rankin.php?seq=2041> data accessed on June 15, 2012
7. The teacher asks the students about their impression towards the survey. At the
same time, the teacher asks their ideas about what kind of household chores
Japanese high school boys do.
102
enTree 2(ver.2016)
- The household chores we do are similar with what the Japanese high school
girls do.
- It’s also interesting to learn that there are girls who don’t do household chores.
I wonder what their reasons are.
- I think there are many Japanese high school boys who don’t do household
chores, just like my brothers.
Note:
There is no survey available regarding the household chores
Japanese high school boys do. So the teacher can suggest to the students
to search some related survey or conduct a survey by themselves using
the internet.
8. After talking about household chores, the teacher moves the topic to other
lessons or courses Japanese high school girls take outside school, aside from
their usual classes in school. The teacher asks the students to state their guesses
regarding this topic.
piano, ballet, basketball, karate, drums, aikidou, kendou
9. The teacher shows the result of a survey.

⇒Top Ranking Outside-school Lessons” of Japanese high school girls:
Top1: piano (377 students)
Top2: swimming (309 students)
Top3: calligraphy (260 students)
Top4: ballet (177 students)
Top5: nothing (154 students)
Top6: Kumon (tutorial classes) (138 students)
Top7: abacus (115 students)
Top8: martial arts (112 students)
Top9: Ikebana (Flower arrangement)
/Sadou (manners of tea ceremony) (43 students)
Others: English conversation classes, volleyball, basketball,
musical instruments, traditional musical instruments, golf
*Data: survey conducted by @peps rankin in 2009
<http://ran.peps.jp/rankin.php?zv=1&seq=1414> data accessed on Feb. 21. 2014
10. The teacher asks the students about their impressions on the things Japanese
girls try to learn outside schoolwork. The teacher asks the students whether
they are also taking classes outside school or not and about other activities they
do outside schoolwork. The teacher asks the students to compare the survey
result with the popular things and activities Filipino students learn and do
outside school.
- There are many Japanese high school girls who are taking classes outside
school. However, there also those who are not taking any classes outside
school.
- It’s nice to know that there are many girls who are learning Japanese
traditional arts. I wonder if they are also many Filipinos who are trying to
learn Filipino traditional dance, music, etc.
103
enTree 1(ver.2016)
- I think Filipino students learn more on contemporary lessons or sports like
basketball, piano, swimming, dancing lessons, singing lessons
- I’m not taking classes but I’m joining the choir in church.
- I sometimes volunteer in our barangay in cleaning our neighborhood.
- I envy the Japanese high school girls and some of my classmates, because it is
my dream to learn how to play the piano, but it’s expensive.
11. The teacher may add some questions leading students to also think about the
lessons or courses Japanese boys learn outside school, and so on. In addition, the
teacher asks the students to imagine learning something outside school, and
then think about how they can manage their daily schedule with that.
- I think Japanese high school boys play sports more than take lessons.
- I also want to learn martial arts, but I don’t have extra time anymore. Maybe I
can reduce my time searching the internet and try following my dream of
learning martial arts.
12. After the discussion, the teacher summarizes the students’ answers.
⇒Sample summary:
- On top of your busy schoolwork, a lot of you still find time to help at home.
Okaasan/ otousan no tetsudai o suru just like some Japanese high school girls
which we learned from the survey result. We also learned that some of us do
other activities besides the things we do in school. Some learn sports, while
others take music lessons. Some of us even volunteer in church or in our
community. One of our challenges is to find time to balance and manage our
schedule. In this topic, we will take time to think and reflect more on this
subject.
5 mins 1. After the last portion of the lesson, the teacher asks the students some guide
Reflection questions to summarize the lesson for this session and starts a short discussion.
This short discussion aims to guide the students in writing their reflection.
1) What new things did you discover about your schedule and your classmates’
schedule?
2) What did you learn today about the after-school activities of Japanese high
school students?
3) Do you have the same activities as them?
4) Are there other activities that you also want to learn? How would you manage
your schedule now if you are going to do an additional activity or additional
activities?
I discovered that I have practically the same daily schedule with my
seatmate. However, I feel like she is handling her schedule well, while I always
feel tired because of too many school-related activities.
104
enTree 2(ver.2016)
I was surprised to learn that many Japanese girls do not do household
chores. I think in the Philippines it is very common for us to help, if not it is
really required to do regular household chores.
I also learned that there are so many things Japanese girls learn outside
school like martial arts, sports, etc. However, I admire them most for also
learning traditional things like ikebana or sadou. I think it simply shows how
much they aprreciate their own traditions, and I envy them. I think there are
only a few of us, including me, who still wants to learn folk dance or kundiman.
Instead, I want to learn other things like how to play a guitar and how to swim. I
think we will be more interested in our own culture if we regularly see or use
them, not just in special programs. But my big challenge is how to insert another
activity to my already busy schedule. I have to check and rethink my schedule.
Maybe I can reduce the time I use for searching the internet and use the extra
time to learn new things.
their J-Tree.
105
enTree 3(ver. 2016)
13 Topic 13 Daily Schedule: Session 3
Daily schedule: Session 3

To enhance Effective Communication Skills especially interactive communication by being
able to inquire about one’s classmates’ waking up time, sleeping time and time in going to school
and in the process get to know more about them.
To develop Life and Career Skills like initiative and self-direction and productivity and
accountability by being able to reflect on one’s sleeping habits and the importance of monitoring
one’s sleeping time and waking up time not only on one’s health but also in maintaining a feasible
and balanced schedule.
Can ask a friend what time he/she wakes up, sleeps and go to school and to be able to answer
the same questions from a friend.
Can say one's impression upon hearing about a friend's lifestyle.
なんじに (activity)? Nanji ni (activity)?
“What time do you (activity)?”
～じ～ふんごろ – ji – fun goro.
“About (time)”
はやい！ Hayai! “Early!”
おそい！ Osoi! “Late!”

Review Teacher reviews the students on telling time and saying the particular time they go
to school.
Output 1: Talking Students practice previously learned pattern by saying the waking up time of 3
about waking up time Japanese students.
Input 1: How to say

approximate time Students learn how to say their approximate time of waking up.
Input 2: How to react if Students learn how to react to the waking up time of their classmates, if it’s early
something is early or or late.
late
Output 2: Interview Students interview classmates regarding their waking up time, sleeping time and
their time in going to school. They also exchange reasons for their time schedule.
Discussion and Students discuss and then reflect on the importance of monitoring their sleeping
Reflection and waking up time schedule. Students write down what they learned today.
106
enTree 3(ver. 2016)
1) Pictures of the daily schedule of Saki-san, Kojiro kun and Yu san used in Sessions 1 and 2.
2) Pictures of Saki san and Kojiro kun going to school used in Topic 12 Session 3 (#D-4 & #D-5)
3) Number cards for #1~#12, #15, #30,and #45 or Toy Clock or any material which can be used for
reviewing how to tell time (to be prepared by teacher if needed)
4) Worksheet for Interview (Waking up Time, Sleeping Time, Time in Going to School)
Pictures / Panels
#A-1 #A-2 #A-3 #A-4 #A-5 #A-6

#B-1 #B-2 #B-3 #B-4 #B-5 #B-6

#C-1 #C-2 #C-3 #C-4 #C-5
#C-6 #C-7 #D-4 #D-5

「おかあさん／おとうさんの「ほんをよむ→ねる」「がっこうにいく」
「がっこうにいく」
てつだいをする」 (Saki san) (Kojiro kun)
Pictures / Panels
N/A
Flashcards
N/A
107
enTree 3(ver. 2016)
Lesson Plan
20 mins <Objective>
Materials:
Nihongo To learn how to ask a friend what time
1) Pictures of the daily schedule of
Review on he/she wakes up, sleeps and go to school
Saki-san, Kojiro kun and Yu san
how to tell and to be able to answer the same
used in Sessions 1 and 2.
time questions from a friend. *Pictures #A-5, #B-3, #C-3, #C-5
To learn how to say one's impression upon were first used in Topic 12
hearing about a friend's lifestyle. Session 2
2) Pictures of Saki san and Kojiro kun
going to school used in Topic 12
<Procedure>
Session 3 (#D-4 & #D-5).
1. The teacher asks the students to recall and 3) Number cards for #1~#12, #15,
say Saki san’s daily schedule. The students
#30,and #45 or Toy Clock or any
are requested to answer in Japanese. If the
material which can be used for
students cannot remember all of them, the
reviewing how to tell time (to be
teacher may show the pictures of Saki san’s
prepared by teacher if needed)
schedule.
- Okiru
- Asagohan o taberu
- Uchi ni kaeru
- Bangohan o taberu
- Shukudai o suru
- Neru
2. Then the teacher also shows the pictures of Kojiro kun and Yu san’s daily schedule
and asks the students to describe their daily routines as well.
3. After the short review of the Japanese students’ daily schedule, the teacher tells
the students the objectives of this session.
⇒Objectives of this session:
- In the last sessions we learned and compared the daily schedule and the
after-school activities of 3 Japanese junior high and high school students, as
well as compared their schedules and after-school activities with us and then
compared our schedules and after-school activities with our classmates. We
learned that Japanese and Filipino students have more similarities than
differences in our schedules. In this session, we learn further about each other’s
daily schedule by knowing and comparing the time we do certain activities.
4. Then the teacher reviews the class with telling time by asking them to say the
time shown on the number cards or toy clock. The teacher gives focus on the
exemptions - yoji (4 ji), shichiji (7 ji), and kuji (9 ji).
5. After another short review on time the teacher shows the pictures of the 3
Nihongojins going to school (#C-3), (#D-4), (#D-5) and asks the students to recall
the time they go to school. The teacher asks the students to reply in Japanese.
108
enTree 3(ver. 2016)
⇒Example conversation:
Teacher: Yu san wa nanji ni gakkou ni iku?
Students: (Yu san wa) gozen 7 ji ni gakkou ni iku?
Teacher: Saki san wa nanji ni gakkou ni iku?
Students: (Saki san wa) gozen 8 ji ni gakkou ni iku.
Teacher: Kojiro kun wa nanji ni gakkou ni iku?
Students: (Kojiro kun wa) gozen 7 ji 15 fun ni gakkou ni iku?
*The parentheses on the names of the characters indicate that whatever is inside them
areoptional to say.
6. During the conversation above, the teacher takes note and/or guides the students
regarding their recall on the use of GOZEN (a.m.) and the time marker NI.
7. Afterwards, the teacher shows pictures of the 3 Nihongojins waking up in the

morning and asks the students to guess the time the Japanese students wake up
or get up.
Teacher: Yu san wa nanji ni okiru?
Students: (guess) ex. (Yu san wa) gozen 6 ji ni okiru. / (Yu san wa) gozen 7 ji ni okiru.
Teacher: Kojiro kun wa nanji ni okiru?
Students: (guess) ex. (Kojiro kun wa) gozen 6 ji ni okiru. /
(Kojiro kun wa) gozen 7 ji ni okiru.
Teacher: Saki san nanji ni okiru?
Student: (guess) ex. (Saki san wa) gozen 7 ji ni okiru. /
(Saki san wa) gozen 8 ji ni okiru.
8. The teacher reminds the students on what is added after the time, just like in the
conversation done in procedure #5. The teacher asks a voulnteer student to explain
about it briefly.
⇒Expected answer:
- “ni” is used to express the time of action. It is added after the time as in “6 ji ni
okiru.”
Note:
In case the students ask about the NI used after a place and before
verbs like IKU and KAERU, the teacher explains that NI has several
usages. Two of which are as Time Marker and as Destination Marker.
9. Then the teacher writes the sentence pattern on the board and asks the students
to read it aloud. After the students can say it smoothly, the teacher changes the
example time given and asks the students to say the new time indicated.
⇒Sentence to be practiced:
(name +san wa) gozen 6ji ni okiru.
10. Afterwards, the teacher asks the students again about their guesses on the
waking up or getting up time of the 3 Nihongojins. After hearing the students
guesses, the teacher reveals the correct answers by asking the students to ask
him/her what time the 3 Nihongojin wake up or get up. The students are highly
encouraged to ask in Japanese.
Student: Yu san wa nanji ni okiru?
109
enTree 3(ver. 2016)
Teacher: (Yu san wa) gozen 6 ji ni okiru.
Students: Kojiro kun wa nanji ni okiru?
Teacher: Kojiro kun mo gozen 6 ji ni okiru. Yu san to onaji.
Kojiro kun mo gozen 6 ji ni okiru.
*The teacher repeats the correct answer for the second time, so students can
hear clearly the word “mo”. See note below for explanation of “mo”.
Students: Saki san wa nanji ni okiru?
Teacher: Saki san wa gozen 7 ji ni okiru.
*In answering the waking up time of Yu san, there is no need to mention her name
again because both the person who asked the question and the one who
answered know whom they are talking about. However, in answering the waking
up time of Kojiro kun, it is necessary to mention his name in order to point out
that “He ALSO wakes up at 6 a.am.” Lastly, in this series of sentences, it also
necessary to mention Saki san’s name because as compared to the other 2
students, her waking up time is different.
Note:
“mo” is used in the previous expression, “Boku mo/ Watashi mo”
meaning “me also”. “mo” is used also when something or some action
mentioned is the same as with the sentence before it. The time
Yuu-san wakes up and Kojiro kun wakes up is the same, so “mo” is
used instead of “wa”. However, the teacher does not need to focus on
the usage of “wa” and “mo” here. The important thing is to make the
students focus on how to tell time in Japanese.
11. Then the teacher asks the students whether they usually wake up at exactly 6
o’clock or 7 o’clock.
⇒Expected answer:
- No.
12. After hearing the students’ answer, the teacher tells the class that they can
specify the minutes as well, as discussed in Topic 12 Session 3.
⇒Example:
- Watashi wa gozen 6 ji 15 fun ni okiru.
- A sensei (any teacher whom the students know) wa gozen 5 ji 45 fun ni okiru.
- B sensei (any teacher whom the students known)wa gozen 6 ji han ni okiru.
13. The teacher gives some practices regarding the time using 15, 30 and 45 minutes
by using number cards or a toy clock.
Note:
It would be easier if the students practice the hours with 15 fun
first. Mix the hours with ONLY 15 fun at first, so it’s easier for them to
memorize. After which, follow it with 30(han), then 45 fun.
<Introduction of GORO and Pattern Practice>

5 mins 14. The teacher asks the students whether they wake up at exactly 6:15.
Nihongo ⇒Expected answer:
Vocabulary No.
Building:
15. The teacher introduces “goro” which means “around”.
“About
⇒Sentence to be introduced:
(time)”
110
enTree 3(ver. 2016)
(name+san wa) gozen 6 ji 15 fun goro ni okiru.
16. The teacher writes the sentence on the board and asks the students to read it
aloud.
17. Then, the teacher asks the students what time they usually wake up or get up.
The teacher encourages the students to use the new expression.
Teacher: A san, Nanji ni okiru?
StudentA: Gozen 6 ji goro ni okiru.
Teacher: Hee, sounanda. B san, Nanji ni okiru?
StudentB: Gozen 6 ji han goro ni okiru.
Teacher: Watashi mo. Onaji. C san, nanji ni okiru?
StudentC: Gozen 6:15 goro ni okiru.
Teacher: Hee, sounanda.
5 mins
<Introduction of GORO and Pattern Practice>
Nihongo
18. Afterwards, the teacher asks the students who among them wakes up earlier
Vocabulary than their classmates who have already recited their waking up time. Then, the
Building: teacher asks at most 2 of these students who said that they wake up earlier than
はやい！ their classmates in Japanese. The teacher reacts to their answers by saying
“hayai” and then by asking their reasons for waking up very early.
Hayai!
“Early!” Teacher: D san, nanji ni okiru?
おそい！ Student D: Gozen 5 ji goro ni okiru.
Osoi! Teacher: Eh, hontou? Hayai!!! I’m still sleeping during that time.
“Late!” (The teacher asks the students to say “Hayai!”)
Students: Hayai!!!
Teacher: E san, nanji ni okiru?
Student E: Gozen 4 ji han goro ni okiru.
(The teacher signals to the students to say “Hayai!”)
Students: Hayai!!!
Teacher: Hayai!!! Why? Do you still get enough sleep?
Student E: I live very far from here so I have to wake up early in order not be late.
Most of the times I could still get enough sleep because I also sleep
early. However, if there are many homework, I only sleep for four
hours.
Teacher: Daijoubu? Nemui?
Student: Sometimes, nemui.
Teacher: Okay, let’s talk about that later.
19. The teacher does the same thing as procedure #18 for introducing the expression
“Osoi!”. The teacher always encourages the students to give their reaction after
hearing their classmate’s answer.
Teacher: F san, nanji ni okiru?
Student F: Gozen 7 ji goro ni okiru.
Teacher: Eh, hontou? Osoi!!! Don’t you get late coming to school?
(The teacher asks the students to say “Osoi!”)
Students: Osoi!!!
111
enTree 3(ver. 2016)
Teacher: G san, nanji ni okiru?
Student G: Gozen 7 ji han goro ni okiru.
(The teacher signals to the students to say “Osoi!”)
Students: Osoi!!!
Teacher: Osoi!!! Why? Maybe that’s why you’re always late.
Student G: I can’t sleep well at night, but around 4 ji and 5 ji I start getting
sleepy. I live very near here so I always think I won’t be late, but
actually I always come late.
Teacher: Daijoubu? Nemui? Are you doing something about this?
Student: I’m still finding a solution.
Teacher: Okay, let’s talk about that later.
20. The teacher encourages the students to recall what the teacher said when he/she
thought that the time a particular student usually wakes up is early or late.
Then, the teacher asks the students to say these expressions.
- はやい！ Hayai! “Early!”
- おそい！ Osoi! “Late!”
10 mins <Objective>
Materials:
Interview To interview a friend what time he/she
4) Worksheet for Interview (Waking up
Asking a wakes up, sleeps and goes to school and to
friend what Time, Sleeping Time, Time in Going
time he/she be able to answer the same questions from to School)
wakes up a friend.
To say one's impression upon hearing about a friend's lifestyle.
<Procedure>
1. The teacher tells the students that the class will try to know the sleeping ad
waking up habits of everyone through an interview. The teacher distributes the
worksheets and gives the instruction below.
⇒Instruction:
1) Interview around 2 to 3 classmates.
2) Use the worksheet as guide for your questions and be sure to ask in Japanese
regarding your classmates’ waking up time, sleeping time and time in going to
school.
3) Be sure to react in Japanese whether you think it’s early or late. Then try to
ask their reason for their time schedule in English.
4) Summarize who among the classmates you interviewed sleeps the longest and
who sleeps the shortest. From your observation or from what you know about
them, point our who among them looks more energetic or looks healthier and
then hypothesize why you think so.
2 Before starting the interview, the teacher reviews the students on how to ask and
answer the questions and then posts a sample of the target conversation.
112
enTree 3(ver. 2016)
⇒Sample review:
Teacher: How do you ask for waking up time?
Students: Nanji ni okiru?
Teacher: How do you answer that? Example around 6:00 a.m.
Students: Gozen roku ji goro ni okiru.
*The teacher does the same thing for sleeping time and time in going to school.
⇒Sample interview:
Student A: Nanji ni okiru?
Student B: Gozen ~ji goro ni okiru.
Student A: Hayai/osoi/ hee, sounanda/watashi mo/ boku mo. Why do you wake up
so early/late?
Student B: (explains)
3. The students start their interview.
10 mins <Objective>
Discussion To reflect on one’s sleeping habits and the importance of monitoring one’s sleeping
Importance time and waking up time not only on one’s health but also in maintaining a feasible
of monitoring and balanced schedule.
one’s
sleeping <Procedure>
time and 1. After the interview, the teacher asks volunteers to share what they found out
waking up about their classmates’ time schedule. The class tries to check “who sleeps the
latest and why”, “who wakes up the earliest and why” and “who sleeps the longest
time
and why”.
2. Next, the teacher asks the students regarding their opinion on the merits and
demerits of sleeping early and waking up early.
3. Then, the teacher asks the students if they try to monitor their sleeping habits and
their waking up habits, why or why not. The teacher also asks the students who
sleep less and those come to school if they are doing something to improve their
schedules and to share their plans.
4. After hearing the students’ answers and opinion regarding the points of discussion
above, the teacher shares an article or two on the advantages of monitoring one’s
sleep on maintaining a healthy lifestyle and a balanced schedule.
⇒Sample articles:
-http://healthysleep.med.harvard.edu/need-sleep/what-can-you-do/assess-needs
<August 4, 2016>
-https://blogs.biomedcentral.com/on-health/2016/06/21/time-wake-power-sleep-op
timization/ <August 4, 2016>
-https://www.quora.com/Personal-Productivity-Why-does-waking-up-early-seem-s
o-important-for-success <August 4, 2016>
5. Afterwards, the teacher asks the students to say what they learned from the
discussion and from the articles.
113
enTree 3(ver. 2016)
- Everybody sleeps and wakes up in different time schedules. We also have
different reasons for this, like too many homework, can’t sleep early, etc.
- However, according to the article, keeping a sleep journal or monitoring our
sleep is very important in keeping a healthy sleeping time schedule. If we get
enough sleep we can be more productive in work and school.
- I have observed that those who sleep early are those who wake up early and
come to school early. They are never late and they seem to be full of energy
always. I want to be like them.
Reflection questions to summarize the lesson presented in this session and starts a short
discussion. This short discussion aims to guide the students in writing their
reflection.
1) What are the new expressions did you learn and how are you going to use
them?
2) What new discoveries did you learn about your classmates?
3) What other important things did you learn today?
I learned to ask and answer questions related to sleeping time, waking up
time and time in going to school. It is interesting to learn about our sleeping and
waking up habits and how they affect our whole day schedule. I didn’t know that
I have classmates who can’t sleep well at night. I feel grateful that I have no
problem in that area. Today, I rediscover the importance of sleep. My parents,
during my elementary days, have taught me that it is important to sleep early
and wake up early. It makes me feel good and makes me accomplish many
things. Taking a half-bath, drinking hot milk and reading helps me sleep well at
night. Maybe I can share my secrets to my friends.
their J-Tree with the rest of the class.
114
Unit 13 Daily Schedule: Session 4

able to inquire about one’s classmates’ other activities in one day, including the time they do
particular activities and in the process get to know their habits, routines, likes and dislikes.
To enhance Life and Career Skills like initiative and self-direction and productivity and
accountability by being able to reflect on and rediscover one’s daily schedule in terms of its
volume, the earliness or lateness one does each activity and the reason/s behind one’s time
schedule.
Can write one’s schedule for one day as well as a friend’s schedule for one day.
Can ask as well as reply a friend regarding the things one does in a day, around what time one
does a particular activity and/or from what time until what time one does a particular activity.
Writing Expressions
「おきる」, 「あさごはんをたべる」, なんじからなんじまで (activity) ?
「がっこうにいく」,「うちにかえる」, Nanji kara nanji made (activity)?
「ばんごはんをたべる」,「しゅくだいをする」 “From what time to what time do you
「べんきょうする」,「おかあさん／おとうさ (activity)?”
んのてつだいをする」,「ほんをよむ」,「ねる」

Review Teacher reviews the students on saying the time they wake up, sleep and go to
school as well as how to react on their classmates’ time schedule.
Input 1: How to say

the start and end of an Students learn how to say the start and end of an activity.
activity
Input 2: How to write

one’s daily schedule in Students learn how to write their daily schedule in Hiragana.
Hiragana
Output 1: One’s Daily

Students write down their daily schedule in Hiragana.
Schedule
Output: Interview Students interview their classmates regarding their activities in one day and the
time they do each activity.
Students discuss and then reflect on the number of activities they do in one day,
Discussion and the earliness and lateness they do each activity and the reason behind the
Reflection activities they have in their daily schedule.
115
1) Pictures of Saki-san, Kojiro kun and Yu san waking up/getting used in Sessions 1 and 2.
(#A-1, #B-1, #C-1)
2) “Let’s Write Hiragana” Workbook: “Key to Better Writing” pages as reference for writing each
character of 「おきる」,「あさごはんをたべる」,「がっこうにいく」,「うちにかえる」,
「ばんごはんをたべる」,「しゅくだいをする」, 「べんきょうする」,
「おかあさん／おとうさんのてつだいをする」,「ほんをよむ」,「ねる」
3) Worksheet on “My Daily Schedule”
Pictures / Panels
#A-1 #B-1 #C-1
「おきる」「おきる」「おきる」
Flashcards
N/A
116
Lesson Plan
20 mins <Objective>
Materials:
Nihongo To ask from what time until what time one does 1) Pictures of Saki-san, Kojiro kun
Start and a particular activity. and Yu san waking up/getting
end of an used in Sessions 1 and 2.
activity (#A-1, #B-1, #C-1)
<Procedure>
1. The teacher shows the pictures 3 Nihongojins’ picture on waking up. The teacher
asks the students about the time the 3 Nihongojins usually wake up in
Japanese.
Teacher: Yu san wa nanji ni okiru?
Students: 6 ji (goro) ni okiru.
Teacher: Kojiro kun wa nanji ni okiru?
Teacher: Saki san wa nanji ni okiru?
Note:
Both patterns with and without “goro” is accepted, because the
usage will depend on the situation of the speaker’s point of view.
If the speaker is sure that he/she wakes up or will wake up at
exactly 6 o’clock, he/she can say the sentence without “goro”.
Example: “6 ji ni okiru”. However, if the speaker is not sure about
the exact time he/she wakes up or will be waking up, or the speaker
talks about one’s practice/habit, the speaker uses “goro”.
Example: “6ji goro ni okiru”.
2. Then the teacher asks several students what time they usually wake up. The
students are requested to react according to their classmate’s answers by saying
“hayai”, “osoi”, “onaji”, etc.
Teacher: A san, nanji ni okiru?
Student A: 6ji (goro) ni okiru.
Students: Hee, sounanda./Hayai!!/Osoi!!/ Onaji. etc.
Teacher: B san wa nanji ni okiru?
Student B: 7 ji (goro) ni okiru.
3. The teacher writes the sentences “Nanji ni okiru?” and “—ji (goro) ni okiru.” on the
board and reviews the sentence pattern.
⇒Sentences to be reviewed:
- Nanji ni okiru?
- ~ji (~fun/ han) (goro) ni okiru.
4. Then the teacher moves to ask what time they usually go to bed.
Teacher: C san, nanji ni neru?
117
Student C: 9 ji (goro) ni okiru.
Teacher: D san, nanji ni neru?
Student D: 12 ji (goro) ni neru.
5. The teacher explains that the words for activities can be changed according to
what they want to express. Then the teacher writes the pattern as written below.
⇒Patterns to be written:
- A: Nanji ni [activity]?
- B: [time/ ~ji (~fun/han)] (goro) ni [activity].
6. The teacher asks the students how to ask in Japanese when they want to ask a
classmate what time he/she goes to school, eats breakfast, eats lunch, goes
home, eats dinner.
- Nanji ni gakkou ni iku?
- Nanji ni asagohan o taberu?
- Nanji ni hirugohan o taberu?
- Nanji ni uchi ni kaeru?
- Nanji ni bangohan o taberu?
Note:
“benkyou suru” will be introduced in the next portion, so it SHOULD
NOT BE ASKED in this portion.
7. The teacher asks at most 3 students regarding some of their activities in one day
using the questions given in procedure #6.
Note:
Do not ask many students at this point because there will be an
“interview activity” later in this session. It is best not reveal students’
information on their daily schedule yet, so they can achieve authentic
reaction from their classmates later
8. After practicing how to ask “What time do you wake up?” “What time do you go to
school?” “What time do you eat breakfast/lunch/supper?” etc. in Japanese, the
teacher now tells the student to focus on asking about their studying time. The
teacher tells the students that it is quite different from the previous questions that
they have learned.
⇒Example:
Teacher: When we ask for someone’s waking up time, time in going to school,
eating time, etc., we only ask for one certain time, the time when we
usually do these activities. How about asking for time in relation to
studying? When asking for the studying time of your friend, do you just
want to know when he/she starts studying? Or do you want to know how
long he/she studies?
Student: I want to know how long s/he studies.
118
9. The teacher repeats the sentence “Nanji kara nanji made benkyou suru?” several
times, and encourages the students to guess how to answer.
⇒Example:
Teacher: A san wa nanji kara nanji made benkyou suru?
Student A: 9 ji kara 10 ji made benkyou suru.
10. Once the students say the expression with certain fluency (#9), the teacher writes
the conversation pattern as follows on the board:
⇒Conversation pattern to write on the board:
A: Nanji kara nanji made benkyou suru?
B: ~ji (~fun/han) kara ~ji(~fun/han) made benkyou suru.
11. The teacher asks the students to guess what “–kara – made” means.
⇒Expected answer:
- From – to –
12. The teacher asks the students to read the sentences introduced above in #10
aloud until they can say them smoothly. The teacher changes the given time for
B san’s study time using number cards or any other methods, for practice.
13. After the students are able to say the sentence more smoothly, the teacher shows
the pictures of Yu san and Kojiro kun, and encourages the students to ask the
teacher from what time to what time Yu san and Kojiro kun usually study in
Japanese.
⇒Expected questions and answers:
Student: Yu san wa nanji kara nanji made benkyou suru?
Teacher: 9 ji kara 10 ji han made benkyou suru.
Student: Kojiro kun wa nanji kara nanji made benkyou suru?
Teacher: 9 ji kara 11 ji made benkyou suru.
*The students are requested to react like “hee, sounanda,” “onaji” and so on.
*Please take note that “hayai” or “osoi” is not suitable in this context.
14. The teacher asks some students about their time for studying.
Note:
“goro” can be also added if the students want to do so. The sentence
can be like the example below.
Example: 9 ji goro kara 11 ji goro made benkyou suru.
However, this pattern is not required to be learned in this session.
119
15 mins <Objective>.
Materials:
Nihongo & To be able to write one’s schedule for
one day in Hiragana. 2)“Let’s Write Hiragana” Workbook: “Key to
Culture
Writing down To reflect on and rediscover one’s daily Better Writing” pages as reference for
one’s daily schedule in terms of its volume, the writing each character of 「おきる」,
schedule in earliness or lateness one does each 「あさごはんをたべる」,「がっこうに
Hiragana and activity and the reason/s behind one’s いく」,「うちにかえる」, 「ばんご
reflecting on time schedule.
はんをたべる」,「しゅくだいを
it.
する」, 「べんきょうする」,
<Procedure>
「おかあさん／おとうさんのてつだいを
1. The teacher asks the students to take する」,「ほんをよむ」,「ねる」
out their Hiragana Workbook and tells 3) Worksheet on “My Daily Schedule”
them to use the “Key to Better Writing”

pages as reference for writing each character of the activities learned in this
topic. The teacher writes the activities on the board or gives each student a list
of the activities.
⇒List of activities to learn writing in Hiragana:
「おきる」,「あさごはんをたべる」,「がっこうにいく」,「うちにかえる」,
「ばんごはんをたべる」,「しゅくだいをする」, 「べんきょうする」,
「おかあさん／おとうさんのてつだいをする」,「ほんをよむ」,「ねる」
2. The teacher tells the students to practice writing the said activities in their “My
Nihongo Notes”.
3. After the students seem to be confident enough in writing, the teacher distributes
the worksheet on “My Daily Schedule” to each student and asks them to write
down in Hiragana their daily schedule, the time and the activities they do.
4. Then, the teacher also tells the students that after writing their usual schedule for
one day, the teacher asks them to reflect on the number of things they do in one
day, the earliness and the lateness they do each activity and the reason why they
do or not do particular activities every day. The teacher also asks the students to
write down and ponder upon activities which they want to do but are not on their
list.
10 mins <Objective>.
To ask as well as reply a friend regarding the Materials:
Interview
3) Worksheet on “My Daily Schedule”
Asking a things one does in a day, around what time one
friend what
does a particular activity and/or from what time
time he/she
wakes up until what time one does a particular activity.
<Procedure>
1. After the students have written down their own schedule, the teacher asks the
students to find a pair and ask their partner what they do before going to school,
after school, and what time they do it. The students are asked to interview as
120
many classmates they can and write down the time their partner does a
particular activity. The teacher requests the students to maximize the paper and
allows them to also use the back page.
⇒Possible conversations:
A: Nanji ni okiru?
B: 5 ji han goro ni okiru.
A: Hee, sounanda! Hayai!
B: A san wa? Nanji ni okiru?
A: 6 ji han goro ni okiru.
B: Hee, sounanda.
A: Nanji kara nanji made benkyou suru?
B: 6 ji kara 8 ji made benkyou suru
A: Hee sounda. Watashi mo.
2. The teacher also tells the students to ask their partner regarding the following
questions after interviewing him/her about his/her schedule.
1) You do so many/so few things every day? Why is that?
2) (If your partner seems busy) Don’t you get tired? What do you want to
improve in your schedule?
3) (If your partner seems free) Don’t you get bored? How do you balance your
time?
4) What do you wish to do but you couldn’t do because of your busy schedule?
5 mins <Objective>
Discussion To dicuss and share on each other’s rediscovery of each other’s daily schedule in
Rediscovery terms of volume, earliness or lateness of doing each activity and the reason/s
of one’s daily behind each time schedule.
schedule
<Procedure>
1. After the interview activity, the teacher asks volunteers to share what they found
out about their classmate’s schedule.
- I learned that I have a similar daily schedule with A san.
- I learned that B san is very good in managing her time in school and at home.
Even though she is busy with schoolwork she still finds time to help at home.
- I learned that I spent more time in school and at home I only sleep.
- I discovered that I have to reduce my time surfing the internet, so I can have
more time for chatting with my family and doing my homework.
2. Finally, the teacher asks the students to summarize what they learned and
discover today.
- Today we reflected on and rediscover our daily schedule by writing them down
and checking the number of activities we usually do in one day. I personally
learned that I have many things on my list and most of them are school related.
I have to find a way to manage my time better in order to get more sleep and to
have time to help at home.
- We also learned to write down our activities in Hiragana. I realized I can now
121
write many words in Hiragana.
reflection.
1) What are the new expressions that you have learned today?
2) Were you able to ask a friend’s activities and the time he/she does a particular
activity fluently in Japanese? Why? Why not?
3) What did you discover about yourself and your classmates today?
Today, I learned how to ask “from what time until what time” in Japanese
which is “nanji kara nanji made”. We had an interview activity today which is
about asking and answering about one’s daily schedule. I think I have to practice
more and memorize the expressions because I still had to look at my Nihongo
notes while doing the activity. However, it was very fulfilling to know that I can
now carry on a longer interview in Japanese and at the same time I was able to
take down notes in Japanese, even if they were just about my classmate’s daily
schedule.
I also discoverd today that some of my classmates wake up very early
because of some household chores. I admire them because even with such extra
activities, they can still come to class lively and energetic. I want to rethink and
improve my daily schedule, wherein I can sleep more, study more and still have
time to help at home and have time to hang out with friends. I will do my
homework seriously and maybe I can get good techniques for time management.
their J-Tree with the rest of the class.
Assignment Choose two topics from the list below and collate information about them. You
may choose any platform or methods for sharing your ideas to your teacher and to
your classmates. However bring a hard copy for next session’s group activity.
⇒Topics to choose from:
1) Time Management/ How to design a feasible and efficient daily schedule
2) How successful people’s daily schedule look like/ Daily routines of
successful people
3) Study guides and strategies/ How to balance studies and extracurricular
activities
122
enTree 2(ver. 2016)

To enhance Life and Career Skills like initiative and self-direction and productivity and
accountability by being able to reflect and rethink on how one spends 24 hours in one day.
To develop Information, Media, and Technology Skills like media literacy skills in being able to
research and collate information on time management, on the schedule of succesful people in the
world and on study guides and strategies.
able share one’s homework to one’s group as well as by being able to give feedback and
constructive comments to one’s group members’ homework.
Can say the duration or how long a certain activity is being done.
(#of hours)じかん
(#of hours) jikan
“(#of hours) hours” ; “duration”

Review Teacher reviews the students on saying the activities they do in one day and the
time they do those activities.
Input: How to say the

duration of an activity Students learn how to say the duration of each activity they do in one day.
Pair work: Duration of

each activiy on each Students review their daily schedule and count the number of hours they spent on
other’s daily schedule each activity to check how they spend 24 hours in one day.
Students talk in groups regarding their homework on gathering information on

Group work time management, schedule of succesful people in the world and on study guides
and strategies.
Sharing and Reflection Class discusses and reflect on the information learned from group discussions and
rethink on how they can improve their daily schedule.
123
enTree 2(ver. 2016)
1) Accomplished Worksheet on “My Daily Schedule” from Session 4
2) Homework from Session 4
3) Worksheet for group work: “Compilation of Information Gathered on Time Management, etc.”
4) Worksheet for report next session: “Outline of Report”
5) Rubric for the report
Pictures / Panels
N/A
Flashcards
N/A
Others
Suggested links for this session:
1. http://www.studygs.net/schedule/
2. https://blog.bufferapp.com/the-daily-routines-of-famous-entrepreneurs-and-how-to-design-y
our-own-master-routine
124
enTree 2(ver. 2016)
Lesson Plan
15 mins <Objective>
To be able to say the duration or how long a Materials:
Nihongo
1) Accomplished Worksheet on
Duration of certain activity is being done. “My Daily Schedule” from
each activity To reflect and rethink on how one spends 24 Session 4
hours in one day.
in one’s daily
schedule
<Procedure>
1. The teacher asks the students to take out their
accomplished worksheet on their daily schedule which was used in Session 4. The
teacher asks 2 to 3 students to recite the activities they do in one day, including
the time they do them. The teacher encourages students to answer in Nihongo,
while the teacher writes the activities on the board.
Student A ‘s daily schedule:
- Gozen 4 ji goro ni okiru.
- Gozen 5 ji ni asagohan o taberu.
- Gozen 5 jihan ni gakkou ni iku.
- Gozen 7 ji kara gogo 5 ji made benkyousuru.
- Gogo 5 ji ni uchi ni kaeru.
- Gogo 7 ji bangohan o taberu.
- Gogo 8 ji ni okaasan no tetsudai o suru (wash the dishes).
- Gogo 8 jihan kara 9 ji han made shukudai o suru.
- Gogo 10 ji goro ni neru.
2. After hearing the daily schedule of 2 to 3 students, the teacher tells the students
the objectives of this session.
⇒Objectives:
- Last session we reflected on the number of activities we do each day, the
earliness or lateness we do each activity and the reason behind our daily
schedule. Some of you think that you need to improve your daily schedule. In
this session, we will try to do that by first checking if the activities we do in
each day really fit the 24 hours we have in one day or we are actually doing less
or more than we should in 24 hours. Then, we will share the information we
gathered on time management, on the schedule of successful people and on
study guides and strategies, in order to get tips and ideas on how to better
improve our daily schedule.
3. Then, the teacher draws on the board a circle divided into 24 parts and numbered
with #1to #24, representing the 24 hours in one day. If the teacher have access to
internet, the following website can be used in this part of the session:
<http://www.studygs.net/schedule/>
4. The teacher calls one of the students he/she had called earlier and asks him/her
about the time he/she does each activity on his/her daily schedule.
⇒Sample Script:
125
enTree 2(ver. 2016)
Teacher: A san wa nanji kara nanji made neru?
Student: 10 ji kara 4 ji made neru.
*The teacher computes the duration of the sleeping time of A san and says,
roku jikan, and highlights/shades or puts a mark in the circle numbered
#1 to #6 and says again roku jikan. A san wa rokujikan neru.
Teacher: A san wa nanji kara nanji made shukudai o suru?

Student: 8 jihan kara 9 jihan made benkyou suru
*The teacher computes the duration of the activity and says: ichi jikan, and
then highlights/shades or puts a mark in the circle #7 to #8 and says
again ichi jikan. A san wa ichi jikan shukudai o suru.
*The teacher points to the highlighted parts in the circle while saying roku
jikan and ichi jikan. Then the teacher says shichi jikan to emphasize the
total duration of both activities mentioned.
5. The teacher asks the students if they think all the activities of A san will fit into
the 24- hour daigram. Then, the teacher asks the other students also if they think
their own schedule will fit into the 24-hour diagram.
- Yes, we think it will fit the diagram.
- I doubt it will fit, because A san has a lot of activities every day.
- I think mine will fit, because I am conscious about how I spend my time each
day.
6. Then, the teacher tells the students that they will be given the time to do this
activity later.
7. Then, the teacher asks the students to recall how he/she counted the number
hours of A san’s activities. The teacher asks the students for the new word or
expression they heard and their guess on the meaning of that word or expression.
- You counted the number of hours (duration).
- We heard the word jikan. We think it is added to a number. It is used for
counting the number of hours or for saying the duration of an activity.
8. The teacher confirms the students answers by saying that jikan refers to the word
“time” and at the same time it used for saying the number of hours or the duration
of a particular activity. The teacher further gives questions to confirm the meaning
of jikan:
⇒Sample flow:
Teacher: For example, Nihongo Class wa 8 ji kara 9 ji made = ichi jikan.
But we meet every Getsuyoubi, Suiyoubi and Kinyoubi, so how many
hours do we meet in one week?
Students: 3 jikan (san jikan)
Teacher: in one month, how many hours do we study nihongo
Students: 12 jikan (juuni jikan)
Teacher: Very good! So in one day, how many hours do we have?
Students: 24 jikan (nijuuyo jikan)
126
enTree 2(ver. 2016)
Note:
Students might ask the difference between jikan me, learned in
Topic 9, with jikan from his topic. The teacher simply explains or
reviews that jikan me refers to class periods, such as first period is
ichi jikan me, second period is nijikan me, and so on and so forth.
.
9. The teacher proceeds in asking questions to the same student in #4, until they
consume the 24 hours. There might be activities that are not yet discussed so the
teacher can accept English answers like, travel time (gakkou ni iku/ uchi ni
kaeru), personal grooming, socialization, personal interests, etc.
10 mins <Pair work: Duration of each activity on each other’s daily schedule>
Nihongo 10. The teacher asks the students to interview one of the persons with whom they
shared their daily schedule in Session 4, following the same pattern from
Pair work:
procedure #4 and making a circle diagram for their schedules. The teacher also
Duration of
tell the students that if at any point, 24 jikan seems not enough with all their
each activity activities, they can go back or adjust the time they spend on each activity.
in each
other’s daily 11. The teacher gives the class 5 minutes to do the pair work.
schedule
12. After the interview, teacher asks several pairs if they were able to finish the
interview and asks them about what they found out.
- Pair 1: We are not yet finished because we’ve been adjusting our time.
- Pair 2: It seems that 24 hours is not enough. We want to do things more.
13. After hearing the students’ comments, the teacher summarizes this part of the
session.
⇒Sample summary:
Teacher: When we wrote down our daily schedule last session, we thought we
already have a clear grasp of our schedules, but when we tried to fit our
activities into a 24-hour pie graph, we found out that we are not using
our time properly. Others are doing more, while others are doing less.
We always say, time flies so fast. Sometimes, we don’t realize that our
day is about to end and yet we still have a lot of things to do. It’s like
racing with time to beat certain deadlines. I know it is challenging
because I also experience the same dilema. I think it is really a matter
of time management. But how do we do this? We will try to figure out in
the next part of this session.
15 mins <Objective>
Group To research and collate information on time management, on the schedule of
work successful people in the world and on study guides and strategies.
To be able share one’s homework to one’s group as well to be able to give feedback
Sharing
and constructive comments to one’s group members’ homework.
information
on time
127
enTree 2(ver. 2016)
management
, schedule of <Procedure>
1. The teacher mentions some names of Materials:
successful
famous and succesful persons around the 2) Homework from Session 4
people, 3) Worksheet for group work:
world, like Barack Obama, Bill Gates,
study guides Manny Pacquiao, Sen. Miriam Santiago, “Compilation of Information Gathered
and etc., and ask students what are common on on Time Management, etc.”
strategies these people:
4) Worksheet for report next session:
“Outline of Report”
- Famous/ Succesful/ Busy People
*The teacher may refer to the following site for

this part of the session: <https://blog.bufferapp.com/the-daily-routines-of-famous
-entrepreneurs-and-how-to-design-your-own-master-routine>
2. The teacher confirms that these people are indeed busy, but at the same time
they are also famous and succesful. The teacher asks students why they think
the said people became successful.
Teacher: What do you think are the factors they become succesful and famous?
Student 1: They work hard.
Student 2: They are rich from the start.
Student 3: They manage their time.
3. Once the students’ answers got close to “time management”, the teacher asks
the students to focus on that factor. The teacher shares some important points
as well as interesting points from successful people and their schedule from the
link above.
4. The teacher divides the class into groups of 4 to 5 members each, depending on
the class size. The teacher asks the students to sit together with their group
mates. The teacher distributes the worksheet for group work and gives the
following instructions.
⇒Instructions for group work:
1) Each member of the group first talks about problems or challenges or
something he/she wants to improve in his/her daily schedule then shares
about his/her report.
2) Each member should share the topics and information that he/she has
gathered in a brief and concise report and tells the group which part of his/her
report he/she thinks is useful for improving his/her daily schedule.
3) After all members have reported, the group summarizes what they have
learned into bullet points or keywords.
4) Then, the group chooses one tip/technique/idea which they think is most
useful. The group thinks on how to innovate and localize that particular
tip/technique/idea into something that will help members of the group improve
their daily schedule.
128
enTree 2(ver. 2016)
5) The group reports #1 to #3 of the instruction within this session, while #4 will
be reported and presented in the next session.
*Even if the groups will not report on #4, the teacher should at least ask and check if
they already have some ideas for their presentation next session.
10 mins
Sharing <Sharing: “What we learned from the information we gathered on time management,
Summary of etc.”>
information 5. After 15 minutes, the teacher asks each group to present a summary of their
gathered on discussion following the points in the worksheet. The teacher writes on the board
time important points from each report, especially the words and sentences which were
management mentioned several times.
, etc.
6. After each report, the teacher asks the other groups to give comments, feedbacks
to ask questions.
*Even if the groups will not report on #4, the teacher should at least ask and check if
they already have some ideas for their presentation next session.
7. After the reports, the teacher summarizes the information shared by each group.
⇒Sample summary:
- All of your reports are very interesting and all of them shared some important
points on time management from which we can refer in improving our daily
time schedule.
- From your reports we heard some activities and points which were mentioned in
most of the groups’ reports. This can only mean that these particular habits or
activities have been useful or have been proven useful for managing time. Some
of them include creating a whole day plan, assigning a theme for each day, even
eating breakfast and getting enough sleep are part of this list.
8. After the summary, the teacher distributes the outline for next session’s report
and then briefly explains it.
⇒Instructions for next session’s report:
1) Follow the outline for the sequence of your report.
2) Each report should only last for 2 minutes in any method or platform of
presentation your group has chosen.
3) As written in the outline, present first the reference for your innovation, like
from which article, from which successful personality did you get the idea, how
the original technique/method works, etc.
4) Introduce your innovation – its name (if there is one) and how it works. Which
part of the original technique did you improve? How will it improve your daily
schedules? Give a specific example or demonstration on how it works.
129
enTree 2(ver. 2016)
9. Finally, the teacher gives the rubric for the report. The teacher writes the rubric
on the board or gives the students copies of the rubric and tells the students to
take down notes of the rubric.
⇒Rubric for the report:
(1) Did the report follow the outline? 〇Yes ×No
(2) Was it concise and easy to understand? 〇Yes ×No
(3) Did it end within the time limit? 〇Yes ×No
(4) Did the group’s tip/technique/idea on improving daily schedule have a
reference? Was the group able to innovate and/or localize their reference into
something original? 〇Yes ×No
(5) Did the group look confident that their new tip/technique/idea on improving
daily schedule will work? 〇Yes ×No
(6) Did each member of the group have a role in their report? 〇Yes ×No
reflection.
1) What is the new expression that you have learned today?
2) What new discoveries did you have today?
3) Which information did you find most useful for improving your daily schedule?
Today, I further learned about time, in relation to saying the duration of an
activity I make. I enjoyed doing the activity where we need to plot our daily
routines in 24 hours. I realized more and became more conscious of the value of
time especially on how I spend my 24 hour.
I also learned important points on time management from my group
members’ researches and from the reports of the other groups. It was interesting
to know that aside from planning their day and time, most successful people
includes eating breakfast, excersising and getting sufficient sleep in their daily
schedule. In my group, we learned about Manny Pacquiao, a very busy guy yet
very succesful in sports, not just in boxing but even in basketball. He is also a
congressman and even an actor/singer/host/commercial model, aside from being a
family man and very active in religious events as well. My group is planning to
analyze his daily schedule and then innovate our own tip/technique/idea on time
management. Hopefully I can also be as succesful as him.
on their J-Tree with the rest of the class.
130

To develop Learning and Innovation Skills like critical thinking skills and problem solving skills,
as well as enhance Life and Career Skills like self-direction and productivity in designing a
tip/technique/idea on improving one’s daily schedule by using information gathered on time
management, on schedule of successful people and on study guides and strategies.
To enhance Effective Communication skills like collaboration and interpersonal skills in coming
up with a presentation on a time management innovation tool and then presenting it briefly and
concisely in class.
Final Preparation
Students finalize preparations of their group project presentation.
Group Presentation Each group delivers their presentation afterwhich other groups gives their own
reactions and realizations.
Reflection Students reflect what they have learned today and update their J-Tree.
131
1) Group’s report in poster or PPT (or any method or platform they have chosen)
2) Worksheet for report: “Outline of Report” distributed in Session 5
4) J-Tree
Pictures / Panels
N/A
Flashcards
N/A
132
Lesson Plan
15 mins <Objective>
Final To finalize and practice their presentation on a tip/technique/idea they have
designed for improving one’s daily schedule by using information gathered on time
Preparation
management, on schedule of successful people and on study guides and strategies.
<Procedure>
1. The teacher reminds the students on the flow of their report according to the
instructions, outline of the report and rubric given to them last session.
⇒Instructions for next session’s report:
1) Follow the outline for the sequence of your report.
2) Each report should only last for 2 minutes in any method or platform of
presentation your group has chosen.
3) As written in the outline, present first the reference for your innovation, like
from which article, from which successful personality did you get the idea, how
the original technique/method works, etc.
4) Introduce your innovation – its name (if there is one) and how it works. Which
part of the original technique did you improve? How will it improve your daily
schedules? Give a specific example or demonstration on how it works.
⇒Rubric for the report:

(1) Did the report follow the outline? 〇Yes ×No
(2) Was it concise and easy to understand? 〇Yes ×No
(3) Did it end within the time limit? 〇Yes ×No
(4) Did the group’s tip/technique/idea on improving daily schedule have a
reference? Was the group able to innovate and/or localize their reference into
something original? 〇Yes ×No
(5) Did the group look confident that their new tip/technique/idea on improving
daily schedule will work? 〇Yes ×No
(6) Did each member of the group have a role in their report? 〇Yes ×No
2. The teacher asks the students to go to their group to finalize and rehearse their
presentation within 12 minutes or less.
3. After 15 minutes, the teacher asks the students to make the table below in their
notebooks in order to give feedbacks to each group’s presentation. The table is in
reference to the points #1 to #6 of the rubric. The students are requested to just
write 〇 or × when giving feedback to each group. Each group is also requested
to give feedback to their own presentation.
133
⇒Sample table:
Rubric Group 1 Group 2 Group 3 Group 4 Own Group

Point #1
Point #2
Point #3
Point #4
Point #5
Point #6
Comments:
4. The teacher asks the students to listen attentively to each group’s report as they
write down their feedbacks. The students are also requested to write down their
realizations and discoveries from each group’s reports as they will be asked to
share them after each presentation.
30 mins <Objective>
To give a presentation on a time management Materials:
Group
innovation tool briefly and concisely in class. 1) Group’s report in poster or PPT (or
Presentation
any method or platform they have
<Procedure> chosen)
1. The teacher calls each group randomly and
2) Worksheet for report: “Outline of
asks the group to give their
report/presentation. Report” distributed in Session 5
2. After each group’s report/presentation,
the teacher calls other groups (1to 2) to give their reactions/feedbacks and/or their
own realizations and discoveries regarding the group’s report/presentation.
3. After all the group’s presentation, the teacher asks 2 to 3 students to share which
time management tool he/she thinks is interesting and would be most useful in
improving his/her daily schedule.
4. Thr teacher gives a short summary of the group’s report and his/her feedbacks.
⇒Sample summary and feedbacks:
- Today we learned a lot from our classmates. Some groups chose a time
management tip or idea from a successful personality and improved it, while
others chose a common idea from collated articles and improved that idea. I
think all groups tried their best in choosing the best tool for improving their
daily schedule. Making a good research on the subject and analyzing well your
problems helped you all design good time management tools. However, I think
what’s most important now is to be able to apply and continue to use the tools
you have designed in order to say that you have really done a great project here.
134
5 mins 1. After the last portion of the lesson, the teacher
Materials:
Reflection asks the students some sample guide questions to
summarize the lesson for this session and starts 4) J-Tree
a short discussion. This short discussion is to guide the students in writing their
reflection.
1) What did you learn/discover today?
2) How was your research project and presentation? What have you learned?
3) Aside from your group’s idea, which idea or tip did you think is most interesting
and would be most useful in improving you daily schedule?
4) Do you think that you would be able to apply and continuously use the time
management that your group has designed?
⇒Sample Reflections:
I think the time management tool that my group came up with is great and
that it is something which I can really use to improve my daily schedule. I am not
sure if I can continuosly use it but I will try to start using it from tomorrow and
see how it works and how long I can keep it. The other group’s presentations were
also great. Group 1’s idea sounded very simple and easy to follow. Maybe I can
combine it with our idea. One of the things I found very interesting in this session
and in this whole topic is the power of research and teamwork. There are so many
ideas out there and from this project I got inspired to learn more about different
things. I think my ideas are great, but my classmates’ ideas were also very helpful
in completing our project. Lastly, just like the story of Manny Pacquiao, I realized
that if you really want to do something, there is nothing impossible. It’s just a
matter of priority and focus.
their J-Tree.
5 mins The teacher distributes to the students the “Nihongo Review Quiz” and gives
Nihongo them time to fill out their papers. If there is no time, the teacher asssigns it as
review homework.
quiz
135
Topic 14 Favorite TV Show

Do you like watching TV? What kind of TV programs do you like? Do you like Anime? In this
topic, we will learn how to ask and answer questions about our favorite TV programs. We will use
this new knowledge to communicate with other Nihongojins abroad about their favorite anime
through the internet. Furthermore, we will also talk about each other’s TV viewing habits,
compare a Filipino and Japanese TV channel and design our own ideal TV program guide.
Skills
To enhance Effective Communication Skills by being able to talk about one’s favorite TV
shows with others, as well as by being able to share and discuss the TV viewing habits of
one’s family with other people.
To enhance Multicultural Literacy and Global Awareness by discovering how the
Philippines and Japan are connected through anime and by analyzing and discussing the
similarities and differences of TV program guides of a Filipino and Japanese channel and how
they reflect each society.
To develop Information, Media, and Technology Skills by typing Hiragana and Katakana using
the computer and communicating with other high school Nihongojins abroad through the internet.
To develop Learning and Innovation Skills by creating one’s ideal TV program guide.
Can ask and answer questions about one’s From Session 1:
favorite TV shows and the reason why one A: どんなばんぐみがすき？
likes such shows. B: (name of T.V. show) がすき。
Can make a survey about favorite anime in A: どうして？
Japanese. B: (Ans. ex.1) おもしろいから。
Can give appropriate response to people (Ans. ex. 2) はいゆう／じょゆうがすきだから。
who answered one’s survey.
Can recommend one’s favorite anime to
another person.
Can read the different genres of TV shows.
S-1 Topic introduction Students learn how to ask & answer questions about their
Vocabulary & expression building favorite TV shows in Nihongo and practice related
expressions.
S-2 Conversation, Interview & Cultural Students ask each other about their favorite anime.
awareness about anime They also learn that anime is also made in the Philippines.
Students learn and practice how to type Hiragana and

S-3 Making a S-4 Discussion on Katakana. Then make a questionaire by typing in Nihongo.
questionnaire & Filipino and
typing practice Japanese channel Students talk about the different TV program genres and
then compare and contrast a Filipino and Japanese channel.
S-5 Discussion on TV viewing habits Students talk about the TV viewing habits of their family
members and then make their own ideal TV Program Guide.
S-6 Survey results then reflection Students read the results of the survey from high school
students abroad and respond to them.
136
Topic 14 Favorite TV Show: Session 1
14 Favorite TV Show : Session 1

To improve one’s Effective Communication Skills by asking and answering questions
about one’s television viewing habits and one’s favorite TV show.
Can read the Japanese word for television in Katakana 「テレビ」.
Can say how often one watches television.
Can ask and answer classmates about favorite TV shows and the reason for liking them.
Can comment or react regarding the show/s one’s classmates watch.
ばんぐみ bangumi “TV or radio よくテレビをみる？ Yoku terebi o
program” miru? “Do you often watch TV?”
はいゆう haiyuu “actor” うん、よくみる。Un, yoku miru. “Yes, I
じょゆう joyuu “actress”
often watch TV”
コメディアン komedian “comedian”
ときどきみる。 Tokidoki miru.
よく yoku “well”; “often”
“Sometimes (I watch).”
ときどき tokidoki “sometimes”
あまり amari “not so much” ううん、あまりみない。 Uun, amari
ぜんぜん zenzen “not at all”; “never” minai. “No, not so often./ No, I don’t usually
watch.”
Reading ぜんぜんみない。Zenzen, minai. “No, not
テレビ at all./ No, I don’t watch TV”
どんなばんぐみがすき？
Don･na bangumi ga suki? “What kind of TV
program do you like?”
どうして？ Doushite? “Why”
おもしろいから。 Omoshiroi kara.
“Because it’s interesting.”
はいゆう／じょゆうがすきだから。
Haiyuu/ joyuu ga suki da kara.
Outline of this session “Because I like the actor(s)/ actress(es) (in it).”
Topic introduction Teacher introduces the topic and objectives of the lesson.
Vocabulary building Students learn new vocabulary and expressions to be used.
Conversation
Students ask each other about their favorite TV shows.
Group/class discussion
Students tally survey results about their favorite TV shows and interpret them.
Reflection Students reflect and write what they have learned today.
137
1) Flashcard of “テレビ”(used in Topic 11 Session 1)
2) Picture panel of “テレビをみる”
3) Calendar (to be prepared by the teacher)
4) Frequency graph (to be prepared by the teacher; see lesson plan below for reference)
5) Pictures of famous Filipino actors and actresses (to be prepared by the teacher)
6) Worksheet (Interview sheet) on “どんなばんぐみがすき? どうして?”
Pictures / Panels
テレビをみる
Flashcards
N/A
Others
138
Lesson Plan
20 mins <Objective>
Materials:
Topic To be able to read the Katakana word
1) Flashcard of “テレビ” (used in Topic 11
introduction “テレビ”.
Session 1)
My Favorite TV To be able to say how often one
2) Picture panel of “テレビをみる”
Shows and Why watches television.
3) Calendar (to be prepared by the teacher)
I Like Them 4) Frequency graph (to be prepared by the
<Procedure> teacher; see lesson plan below for
1. The teacher shows the students the reference)
flashcard of 「テレビ」 and asks 5) Pictures of famous Filipino actors and
them to read it. Then, the teacher actresses (to be prepared by the teacher)
asks the students to guess the meaning of the word. It would be easy for the students
to guess since it is a borrowed word from English.
⇒Expected answer:
- television; TV
2. Then, the teacher shows the picture of Aika san watching television. The teacher
Vocabulary/
points to the TV and then to Aika san who is looking at it. Then, the teacher says
expression
「テレビをみる」. The teacher encourages the student to repeat saying the expression
building
until they can say it smoothly.
3. After all the students are able to describe Aika san’s picture smoothly, the teacher
tells the students about the objectives of this topic and objectives of session 1.
⇒Objectives to be told:
- In this topic, we will focus on each other’s favorite TV show and TV viewing
habits. Furthermore, you will be able to reach out to high school students abroad
through the internet by making a survey about their favorite anime. In this
specific session, you will discover more about your classmates by knowing each
other’s favorite TV shows.
4. The teacher shows a calendar to the class and reviews the students regarding the
days of the week. After the students were able to say the days of the week, the
teacher uses the days of the week to introduce the next set of expressions to be
learned in this session.
⇒Example (put emphasis on bold and underlined sentences):
Teacher: I watch TV 5 days in a week. Yoku terebi o miru. Kinyoubi to doyoubi to
nichiyoubi to getsuyoubi to kayoubi ni terebi o miru. How about you? Do you
often watch TV? Yoku terebi o miru?
Students: Un.
Teacher: Un, yoku miru (gestures students to repeat).
Students: Un, yoku miru.
139
5. The teacher tells the students that the class will tally the frequency each person
watches TV and talk about the television habits of every one. To be able to do this,
the teacher shows the Frequency Graph below and then asks the students to raise
their hands in reponse to the frequency of their TV viewing hours being called out
by the teacher.
⇒Frequency graph:
Frequency of TV にげかすもきど
viewing days ちつよいくんよ
よようよよよう
ううびうううび
びびびびび
よくみる ● ● ● × ● ● ●
ときどきみる ● × × × ● ● ●
あまりみない × × × × × ● ●
ぜんぜんみない × × × × × × ×
Teacher: Look at this chart, find out how to say the frequency of your TV viewing
in Japanese. I will ask you if you watch TV often and then answer me
Yes or No according to this chart. Yoku terebi o miru?
Students: Un, yoku miru.
Tokidoki miru
Uun, amari minai.
Uun, zenzen minai.
6. The teacher counts and tallies the answers of the students and then starts a
discussion with the class regarding their TV viewing habits. Below are sample
questions for discussion.
⇒Sample questions for discussion:
1) For those who watch TV often “yoku terebi o miru,” why do watch TV almost
every day?
2) For those who don’ t watch TV so often, why are you not watching TV so much?
3) Is it good to watch TV so often or is it better to watch less TV?
4) What are the advantages and disadvantages of watching TV?
7. After hearing answers of the students regarding their views on TV viewing habits,
the teacher shifts the topic and asks the students about the kind of television shows
they like to watch. First he/she asks them in chorus then focuses on 2 to 3
individual students only to introduce the pattern.
⇒Example:
Teacher: Don･na bangumi ga suki?
What kind of T.V. shows do you like to watch?
Students: Anime/ Korean drama/ “Forevermore”/ “Bubble Gang”
140
Teacher: ～san, don･na bangumi ga suki?
What kind of T.V. shows do you like to watch?
Student 1: Anime ga suki.
Teacher: ～san, don･na bangumi ga suki?
Student 2: “Forevermore” ga suki. / “Forevermore” to “Bubble Gang” ga suki.)
Note:
The teacher reminds the students that they can also use “と(to) to say
two or more shows that they like.
However, the teacher is advised NOT TO ASK many students at this
moment, so that he/she can avoid untimely sharing or revealing of
students’ favorite shows. In this way, during the interview which will be
done later in this session, the students will have more opportunities to
discover something new about their classmates on their own. This will
make the interview activity more effective and efficient.
8. Then the teacher asks the students about the Japanese question they heard and
asks them about its meaning.
⇒Expressions introduced:
A: Don･na bangumi ga suki?
B: “Forevermore” ga suki.
9. After the students say their answers, the teacher writes the question and its
answer on the board. Then, s/he underlines the word “bangumi” and puts its
meaning under it.
⇒Expression to be written:
A: Don･na bangumi ga suki?
(T.V. program)
B: “Forevermore” ga suki.
10. The teacher then instructs the students to repeat how to ask and answer the
question until they can say it smoothly.
11. Then the teacher tries to guess the reasons of the students why they like the T.V.
shows they have mentioned by giving a sample answer.
⇒Example:
Teacher: ～san wa “Forevermore” ga suki. Doushite? Why?
You must have several reasons why you like the T.V. shows you
mentioned. Maybe because ...(point to the word “おもしろい” or
“omoshiroi” on the board) ... Omoshiroi kara?
12. Then the teacher may use pictures of famous actors and actresses to introduce
other reasons such as, “because we like the actors/actresses”, “because we like the
comedians”.
⇒Example:
Teacher: Or maybe because you like the actors (while showing the pictures)
Haiyuu ga suki da kara. (Write “はいゆう” or “haiyuu” on the board)
Or maybe you like the actresses? (showing the pictures)
141
Joyuu ga suki da kara.
(Write the word “じょゆう” or “joyuu” on the board)
Or maybe you like the comedian? (showing the pictures)
Komedian ga suki da kara.
(Write the word “コメディアン” or “komedian” on the board)
13. The teacher lets the students recall what he/she said when he/she asked them
about their reasons they like their favorite T.V. shows. After hearing the students’
answers, the teacher writes down the expressions on the board.
⇒Expressions to be introduced:
- Doushite?
- Omoshiroi kara.
- [Haiyuu/ Joyuu/ Komedian] ga suki da kara.
14. The teacher asks the students to notice how the reasons are said in Japanese and
then confirms to them the basic rules (1) “Omoshiroi + kara” and (2) “if the phrase
ends with ‘suki’ we add ‘da’ and then we further add ‘kara’.
Then the teacher confirms the meaning of ‘kara’ as “an expression added at the
end of the sentence to state a reason” with the students.
15. The teacher instructs the students to repeat until they can say the expressions
smoothly. The teacher may also give other reasons using “～ga suki da kara”.
⇒Samples:
- Ongaku ga suki da kara.
- Story ga suki da kara. etc.
16. The teacher asks the students how to say the “reason” if a person doesn’t like a
T.V. show because it is boring.
⇒Expected answer:
- Tsumaranai kara.
17. Then the teacher reviews the new pattern by asking some students about their
favorite shows first and then asking the reasons.
⇒Example:
Teacher: Doushite?
Student 1: Omoshiroi kara.
Teacher:～san wa don･na bangumi ga suki?
Student 2: “Forevermore” ga suki.
Teacher: Doushite?
Student 2: Haiyuu ga suki da kara.
Conversation/ To be able to interview classmates about the shows
Interview they like and why they like them.
142
My Classmates’ To be able to comment or react regarding the
Materials:
Favorite Shows show/s one’s classmates watch.
6) Worksheet (Interview sheet) on
and Why They “ どんなばんぐみがすき？
<Procedure> どうして？”
Like them
<Interview Group Discussion Class
Discussion>
1. After the students have learned how to ask for someone’s favorite T.V. shows, the
teacher divides the class into groups with 5 to 6 members each and distributes one
interview sheet per group.
2. The teacher instructs the students to interview groupmates about their favorite
T.V. shows and the reasons why they watch those shows in Japanese, and asks
them to tally the results in the interview sheet.
3. After tallying the results of their interviews, the teacher asks each group to
summarize their answers into their group’s “Top 3 Favorite T.V. Shows,” as well as
their group’s “Top 3 Reasons” for watching their favorite television shows.
4. While the groups are discussing, the teacher divides the board into two columns-
(a) Top 3 T.V. Shows and (b) Top 3 Reasons for Watching the Shows.
5. After the groups’ discussion, the teacher then asks each group to write down their
answers on the board.
6. Afterwhich, the class further summarizes the answers by combining overlapping

answers.
7. With the result they have come up on the board, the teacher asks the students
what they have observed and realized based on the similarities and the differences
of the answers with their own.
- We watch almost the same T.V. shows.
- We like the same kinds of shows.
8. Then the teacher asks the students about the favorite T.V. shows of their parents
and siblings and whether their family members have the same taste in T.V. shows.
The teacher may also ask the students what their parents think about animation
and whether they are allowed to watch it, why or why not.
⇒Example:
Teacher: ～san no otousan wa don･na bangumi ga suki?
Student 1: News ga suki.
Teacher: (Student 1’s name) san wa news ga suki?
Student 1: Uun, suki ja nai.
Teacher: Doushite?
Student 1: Tsumaranai kara.
Teacher: Ja, don･na bangumi ga suki?
143
Teacher: Otousan mo anime ga suki?
Student 1: Uun, suki ja nai. He thinks we cannot learn anything from it. Demo, I
think we can learn a lot from it, especially now that I am learning
Nihongo.
Teacher: Minasan wa dou?
Student 2: Onaji.
Student 3: Chigau. My parents watch anime with me. We like Japan and we learn
a lot about Japan through anime.
⇒Points to be realized:
- The type of T.V. shows my classmates and our parents like have some differences.
The reasons why we like those shows also differ. By comparing these kinds of
things among people in the same generation and also among people from different
generations, we can find out about the similarities and differences that we share
and we can talk more and at the same time learn more about each other.
Reflection questions to summarize the lesson of this session and starts a short discussion. This
short discussion is to guide the students in writing their reflection.
2) What new things did you discover about your classmates today?
3) What can you say about the role of watching T.V. in your family?
I learned how to ask my classmates about their favorite T.V. shows and why
they like them. Of course, I can answer these questions in Japanese, too. Most of
us watch the same types of shows, although we like those shows for different
reasons. I like funny and feel-good T.V. series, while my friends like heavy drama.
Most of us like anime, but some of our parents don’t like anime so we’re not
allowed to watch them. But although, we sometimes fight over T.V. shows I can
say T.V. also brings our family together.
*If time allows, the teacher may ask 1 to 2 students to share what they wrote.
144
14 Favorite TV Show: Session 2

To enhance one’s Multicultural literacy and global awareness by
discovering how the Philippines and Japan are connected through anime;
getting to know a Nihongojin animator;
discovering how anime are made here in the Philippines;
realizing that Filipinos’ talents are recognized internationally even in the field of Japanese
animation; and
designing a simple survey on favorite anime to be sent to high school students abroad.
Can read the Katakana word ‘アニメ’.
Can ask and answer classmate’s questions about which anime they like and why they like them.
Can comment or react regarding the anime one’s classmates watch.
Can write down a simple request for a survey as well as simple questions asking high school
students abroad about their favorite anime and their reasons for liking those anime.
アニメ anime “animation” アンケート、おねがいします。
アンケート anke-to “survey” Anke-to, onegaishimasu.
“Please complete the following survey”
Reading
アニメ

Conversation /
Interview Students ask each other about their favorite anime and their reasons for liking it.
Survey: Request letter Students design a simple request letter for doing a survey and list down questions
and Questions- making to ask in the survey.
Interview
Cultural awarness
Students discover how the Philippines and Japan are connected through anime.
Reflection
Students reflect and write about what they learned today.
145
1) Flashcard of “アニメ”
2) Option 1: DVD on how an anime episode is made in the Philippines
Option 2: 3 pictures on how an anime episode is made in the Philippines (if DVD player is not
available)
Pictures / Panels
N/A
Flashcards
N/A
Others
N/A
146
Lesson Plan
20 mins <Objective>
To be able to read the Katakana word “アニメ”. Materials:
Conversation,
1) Flashcard of “アニメ”
To be able ask and answer classmate’s questions
Interview
about their favorite anime and why they like them.
My Favorite
To be able to comment or react regarding the anime one’s classmates watch.
Anime and Why I
Like Them .<Procedure>
1. The teacher shows the students the flashcard “アニメ” and asks them to
read it.
2. After all the students are able to read the flashcard, the teacher tells the
students the objectives of this session.
⇒Objectives:
- In this session, we are going to talk about the animes you like and learn how
animes are made.
3. Then the teacher starts to review students by asking them about their
favorite anime.
⇒Example:
Teacher: Yoku anime o miru?
Students: Un, yoku miru. ／ Tokidoki miru
Uun, amari minai. ／ Uun, zenzen minai.
Teacher: For those who watch anime, don･na anime ga suki?
Student 1: ‘Naruto’ ga suki.
Student 2: ‘One Piece’ ga suki.
Student 3: ‘Haikyuu’ ga suki.
Teacher: Doushite?
Student 1: Omoshiroi kara.
Student 2: Story ga suki da kara.
Student 3: Main character ga suki da kara.
Note:
The objective of this portion is to let the students recall what they
learned in the previous session as well as to introduce the topic of this
session, which is anime. So, the teacher does not need to ask many students
at this moment. The students will be given an interview task later.
4. After hearing the answers of some of the students and when they seem to have
been reviewed a little, the teacher writes the pattern reviewed on the board,
while confirming the meaning with the students.
5. Then the teacher asks the students whether they are interested in knowing
which anime is popular among high school students in the world.
⇒Example:
Teacher: Which anime are popular among high school students in the world?
Shitteru?
147
Students: Uun, shiranai.
Teacher: Well, do you want to know?
Students: Hai.
6. After hearing the students’ answer, the teacher tells the students that the class
should know first their favorite anime. So, the teacher divides the class into
groups with at most five members each and asks each group to tally their favorite
anime using the Japanese they learned in this unit.
7. While the groups are discussing, the teacher divides the board into two columns-
(a) Top 3 Favorite Anime and (b) Top 3 Reasons for Watching Anime.
8. After the group discussion, the teacher asks a representative from each group to
say their group’s top 3 favorite anime and the top 3 reasons why they like them.
9. With the result that they have come up on the board, the teacher asks the
students what they have observed and realized based on the similarities and the
differences of the answers to their own answers.
⇒Possible realization:
The anime that we like do not differ much from each other and the reasons why
we watch those animes are also almost the same.
Designing a
10. Now that the students know each other’s favorite anime, the teacher prepares
Survey the students in making a survey about the favorite anime of high school
Request students around the world.
11. The teacher asks the students what questions they can ask fellow Nihongojins
from other countries regarding their favorite anime and the reason why they
like them. The teacher writes the students’ answers on the board.
- Don･na anime ga suki?
- Doushite?
12. Then the teacher reminds the students that they will be asking people they
don’t know. So, the teacher asks the students to make the questions a little
formal. The teacher writes the students’ answers on the board.
- Don･na anime ga suki desuka?
- Doushite desuka?
13. Then the teacher asks the students for other expressions they should add when
requesting somebody to answer a survey.
- Kon･nichiwa.
- Self-introduction.
- Yoroshiku onegaishimasu.
148
14. The teacher asks the students to try writing a short letter of request asking
someone’s cooperation in answering a survey. The students are allowed to use
English for writing some words and expressions which they have not yet
learned. After that, the teacher writes the students’ answers on the board.
⇒Expected outcome:
Konnichiwa. Firipin no Makati Science Koukou no Joey desu. We want to
make a survey about the favorite anime of high school students around the
world. Anke-to, onegaishimasu.
1) Don･na anime ga suki desuka?
2) Doushite desuka?
Yoroshiku onegaishimasu.
15. Then the teacher tells the students that they can add other questions in English
which they would like to ask.
16. The teacher tells the students that they will use the “letter of request” with the
list of survey questions in the next session. The teacher requests the students
to think of other questions they would like to add to the survey and to bring
those questions next meeting.
To discover how the Philippines and Japan are Materials:
Cultural
connected through anime. 2) Option 1: DVD on how an
awareness anime episode is made in the
To get to know a Nihongojin animator and to
How Anime is Philippines
know that Filipinos’ talents are recognized Option 2: 3 pictures on how
Made and How internationally even in the field of Japanese an anime episode is made in
to Become an animation. the Philippines.
Animator To discover how anime is made in the

Philippines.
<Procedure>
1. After the class have learned about their top 3 favorite anime, the teacher asks
the class if there is somebody who wants to become an animator. Then the
teacher asks some follow up questions regarding becoming an animator here in
the Philippines.
(ア) Is there anybody who wants to become an animator?
(イ) Do you think it is difficult to be an animator?
(ウ) Do you think there are Filipino animators?
(エ) What do you think about Filipino animators’ skills? Do you think they are
good or do they need more talent to catch up with other international
artists?
2. Then the teacher tells the students that they are going to watch a video about
an interview with a Filipino animator. The teacher requests the students to
watch carefully and take down notes especially about the messages they will
hear. If a DVD player is not available, please refer to the Teacher’s Reference
149
on how to introduce this topic using pictures.
Note:
The video is about 14 minutes.
3. After watching the video, the teacher facilitates a discussion about what the
students discovered through the video, about their impressions and feelings
regarding what they found out, or about what most impressed or inspired
them.
Reflection questions to summarize the lesson of this session and starts a short discussion.
This short discussion is to guide the students in writing their reflection.

1) What did you learn today? Were you excited? Why?
2) What did you feel while watching the video?
3) Did you discover something new from the video?
4) Did the video inspired you somehow?
I asked my classmates about their favorite anime and prepared an
“anke-to” asking other Nihongojins’ favorite anime. But what interested me
more today were the things I learned from watching the video about how anime
is produced. I learned that Toei Animation Philippines, Inc. do 70% of the
production of the anime created by Toei Japan, like “One Piece,” and that they
are made by Filipino animators here in the Philippines. Knowing this made me
more proud to be a Filipino. It really inspired me to always do my best.
Someday I also want my country to be proud of me.
150
Toei Animation Philippines, Inc. (TAP) and How Anime is Made in the Philippines
How to introduce the picture panels on animation.

1) Let the students guess where the picture was taken.
2) Introduce Toei Animation Philippines, Inc. (TAP).
3) Introduce the different stages of creating an anime at Toei Animation Co., Ltd. and
then introduce the different sections involve in creating an anime at Toei Animation
Philippines, Inc. (TAP) office.
4) Introduce the Filipino Nihongojin animator and then read his message for those who
want to become an animator someday.
Below are further explanation on how an anime is made and the functions and meanings
of the different sections involve in making an anime here in the Philippines.
There are 3 stages in producing an animated film in Toei Animation Co., Ltd.- the
pre-production stage, the main production stage, and the post-production stage. The
pre-production stage and the post-production stage are done in Japan, while the main production
is done in Toei Animation Philippines, Inc..
The main production is consist of several processes- the layout, the character drawing, the
in-betweening, special effects, painting, background and digital ink and paint and 3D or CG
(computer graphics).
At the Toei Animation Philippines, Inc. office, they have the following sections or rooms
where the animes are created. Each section has their own functions and the animators working
there are divided into the sections they specialize in.
Key Animation Section: Based on the storyboard, the layout (how the scene will look like) and key
drawings (extreme drawings) that will serve as the main points of the
character’s action are drawn. Simultaneously, the timing of the dialogue and
action are written on the exposure sheets.
In-Betweening Section: In-between animators “clean up” the Key Animation drawings and provide
drawings in-between the key actions.
Special Effects Section: Expressions and effects, such as smoke, fire, explosion etc. are added using
digital techniques.
Digital Ink and Paint Section: Colors are applied to the characters using computers.
Background Section: Based on the layout made by Key Animators, Background Artists draw and paint the
background (and/or foreground) such as sceneries, buildings, interiors, etc. that
serve as the stage of the characters.
3D/ CG Section: CG means computer graphics. CG animation is when the artist uses the computer with
help from specialized software and hardware to do the animation film. Usually CG
animation is referred to when talking about 3D animated movies.
Reference: TOEI ANIMATION Co., Ltd. Website: http://corp.toei-anim.co.jp/en/ (Accessed on Oct. 5, 2016)
http://www.philippinecompanies.com/companyprofile/1427/toei-animation-phils-inc (Accessed on Oct. 5, 2016)
https://www.facebook.com/pages/TOEI-Animation-Phils-Inc/145576692247694 (Accessed on Oct. 5, 2016)

http://www.animenewsnetwork.com/encyclopedia/company.php?id=5983 (Accessed on Oct. 5, 2016)
151

To develop Information, Media, and Technology skills by typing on the computer a survey form
on favorite anime in Hiragana and Katakana to be sent to high school students abroad.
To develop Learning and Innovation skills by completing and finalizing a survey form which
was designed by the class in the last session.
Can type in Kana (Hiragana and Katakana) a simple self-introduction and request asking
somebody to answer a survey.
Can type survey questions in Kana (Hiragana and Katakana) asking about favorite anime and the
reason for liking them.
Typing
にほんご
フィリピン
ニックネーム
マカティ
こんにちは。
フィリピンのマカティ･サイエンスこう
こうのジョーウィです。
(underlined words are only examples)
アンケート、おねがいします。
どんなアニメがすきですか。
どうしてですか。
よろしくおねがいします。

Typing practice Students practice how to type Hiragana and Katakana.
Survey: Request letter Students type a survey sheet in Kana with the use of computers and sent them
and Questions-making online through social networks.
Online
Reflection
152
1) Computer/s with Japanese fonts (to be prepared by the teacher)
2) Handout on “How to Type in Kana (Hiragana and Katakana)”
3) LCD projector if only one computer is available (to be prepared by teacher)
Pictures / Panels
N/A
Flashcards
N/A
Others
N/A
153
Lesson Plan
35 mins <Objective>
To be able to type sentences in Kana Materials:
Nihongo
(Hiragana and Katakana). 1) Computer/s with Japanese fonts (to be
Typing a
prepared by the teacher)
survey in
2) Handout on “How to Type in Kana
Nihongo
(Hiragana and Katakana)”
3) LCD projector if only one computer is
available (to be prepared by teacher)
<Procedure>
Note:
This session is to be conducted in a computer laboratory where
Japanese Kana typing can be practiced. If such room is not available, at least
the teacher should be able to provide one computer where each student can
practice typing at least one sentence each.

⇒Objectives:
- In this session, we will learn how to type in Kana (Hiragana and Katakana) on
the computer, as well as type and send a survey in Japanese asking about the
favorite animes of high school students abroad.
2. First, the teacher shows the students how to set a computer for it to be able to type
in Japanese. (See Handout on “How to Type in Kana” for details.)
3. Then, the teacher distributes the Handout on “How to Type in Kana”.
4. The class reads each instruction one by one and tries to type the sample letters
after each instruction.
5. After reading and trying the instructions, the teacher asks the students to try
typing “にほんご”, “フィリピン” and “ニックネーム”.
6. Then the teacher allows the students to type their favorite Japanese words.
Note:
If there is only one computer available, the teacher calls each student
to choose one word from the three words above and then asks him/her to
type the chosen word plus one favorite word in Kana.
7. After the students are able to try typing the sample words and their favorite
words, the teacher asks the students to try typing the survey which they have
written last meeting individually (if there is only one computer the students can
pair up and then take turns in typing). The teacher reminds the students to
154
change the name or names of the person sending the survey form to their own
names.
⇒Expected outcome:
こんにちは。フィリピンのマカティ･サイエンスこうこうのジョーウィです。We
want to make a survey about the favorite anime of high school students around
the world.アンケート、おねがいします。
1) どんなアニメがすきですか。
2) どうしてですか。
3) (other questions)
よろしくおねがいします。
8. Finally, the teacher tells the students to send the letter which they have
accomplished to the teacher’s e-mail address.
Nihongo To be able to send a survey in Japanese to high school students abroad through the
Sending a internet.
Request for
a Survey <Procedure>
1. The teacher tells the students that they will be making the survey through the
Typed in
internet. The teacher should choose a platform/website for conducting this
Nihongo
survey, such as Facebook, Twitter etc. and instruct the students about the
procedure.
2. The whole class will make one survey form in Japanese and send it to the website
as one class.
3. The teacher gathers and then summarizes the students’ questions, write the
survey for all according to the sample e-mail above, including all the additonal
questions of the students.
4. Finally, the teacher tells the students that they will check the results of their
survey two to four weeks from this session.
questions to summarize the lesson of this session and starts a short discussion.
Reflection This short discussion is to guide the students in writing their reflection.

2) Did you have any new experiences today? Describe your feelings during that
time.
3) Do you think that what you learned in this session will be useful to you in the
future? Why or why not?
155
In this session, I learned how to type in Hiragana and Katakana. おもしろ
い！It was a new experience for me. It was confusing at first, but as we practiced,
I found it enjoyable. I wanted to type many things especially Kanji words,
unfortunately, we ran out of time. I hope we can have another session like this. I
think the world is connected through internet and typing skills are needed when
communicating with other people in the world. I want to gain more Japanese
typing skills, because I think it will show me a new and wider world.
their J-Tree.
156

To develop Multicultural Literacy Skills by analyzing and discussing the similarities and
differences of TV program guides of a Filipino and Japanese channel and how they reflect each
society.
Can read the different genres of TV shows.
ドラマ dorama “drama”
スポーツ supo-tsu “sports”
アニメ anime “animation”
バラエティ baraet(e)i “variety”
クイズ kuizu “quiz”
ニュース nyu-su “news”
ドキュメンタリー dokyumentari-
“documentary”
りょうり ryouri “cooking”
きょういく kyouiku “educational”

Objective introduction Teacher helps students recall previous lessions and discussions and then introduces
objectives of this session.
Vocabulary building
Students learn the different genres of TV shows in Japanese.
Discussion Teacher asks the students their TV viewing habits and then leads a discussion on
Philippippine TV and Japanese TV.
Comparing TV program Students analyze TV program guides of a Filipino and Japanese channel and discuss
guides their similarities and differences.
Reflection
157
1) Worksheet for genres of TV shows
2) Samples of Japanese and Filipino TV program guides for students (to be prepared by the
teacher; see reference links below)
3) Samples of Japanese and Filipino TV program guides for teachers (Simpler version; See
Teacher’s Reference)
Pictures / Panels
N/A
Flashcards
Others: Links for reference on Philippine and Japan TV Program Guides

Japan:
http://www3.nhk.or.jp/nhkworld/resources/brochure/pdf/tv_schedule_en.pdf
http://www3.nhk.or.jp/nhkworld/en/tv/schedule/
http://www.tvjapan.net/pg/tvjapan/
Philippines:
http://www.clickthecity.com/tv/tvnetworks.php?netid=2
http://philippinetelevision.wikia.com/wiki/GMA-7_Program_Schedule
https://www.gmanetwork.com/international/programguide
158
Lesson Plan
10 mins <Objective>
Materials:
Nihongo To be able to read the different TV genres
1) Worksheet for genres of TV shows
Different in Japanese.
genres of TV
<Procedure>
shows
1. The teacher asks the students again about their favorite TV shows.
Students: “Forevermore” ga suki.
Anime ga suki.
Teacher: How about the other shows or programs, what do you think about
them? Don･na bangumi o miru?
Student 1: I also like watching sports like basketball.
Teacher: Basketball o miru. Basketball ga suki dakara. (gestures student to repeat)
Student 1: Basketball o miru. Basketball ga suki dakara.
Student 2: I also like watching comedy shows like “Bubble Gang”.
Teacher: “Bubble Gang” o miru. Comedy ga suki dakara.
Student 2: “Bubble Gang” o miru. Comedy ga suki dakara.
*The teacher should encourage and guide the students in answering using the
Japanese expressions they have already learned.
2. After hearing the students’ answers, the teachers tells the class the objectives of
this session.
⇒Objectives:
- In this session, we are going to recall what you know about TV program genres
which you probably learned from your English or Journalism class and learn
how to say them in Japanese. We will compare and contrast the TV
programming of a Filipino channel and a Japanese channel through analyzing
the distribution of shows from their respective TV program guides.
3. Then, the teacher asks the students to enumerate the genres or category of TV
shows they know.
- News, Drama, Comedy, Variety, Sports, etc.
4. After hearing the students’ answers the teacher distributes the “Worksheet for
genres of TV shows” and instructs the students to match the Japanese terms with
the English terms of the different genres of TV shows.
5. The class checks the answers together and then the teacher practices the class in
pronouncing the Japanese terms until they can say them smoothly.
159
<Objective>
5 mins
To identify the TV viewing habits of the students.
Discussion 1
<Procedure>
TV viewing
1. The teacher asks the students again about their TV viewing habits as they have
habits
discussed in Sessions 1 and 2.
Teacher: Yoku terebi o miru?
Students: Un, yoku miru. ／ Tokidoki miru
Uun, amari minai. ／ Uun, zenzen minai.
Teacher: For those who watch TV, on a weekday itsu miru? Gozen miru? Gogo
miru?
Student A: Watashi wa gozen miru.
Student B: Boku wa gogo miru. Until night time.
Teacher: Nanjikan miru?
Students: 3 jikan.／Ichinichi 2 jikan.／Ichinichi 5 jikan.
Teacher: How about on a weekend? Itsu miru? Nanjikan miru?
Student C: From morning until evening.
Student D: 7 jikan kara 8 jikan gurai.
2. The teacher also asks the students again about the kinds of programs they usually
watch on TV.
Teacher: Don･na bangumi o miru?
Students: “Forevermore” o miru.／Anime o miru.／Supo-tsu o miru.／ etc.
3. After hearing the students’ answers, the teacher then asks the students about the
other types of programs shown on Philippine TV and encourages them to answer
using the new words they have just learned on TV program genres.
⇒Expected answer:
- Nyu-su, dorama, supo-tsu, anime, ryouri, etc.
10 mins 4. Then the teacher starts a short discussion about what the students think of
Discussion 2 Philippine TV shows.
Philippine TV ⇒Sample questions:
1) Firipin no bangumi ga suki? Do you enjoy them?
and Japanese
2) Are there things you want to be improved about the shows? What are these?
TV
3) Are all shows only local shows? Are there also foreign shows?
4) Which shows do you watch more, local or foreign? Why?
5) What other shows would you like to see on Philippine TV?
5. After the short discussion on Philippine TV, the teacher then asks the students
about what they know about Japanese TV.
⇒Sample questions:
1) How about Japanese TV, what kind of shows do you think they have?
2) Do you think they have similar shows to us? What kind of shows do you think
160
are similar and what kind of shows are different from our shows?
3) Are all shows only local shows? Are there also foreign shows?
<Objective>
25 mins Materials:
To be able to compare and contrast TV
2) Samples of Japanese and Filipino TV
Culture programs of a Filipino and Japanese
channels. program guides for students (to be
Comparing
prepared by the teacher; see reference
Filipino and
<Procedure> links below)
Japanese TV
1. The teacher divides the class into groups 3) Samples of Japanese and Filipino TV
programming with 4 to 5 members and distributes a TV program guides for teachers (Simpler
program guide of a Japanese channel to version; See Teacher’s Reference)
each group. The teacher gives the students
a minute or two to investigate and guess what is on the paper, what the paper is
and what it is for.
⇒Expected answer:
- Japanese TV Program guide
2. After 1 to 2 minutes the teacher asks for the students’ answers.
3. Then, the teacher tells the students that the paper is a sample of a Japanese TV
Program Guide. The teacher shares the following information to the students.
⇒Information about Japanese TV Program Guide:
- Japanese TV Program Guides can be found in newspapers in Japan. Some are
even sold as magazines. You can also find TV guides on the websites of TV
channels. Some TV Guides show daily programs, while some show weekly or
monthly programs. Japanese people usually consult a TV Guide to check the
shows they would like to watch so they don’ t miss some shows, especially their
favorite ones. They also use the TV Guide to plan which shows they can catch to
watch or which shows they wouldn’t be able to catch and will just record while
they are away for later viewing.
4. Afterwhich, the teacher asks the students if there are also TV Program Guides in
the Philippines and whether Filipinos usually read or consult them.
- No, we don’t have TV guides in the Philippines because we just memorize the
shows we want to watch and follow.
- Yes, we also have TV Guides, but they are rare. We can also check them out on
the internet.
- I get busy with schoolwork so I don’t already know what’s on TV. It would be nice
to have a TV Guide so I can at least check what’s on TV now so I can catch up
with my friends’ conversation.
5. Then, the teacher distributes a TV Program Guide of a Filipino channel to each

group. The teacher tells the class that the program guide was from the website of
the TV channel. (See Teacher’s Reference for a simpler and clearer version.)
161
6. The teacher instucts the students to analyze and discuss the TV program guide
with some guide questions. The teacher asks each group to take down notes of
their answers to the questions for the reporting after the group discussion.
⇒Guide questions:
a) What information are available in the guide? Are these helpful to the readers?
b) What are the genres of the programs being shown? Is there a variety of
programs?
c) Why are certain programs being shown at a particular time? Who are the
target audience of these programs?
7. After some time, the teacher asks the groups to answer the same questions using
the TV program guide of a Japanese channel distributed earlier.
8. Then, the teacher tells the students to compare the two TV guides by identifying
the similarities and differences of Filipino and Japanese TV programming
schedule and genres of shows being shown. After comparing, the teacher tells each
group to also give their opinion and impression on why certain shows are shown on
certain times and which kind of shows are popular in each country and why.
⇒Sample guide questions to facilitate flow of reporting:
1) Are TV guides important and helpful? How are they helpful?
2) Are the shows being shown in both countries similar or different? Which genres
of shows are the same and which are different?
3) Why are certain programs being shown at a particular time? Who are the
target audience of these programs?
4) Do you think the shows of both countries are balanced? Why are why not?
5) What did the genres of shows tell you about the audience in each country? How
do the genres of shows reflect each country?
9. The teacher asks a representative of each group to share their analysis with the
class.
10. After the presentation of each group, the teacher summarizes the findings of the
groups.
⇒Sample summary:
- Through the TV program guides, we have an idea of the different shows that we
can watch in a channel. It also reflects what the viewing audience wants to watch
at a particular time. Also, the program guides reflect the difference in Filipino
and Japanese audience’s preferences for TV shows.
162
2) What is your impression of a Japanese channel TV programming?
3) What new discoveries did you learn about Japanese and Filipino TV
programming?
I learned new Japanese words today. Most of the words for genres are in
Katakana so they are very easy to remember. I was very interested in the
program guides of the Filipino and Japanese channels. We have similar shows
like news and dramas but the Japanese TV channel have more shows than the
Filipino channel. Also, the Japanese TV channel has more different types of
programs. They also have shows which are very short, unlike the shows in a
Filipino channel. I would like to experience watching a Japanese channel in the
future!
their J-Tree.
Assignment Interview the other members of your family about their TV viewing habits.
a) Oneesan/Oniisan/Imouto/Otouto wa donna bangumi o miru?
Okaasan/Otousan wa donna bangumi o miru?
“What programs do your siblings/parents usually watch?”
b) Oneesan/Oniisan/Imouto/Otouto wa nanji ni terebi o miru?
Okaasan/Otousan wa nanji ni terebi o miru?
“What time do your siblings/parents usually watch?”
c) Oneesan/Oniisan/Imouto/Otouto wa nanjikan terebi o miru?
Okaasan/Otousan wa nanjikan terebi o miru?
“How many hours do your siblings/parents watch TV?”
d) Kazoku wa donna bangumi o miru? Nanji ni miru?
“Which show does your family watch together? What genre? What time?”
163
Simpler Versions of Japanese and Filipino TV Program Guides
NHK World Premium: October 13, 2016 Thursday
Reference:Arranged from <http://nhkworldpremium.com/program/week_e.aspx?ssl=false&c=26>
164
Simpler Versions of Japanese and Filipino TV Program Guides
GMA 7 Program Schedule: October 13, 2016 Thursday
Time Program Title

4:25 am Alisto (replay)
4:55 am Unang Hirit
8:00 am Doraemon
8:25 am Pokemon Black & White: Adventures in Unova
8:50 am Bleach: The Final Season
9:10 am H20: Just Add Water
9:40 am Angel’s Revenge
10:10 am Kapuso Movie Festival
11:30 am Calle Siete
12:00 nn Eat Bulaga!
2:30 pm Oh My Mama
3:25 pm Sinungaling Mong Puso
4:15 pm Sa Piling ni Nanay
5:00 pm Wowowin
6:30 pm 24 Oras
7:45 pm Encantadia
8:30 pm Alyas Robin Hood
9:15 pm Someone to Watch Over Me
10:00 pm A1 Ko Sa ‘Yo
11:00 pm Saksi
11:30 pm Reporter’s Notebook
12:00 mn The 700 Club Asia
Reference: Arranged from <http://philippinetelevision.wikia.com/wiki/GMA-7_Program_Schedule>
165

To enhance Effective Communication Skills by discussing the TV viewing habits of one’s family
with other people.
To develop Learning and Innovation Skills by creating one’s ideal TV program guide.
Can write the different TV program genre in Hiragana or Katakana.
Writing
ドラマ
スポーツ
アニメ
バラエティ
クイズ
ニュース
ドキュメンタリー
りょうり
きょういく

Review Students review the vocabulary learned in the previous lesson.
Group Discussion
Students discuss in groups their assignment on TV viewing habits.
Group Project Students make their ideal TV program guide for one day based on their
discussion.
Reflection
166
1) Worksheet for vocabulary review: “Writing the TV Program genres in Hiragana and Katakana”
2) Handout on Graph on “Length of TV Viewing Time in Japan (in minutes)” (to be enlarged or to
be photocopied & distributed to the students by the teacher)
3) Handout on “Top 20 Most Watched Programs for 2015”- Japan & Philippines (to be enlarged or
to be photocopied & distributed to the students by the teacher)
4) Cartolina/manila paper, markers for each group to make a one-day TV program guide (to be
Pictures / Panels
N/A
Flashcards
N/A
Others
167
Lesson Plan
10 mins <Objective>
Materials:
Vocabulary To read and write different genres in
1) Worksheet for vocabulary review:
review and Japanese.
“Writing the TV Program genres in
Objective Hiragana and Katakana”
<Procedure>
introduction
1. The teacher distributes a worksheet to review the different genres in Japanese
and instructs the students to answer it.
2. After a few minutes, the teacher tells the students to compare their answers with
their seatmates. Then gives the answers to the class.
3. The teacher confirms if the students know the words by asking the students the
English equivalent of the words.
4. After the short review on the terms for TV program genre in Japanese, the teacher
asks the students to recall their discussion about their TV viewing habits in
Session 1. The teacher asks the class if what they said in Session 1 was the same
with the result of the survey they did with their family members.
5. Afterwhich, the teacher asks 1 to 2 students about their family’s actual viewing
habits based on the survey they did with their family members using the following
questions.
a) Oneesan/Oniisan/Imouto/Otouto wa donna bangumi o miru?
Okaasan/Otousan wa donna bangumi o miru?
“What programs do your siblings/parents usually watch?”
b) Oneesan/Oniisan/Imouto/Otouto wa nanji ni terebi o miru?
Okaasan/Otousan wa nanji ni terebi o miru?
“What time do your siblings/parents usually watch?”
c) Oneesan/Oniisan/Imouto/Otouto wa nanjikan terebi o miru?
Okaasan/Otousan wa nanjikan terebi o miru?
“How many hours do your siblings/parents watch TV?”
d) Kazoku wa donna bangumi o miru? Nanji ni miru?
“Which show does your family watch together? What genre? What time?”
*The teacher encourages the students to answer using the Japanese expresssions which they
already know.
6. Then, the teacher tells the objectives of this session.

⇒Objective:
- Today, we will learn the TV viewing habits of different people. We will also
compare the TV viewing habits of Japanese and Filipino people. Then, based on
what we have discussed, you will be asked to create an ideal TV program guide
for a day.
168
20 mins <Objective>
Materials:
Group To compare and contrast the TV viewing
2) Handout on Graph on “Length of TV
Discussion habits of one’s family with their
Viewing Time in Japan (in minutes)” (to
classmates’ family.
Family TV
be enlarged or to be photocopied &
viewing habits distributed to the students by the
teacher)
3) Handout on “Top 20 Most Watched
<Procedure>
Programs for 2015”- Japan & Philippines
1. The teacher tells the students to copy
(to be enlarged or to be photocopied &
the following table in their My Nihongo
distributed to the students by the
Notes and fill it up according to his/her
teacher)
own family’s viewing habits.
⇒Sample table:
かぞくのメンバーなんじかんテレビをみる？どんなばんぐみをみる？

なんじにみる？
1) わたし／ぼくごぜん– 0 ドラマ；７じ～８じはん
ごご – 1.5 じかん
2) おかあさん
3) おとうさん
4) おねえさん
5) おにいさん
6) いもうと
7) おとうと
8) おばあちゃん
9) おじいちゃん
10) かぞく
(together)
Note:
The students can arrange the list according to the composition of their
family. They can also include in the list other members of the family like aunts,
uncles, if they live together.
2. After the students are finished making their chart according to their homework,
the teacher groups 4 to 5 students together and instructs the groups to discuss
and summarize the TV viewing habits of their families. The pointers below can
be given to the groups for them to use in summarizing their discussion.
⇒Guide questions for the group discussion:
a) What is the most common time a family member watches the TV? (For
example, the mothers of each member of the group watches in the afternoon)
b) What are the possible reasons for watching TV at a specific time?
c) What is the most common program watched by a family member?
d) Which shows and at what time do families watch together?
169
Note:
Aside from these pointers, the teacher should also inform the students to
take note of the age of the members of the family and also the gender of their
siblings.
3. After the group discussion, the teacher starts a class discussion by asking the
groups the following questions:
a) What is the average number of hours mothers watch TV? (Ask the same
question for other members of the family.)
b) What is the most common program watched by mothers? (Ask the same
question for other members of the family.)
c) What is the usual time the whole family (or most members of the family)
watch TV?
d) What is the most common program watched by the whole family (or most
members)?
4. After aswering the questions above through a class discussion, the teacher then
asks the class if they think Japan has similar TV viewing habits.
5. After hearing the students’ answers, the teacher shows a graph on the “Length of
TV Viewing Time in Japan (in minutes)” and asks the students to guess the
information provided in the graph.
6. Again, after hearing the students’ answers, the teacher confirms to the class that
the graph shows the average time Japanese people watch TV according to age
group during weekdays and weekends.
7. The teacher asks the class which age group spends the most and least time
watching TV and asks possible reasons.
8. Next, the teacher shows the class the list of the “Top 20 Most Watched TV
Programs” in Japan with the highest audience rating in 2015. Then, the teacher
asks the class to guess the genre of each program in the list.
9. After discussing the most watched TV shows in Japan, the teacher also shows a
list of the “Top 20 Most Watched TV Programs” in the Philippines with the highest
audience rating in 2015. The teacher asks the students to compare the genre of the
shows with the ones Japanese people mostly watch.
10. After comparing the two lists, the teacher asks the students to summarize what
they think about the preferences of Japanese and Filipino audiences and if they
also share they same preference in TV shows.
170
<Objective>
20 mins Materials:
To make a TV program guide for one day
4) Cartolina/manila paper, markers for each
Making a TV based on the viewing habits of each
group to make a one-day TV program
family members.
program guide
guide
<Procedure>
1. The teacher tells the class that for their final activity, in their same groups they
will make their own TV schedule program for one day. Each group is asked to take
into consideration the following pointers.
⇒Pointers to consider in making an “Ideal TV Program Guide”:
a) viewing habits of each family member
b) time of each TV program
c) the duration of each TV program
d) genre of each TV program (may include current and specific TV shows or just
genre)
*The students are encouraged to write the program genre in Hiragana or Katakana.
2. After several minutes when the groups are finished with their “Ideal TV Program
Guide”, the teacher asks the groups to present their TV program and give their
reasons for creating such a schedule or TV program guide.
3. The teacher asks a representative from each group to present the results of their
discussion to the class.
4. The teacher summarizes the presentations of the groups using the pointers above.
⇒Sample summary:
- Each family member prefers a different TV show and they watch at different
times. For example, mothers prefer soap operas while fathers like to watch news
and sports. Age also affects what kind of shows they watch. For younger
children, they enjoy cartoons, while for older children they watch more variety
shows and also soap operas. If we look at TV program guides, we see that there
are soap operas in the morning, afternoon, and evening. Maybe because their
target audience are mothers who are probably free during these times. Although
many studies have been done to show the negative effects of watching too much
TV, it is still one of the cheapest form of entertainment in the country. And if TV
programming is regulated, it can also have positive effects on the viewers.

2) What did you discover about the TV viewing habits of different people?
171
I learned a lot about the TV viewing habits my classmates’ families. We
have very similar viewing habits. Some of my classmates have cable TV and they
can watch more shows, especially anime. I discovered that a lot of thinking goes
into planning what TV programs to show and what time. I had a lot of fun making
a TV program guide with my group. I realized that we can use TV not only to pass
time, but also to bond with other people, and also for education, too! Watching too
much TV might be distacting for my studies, so I will plan well my viewing
schedule and be more conscious of the content of the TV programs I watch. With
this, I think I can enjoy my favorite shows and at the same be well updated with
important current events.
their J-Tree.
172

To improve Effective Communication Skills by expressing gratitude to the people who took
time and answered the survey.
Can read the results that the class were able to gather regarding the survey made on the favorite
anime shows of high school students abroad.
Can recommend one’s favorite anime shows in Japanese and be able to continue keeping in
touch with new friends.
Can recall Japanese expressions learned in this topic.
おへんじ、ありがとうございます。
Ohenji, arigatou gozaimasu.
“Thank you for replying.”
Typing
わたしも (name of anime)がすきです。
おへんじ、ありがとうございます。 Watashi mo (name of anime) ga suki desu.
わたしも (name of anime)がすきです。 “I also like (name of anime)”
でも, (name of anime)がもっとすきです。でも, (name of anime)がもっとすきです。
(name of anime)をしっていますか。 Demo, (name of anime) ga motto suki desu.
すごくいいですよ。 “But, I like (name of anime) better.”
ぜひみてください。 (name of anime)をしっていますか。
(name of anime) o shitte imasuka?
“Do you know (name of anime)?”
すごくいいですよ。
Sugoku ii desu yo.
”It’s a really good (anime).”
ぜひみてください。
Zehi mite kudasai.
“Please do watch it”
Class discussion
Students discuss the results of the survey they posted on the internet.
Useful expressions
Students reply to the respondents and recommends their favorite anime.
Review and Reflection

Students reflect what they have learned today and update their J-Tree.
173
1) Computer/s with Japanese fonts (to be prepared by the teacher)
2) LCD projector if only one computer is avaible (to be prepared by the teacher)
Pictures / Panels
N/A
Flashcards
N/A
Others
174
Lesson Plan
15 mins <Objective>
Nihongo To be able to read the results that the class Materials:
Reading the were able to gather regarding the survey made 1) Computer/s with Japanese fonts (to
Results of on the favorite anime shows of high school be prepared by the teacher)
the Survey students abroad. 2) LCD projector if only one computer

is available (to be prepared by the
Made
teacher)
<Procedure>
.
Note:
This session is to be conducted in a computer laboratory where Japanese
Kana typing can be practiced and internet connection is available. If such room
is not available, at least the teacher should be able to provide one computer
where each student can try to type at least one sentence each. Or, the teacher
asks the students to get the results, tally them and to report the result in class.
1. The teacher tells the students the objectives of this session.

⇒Objectives:
- In this session, we are going to read the results the class were able to gather
regarding the survey on the favorite anime shows of high school students abroad
and write a reply to them in Japanese.
2. The teacher asks the students to recall the questions they asked in the survey.
⇒Expected answers (it depends on the class):
- アニメがすきですか。
Anime ga suki desuka.
- どんなアニメがすきですか。
Don･na anime ga suki desuka.
- どうしてですか。
Doushite desuka.
- きょうだいはどんなアニメがすきですか。
Kyoudai wa don･na anime ga suki desuka.
-「はなよりだんご」をしっていますか。
“Hana yori dango” o shitteimasuka.
Plan A:
(1) The teacher instructs the students to go to the website where they posted
their survey. If only one computer is available the teacher shows the website
to the students through the LCD projector.
(2) At the website, the class checks out the outcome of the survey they made.
(3) If there is no internet connection, the teacher should show a photo or “Print
Screen” showing the results of the survey.
175
Plan B:
(1) If there is really no computer and LCD projector available in class, the
teacher should be able to instruct the students 2 to 3 days before this session
to tally the results of the survey outside the class by themselves.
(2) Representatives of the class should present the results they have gathered
orally in class.
Plan C:
(1) The teacher should access the site in advance and summarize the results of
the survey.
(2) The teacher presents the summarized result orally in class.
3. The teacher asks the students to recall their top three anime shows and the
reasons why they like them.
4. Then, using the outcome of the survey, the class compares their own answers to
the answers of the high schools abroad- their top three anime shows and the
reasons they watch their favorite shows.
-We like almost the same anime shows.
-We have the same reasons for watching the shows.
-Our group likes anime about sports like “Slamdunk” and anime about ninja and
friendship like “Naruto”. However, high school students abroad like high school
love stories like “Bokura ga ita”.
- Our top 3 anime are… ‘(names of anime)’ but high school students abroad don’t
seem to like it so much or maybe they don’t know the same anime we know.
5. If there are anime shows in the result of the survey which the class do not know,
the teacher encourages the students to try and search for them on the internet
within class time if a computer and internet is available. If there is not enough
time, they can research about it outside class time.
Materials:
Nihongo To be able to recommend one’s favorite anime
1) Computer/s with Japanese fonts (to
Recommending shows in Japanese and be able to continue
be prepared by the teacher)
My Favorite contact with new friends abroad.
2) LCD projector if only one computer is
Anime available (to be prepared by the
teacher)
<Procedure>
1. After the class have discussed about the result of the survey, as well as searched
for the new anime which came out from the survey, the teacher tells the students
to write a short thank you note/e-mail and recommend their other favorite
anime to their new friends (the high school students abroad).
2. The teacher asks the students what they should write in their thank you
176
note/e-mail, what should the flow be, then asks them for the possible sentences
which they can write.
⇒Expected Answers (flow of the note/e-mail):
- Acknowledgement
- Expression of empathy towards the replies they got
- Expression of surprise (if it applies)
- Recommendation of other animes (if any)
⇒Possible answers for sentences:
- We should type“おへんじ、ありがとうございます。”
(Ohenji, arigatou gozaimasu)”
- We can ask them“(title of anime), しっていますか。
”
Note:
There are several patterns of the flow on how one should write a thank
you note/e-mail so the teachers are encouraged not to be strict or should not
only stick to one pattern.
3. The teacher writes the students’ answers that they have been able to say in
Japanese on the board then guides them in summarising the answers that they
were not able to write in Japanese as follows:
⇒Hiragana Version:
おへんじ、ありがとうございます。
わたしも (name of anime)がすきです。
でも, (name of anime)がもっとすきです。
(name of anime)をしっていますか。
すごくいいですよ。
ぜひみてください。
⇒Ro-maji Version:
Ohenji, arigatou gozaimasu.
Watashi mo (name of anime) ga suki desu.
Demo, (name of anime)ga motto sukidesu. (name of anime)o shitteimasu ka?.
Sugoku ii desu yo. Zehi mitekudasai.
⇒English Translation:
Thank you for replying.
I also like (name of anime)
But I like (name of anime) better.
Do you know (name of anime)?
It’s a really good (anime).
Please do watch it.
Note:
The teacher may also encourage students to add other messages they
want to say in English.
4. Then the teacher asks the students to guess the meaning of “でも”(demo), “もっ
と ”(motto), “ しっていますか ”(shitteimasuka) and “ ぜひみてください ”(zehi
177
mitekudasai) according to the context of the letter.
5. After hearing the students’ reply, the teacher underlines the word “でも”(demo),
“もっと”(motto), “しっていますか”(shitteimasuka) and “ぜひみてください”(zehi
mitekudasai) and puts the meaning below each word.
6. The teacher also asks the students to guess why they needed to use “です(か)”
desu(ka) and “しっています(か)” shitteimasu(ka).
⇒Expected answer:
-To be polite, because we don’t know the person personally.
7. Finally, the teacher gives the students enough time to write their thank you
note/e-mail and recommend their favorite anime show/s if they have.
8. Then, the teacher asks the students to type and send their replies outside class
time on their own if there is no computer and internet connection available in
school. It may also be hard to find a computer which can type in Kana outside the
school, so the teacher may allow the students to use Ro-maji instead.
Reflection questions to summarize the lesson of this session and starts a short discussion.
This short discussion is to guide the students in writing their reflection.
1) How did you feel when you received the replies from high school
Nihongojins abroad?
2) Did you have any new discoveries and new realizations?
3) Do you want to know more about Nihongojins and continue your
friendship? How and what other things do you want to know about them?
うれしい! Today we received replies from several Nihongojins abroad! I was
surprised we share the same favorite anime. This means that almost the same
anime travel across the world. Interesting discovery! Anime shows are really
popular around the world! But they mentioned some anime which I do not know.
I’ll try to search for them online and see if they’re good. I want to keep in touch
with high school Nihongojins abroad and talk with them next about their
favorite fashion. To do so, I will try my best to improve my Japanese and use it
when communicating with them via internet!
their J-Tree.
178
10 mins The teacher distributes to the students the “Nihongo Review Quiz” and gives
Nihongo them time to fill out their papers. If there is no time, the teacher asssigns it as
homework.
Review
Quiz
179
Topic 15
Loving music Loving Music
There are just a lot of people who loves music and appreciates music in different ways. A
song can deliver a message of love, hope, inspiration and even an intrument to connect to other
culture.
In this topic, the students learn how to ask and answer in Nihongo about their favorite
music or songs. Also, they learn/realize the similarities and differences between favorite songs and
popular songs in Japan and in the Philippines. In the last part of this topic, students write their
original lyrics to the tune of their favorite Japanese songs.
Skills
To improve Effective Communication Skills by asking/ answering questions about favorite
songs.
To improve Learning and Innovation Skills by knowing what kind of music a friend listens to,
as well as to know the reason why he/she likes those songs.
To improve Information, Media, and Technology Skills
by comparing the foreign songs Filipinos listen to, to the top 10 foreign songs in Japan.
by discovering how countries connect with each other through borrowing melodies from
each other.

Can say one’s favorite artist, songs and From session 2:
genre of music. A: このうた・かしゅしってる？
Can recommend a song to a friend. B: うん、しってる。／ううん、しらない。
Can borrow from a friend the CD or music A: すごくいいよ！
file of his/her recommended song. B: うたって！
Can ask a friend to let them listen to their

favorite song.

S-1 Topic S-2 Review and Students learn how to ask/answer questions about
introduction & Nihongo their favorite music in Nihongo and practice the
Nihongo practice conversation expressions
S-3 Global S-4 Cultural Students compare the foreign songs Filipinos listen to,
awareness on top awareness on to the top 10 foreign songs in Japan. Students also
hit songs from traditional
different countries instruments discover how different cultures connect with each
other through borrowing melodies from each other.
S-5 Sharing of favorite songs and
presenting original lyrics Students write their own lyrics to the tune/melody of
their favorite Japanese songs.
S-6 Review and Reflection
Students present their songs.
180
enTree 2 (Ver. 2016)
Topic 15 Loving Music: Session 1
15 Loving Music: Session 1

To improve Effective Communication Skills by interviewing classmates on their favorite songs.
To enrich Life and Career Skills by acknowledging the diversification of classmate’s favorite
music genre and artists within the class.
Can say one’s favorite artist and genre of music.
Can express which songs or singers one knows or does not know.
ロック rokku “rock” ポップス／ロック／クラシックがすき？
ポップス poppusu “pop” Poppusu/ Rokku/ Kurashikku ga suki?
クラシック kurashikku “classic” “Do you like pop/ rock/ classic music?”
うた uta “song”
クラシック／ロック／ポップスはどう？
かしゅ kashu “singer”
Kurashikku/Rokku/Poppusu wa dou?
“How about classic/rock or pop music?”
だれがすき？Dare ga suki?
“Whom do you like (artist)?”
(band/ artist) がすき。(band/ artist) ga suki.
“I like (artist/ band)”
この（うた／かしゅ）しってる？
Kono (uta/kashu) shitteru?
“Do you know this (song/artist)?”
うん、しってる。／ううん、しらない。
Un, shitteru./ Uun, shiranai.
“Yes, I know that song/ him/ her.”/
“No, I don’t know that song/ him/ her.”

Topic Introduction Teacher introduces the topic of the lesson
Vocabulary Building Students learn new expressios and practice them.

& Practice
Group Work & Class Students make a favorite artist chart in their group and discuss about it in the class.
Discussion
181
1) CD or audio file of sample music: pop, rock and classic (to be prepared by the teacher)
2) Chart of top 10 songs in different countries (to be prepared by the teacher)
3) Worksheet on “My Recommended Song”
Pictures
N/A
Others
N/A
182
Lesson Plan
25 mins <Objective>
Materials:
Topic To be able to say one’s favorite artist and genre of
1) CD of sample music: pop, rock
music. and classic (to be prepared by
introduction
the teacher)
Different <Procedure>
Music Genre 1. The teacher shows a CD or plays a popular song and then asks the students if
they like music using the phrase “Ongaku ga suki?”
⇒Example:
Teacher: Ongaku ga suki?
Student: Un, suki.
Note:
The teacher chooses any song that s/he thinks is popular with
his/ her students.
2. After hearing the students’ reply, the teacher tells the students about the title of
this Topic, writes it on the board together with the Topic number and the session
number.
3. Then the teacher tells the students the objectives of this session.
⇒Objective:
- In this session we are going to learn how to say our favorite artist and genre
of music.
- Also, we are going to find out whether your classmates know the songs and
artists you know, and whether they like the songs and artists you like.
4. Afterwards, the teacher plays a pop song and then asks the students in Japanese
whether or not they like pop music. After hearing the students’ answer, the
teacher plays a rock song and asks the students in Japanese whether or not they
like rock music.
⇒Example:
Teacher: Poppusu ga suki?
Student: Un, suki./ Uun, suki ja nai.
Teacher: Rokku ga suki?
Student: Un, suki/ Uun, suki ja nai.
5. Finally, the teacher plays a classical music and then asks in Japanese whether or
not they like classical music.
⇒Example:
Teacher: Kurashikku wa dou? Suki? Suki ja nai?
Student: Un, suki/ Uun, suki ja nai.
183
Note:
Notice that this question is different from the first two questions, so
when asking for the last question “kurashikku wa dou?” add the question
“Suki? Suki ja nai?” to give the students a clue about its meaning.
6. After hearing the students’ answers, the teacher lets the students repeat the
expressions several times until they can say them smoothly and then writes the
sentences on the board with the expected answers.
⇒Example:
A: Poppususu ga suki? /Rokku ga suki?
B: Un, suki/ Uun, suki ja nai.
A: Kurashikku wa dou?
B: Un, suki/ Uun, suki ja nai.
7. After writing the sentences on the board, the teacher confirms the meaning of
the sentences with the students, especially the meaning of “(Kurashikku) wa
dou?”, which is “How about (Kurashikku)?”.
8. Then, the teacher asks one student “Poppusu ga suki? Dare ga suki? (Jason Mraz)
ga suki?”
⇒Expected answer:
- Un, poppusu ga suki. (Jason Mraz) ga suki.
Note:
The teacher should choose the pop artist and rock artist who
he/she thinks is popular with his/ her students.
9. The teacher asks the students if they heard a new expression. The teacher asks
the students to repeat what they heard while correcting them in saying the right
expression. Afterwards, the teacher asks the students to say the new question
several times until they can say it smoothly and then he/she writes it on the
board plus the possible answers.
⇒Example:
A: Dare ga suki?
B: (Britney Spears) ga suki./ (Eraserheads ) ga suki./ (Mozart) ga suki.
Interview <Finding One’s Group>

10. After learning the expressions above, the teacher tells the students that they will
use these expressions in grouping themselves according to the genre of music
they like.
⇒Instructions to tell the students in order to group them:
(1) Decide the music genre that you like the most (Pop, Rock, Classic).
(2) Stand up and ask your classmates in Japanese whether they like your
chosen music genre or not (Example: Poppusu ga suki?).
(3) If a classmate answers “Un, suki” to your question, form a group with that
184
person. If a classmate answers “Uun, suki ja nai”, answer that classmate
“Hee, sounanda” and then move on to the next person.
(4) Form a group with at most 5 members. (The teacher may increase or
decrease the number of members for each group, depending on the class
size).
⇒Example of conversation:
Student 1: Poppusu ga suki?
Student 2: Uun, suki ja nai.
Student 1: Hee, sounanda. (to Student 3) Poppusu ga suki?
Student 3: Un, suki.
Student 1: A, watashi mo/ boku mo/ onaji. Let’s be groupmates.
Student 3: Un. Ii ne.
Note:
The teacher should check and make sure that each group’s members
should not exceed 5 persons. To be able to do this, the teacher should allow
students to form several groups of “Poppusu Group,” “Rokku Group” or
“Kurashikku Group” with at most 5 members each.
<Groupwork: Chart-making>
Group work 11. After the students have been divided into groups, the teacher asks the students
to interview one another in Japanese about the artists they like (Dare ga suki?)
and to make a chart of their “Top Five Favorite Artist”.
12. After 5 to 7 minutes, the teacher asks each group to share to the class orally the
chart they made, while the teacher writes the names of the artists mentioned, on
the board.
13. After writing the artists on the board, the teacher asks the class to look at the
lists of favorite artists on the board given by all the groups. Then, he/she asks
the students to compare the lists and then encourages them to share what they
can say about the lists. After hearing the students’ comments and feedbacks
about the lists, the teacher finally summarizes this portion of the session.
⇒Points to be realized
- We differ in the genre of music that we like. Some like pop or rock, while others
like classical music.
- Even if we like the same genre of music, the artists that we like differ.
25 mins <Objective>
Materials:
Nihongo To be able to express which songs one knows or
2) Chart of top 10 songs in
does not know. different countries(to be
introduction
and practice
<Procedure>
Songs and 1. After knowing the favorite artists of the students, the teacher then shows a
Artists which recent chart of the top ten songs that people from around the globe listen to and
I Know and makes the students guess what the chart is. After the students have made their
guess, the teacher asks the students if they know the songs or the artists on the
Don’ t Know
185
chart or not, while introducing a new set of Japanese expressions.
⇒Example:
Teacher: What kind of chart do you think is this?
Students: Music chart.
Teacher: Right. The top 1 song in the U.S. right now is “I’m Yours.” Kono uta
shitteru? Do you know this song?
Students: Yes.
Teacher: Un, shitteru (motions students to repeat).
Students: Un, shitteru.
Teacher: The singer of “I’m Yours” is Jason Mraz. Kono kashu shitteru? Do you
know him?
Students: Un, shitteru.
Note:
The teacher may get the recent copy of the top ten songs from
different countries from the website below.
http://www.apple.com/euro/itunes/charts/top10songs.html
2. The teacher asks the students to repeat the new expressions several times until
they can say it smoothly and then s/he writes them on the board.
⇒Example:
A: Kono [uta/ kashu] shitteru?
B: Un, shitteru./ Uun, shiranai.
3. Finally, the teacher asks the students about the meaning of the expressions to
confirm whether they got the correct meaning or not.
Pair work
<Pair work>
4. Then the teacher asks the students to get a partner and then distributes a top 10
song chart to each pair.
5. The teacher asks each pair to ask their partner whether they know a particular
song or not, using the new Japanese expressions learned.
6. After 3 minutes, the teacher asks some volunteers to share what they found out
about the chart.
- Although we don’t know a few of the songs, we know most of them.
- Many of the songs are my favorite songs and from my favorite artists.
reflection.

186
1) What new things did you find out about your classmates today?
2) Do you like the same songs and artists as your classmates?
3) Do you like the songs which you found in the top 10 song chart?
4) What are the Japanese expressions that you learned today?
I enjoyed the class today because “ongaku ga daisuki desu!” Through the
interview activity, I learned that most of us like the same music genre and
artists but I was surprised that the most quiet girl in our class likes rock just
like me. However, I realized that even if we like the same music genre, we like
different artists. I especially enjoyed making a chart of our top 5 favorite songs
using Japanese and I also liked asking whether we know some of the artists on
the chart or not. “Dare ga suki?” “Kono uta/kashu shitteru?” I’ll try interviewing
some classmates about other famous people using these expressions.
their J-Tree.
Assignment Before the class is dismissed the teacher

distributes a worksheet to the students and asks Materials:
them to write something about a certain song 3) Worksheet on “My Recommended
Song”
that they would like to recommend.
187
enTree 2 (ver.2016)
Topic 15 Loving Music : Session 2

To improve Effective Communicaion Skills especially interactive communication by knowing
what kind of music a friend listens to, as well as by knowing the reason why he/she likes those
songs.
Can read the Hiragana words “うた” and “かしゅ”.
Can recommend a song to a friend.
Can borrow from a friend the CD or music file of his/her recommended song.
この（うた／かしゅ）しってる？
Kono [uta / kashu] shitteru?
“Do you know this song/artist?”
うん、しってる。／ううん、しらない。
Un, shitteru./ Uun, shiranai.
“Yes, I know.”/ “No, I don’t know.”
すごくいいよ！Sugoku ii yo.
“(I assure you) It’s really good.”
うたって。 Utatte. “Sing it”
こんどおしえて。Kondo, CD kashite.
“Could you lend me your CD (of that song)
Reading
next time?”
うた
こんど music file おねがい。
かしゅ
Kondo, music file onegai.
“Could you give me a music file (of that
song) next time?”
うん、いいよ。Un. Iiyo “Sure!”
だめ！ Dame. “No, way! (I don’t want to.)”
やだ！ Yada. “No! (I don’t want to.)”
Vocabulary Building &
Conversation Teacher introduces new expressions in recommending a song.
Pair work
Students exchange information on their recommended songs in Japanese.
Reflection
188
enTree 2 (ver.2016)
1) Flashcards of “うた” and “かしゅ”
2) Worksheet on “My Recommended Song” (assignment given in the previous session)
Pictures
N/A
Others
N/A
189
enTree 2 (ver.2016)
Lesson Plan
Materials:
Review To be able to read the Hiragana words “うた”and
Hiragana “かしゅ”.
reading
Hiragana <Procedure>
words 1. The teacher shows the flashcards of “うた” and “かしゅ”and asks the students to
“ うた ” and read them aloud and then asks them about the meaning of the words.
“かしゅ”
2. After the students are able to read the words smoothly, the teacher tells the
students about the objectives of this session.
⇒Objective/s:
- In this session we are going to learn how to recommend a song to a friend in
Japanese, as well as, to know what kind of music a friend listens to and why
he/she likes those songs.
- Finally, we will try to borrow from a friend the CD or music file of his/her
recommended song in simple Japanese.
3. The teacher then reviews the class on some of the Japanese words and expressions
they learned last session by using the flashcards. First, the teacher uses the
flashcard of “うた” and reviews the students on the music genre they like.
⇒Example:
Teacher: (shows the flashcard of “うた”)
Students: うた
Teacher: Uta ga suki?
Students: Un, suki./ Uun, suki ja nai.
Teacher: Poppusu ga suki?/ Rokku ga suki?
Students: Un, suki./ Uun suki ja nai.
Teacher: Kurashikku wa dou?
Students: Un, suki./ Uun suki ja nai.
4. Then, the teacher used the flashcard of “かしゅ” and reviews the students on their
favorite artists.
⇒Example:
Teacher: (shows the flashcard of “かしゅ”)
Students: かしゅ
Teacher: Dare ga suki?
Student1: Sarah Geronimo ga suki.
Student 2: Bruno Mars ga suki.
Student 3: Taylor Swift ga suki.
190
enTree 2 (ver.2016)
To be able to recommend a song to a friend. Materials:
Conversati
To be able to borrow from a friend the CD or music file of 2) Worksheet on “My
on Recommended Song”
his/her recommended song.
“My
Recommend
<Procedure>
ed Song”
1. The teacher asks the students to take out their homework about their
recommended song.
2. The teacher tells the students that they will use their homework to get to know
more about their classmates by exchanging information about their
recommended songs.
3. First, the teacher introduces to the students his/her 2 recommended songs and
asks them whether they know the songs or not. The teacher introduces the songs
one by one.
⇒Example:
Teacher: My first recommended song is Go the Distance by Michael Bolton.
Kono uta shitteru?
Students: Un, shitteru./ Uun, shiranai.
Note:
It is important that the teacher chooses 2 songs which he/she
thinks are not familiar to his/her students, but which can most
likely be appreciated by the students, to successfully introduce the
next pattern.
4. After hearing the students’ reply, the teacher tries to convince the students that
the song, which is not familiar to most of the students, is a very good one by using
the expression “sugoku ii yo” and by using some gestures and explanation on why it
is a good song.
⇒Example:
Teacher: My first recommended song is Go the Distance by Michael Bolton.
“Kono uta shitteru?”
Students: (Un, shitteru./) Uun, shiranai.
Teacher: Sugoku ii yo (while doing an “okay” sign). It’s really good because from
its meaning, it is trying to encourage someone not to lose hope. The
melody is also good. Sugoku ii yo.
*Do the same for next song.
5. After introducing 2 songs, the students should have already most likely guessed
the meaning of expression “sugoku ii yo,” so the teacher asks the students which
expression he/she used to convince them that the song is really good.
⇒Example:
Teacher: I said a new expression to convince you that my recommended song is
really good. Can you tell me what it is?
Students: Sugoku ii yo.
Teacher: Yes, very good.
6. After hearing the students’ reply, the teacher asks the students to repeat the
191
enTree 2 (ver.2016)
expression several times until they can all say it smoothly.
7. Then, the teacher writes the dialogue sequence on the board including the new
expression.
⇒Sample dailogue:
A: My recommended song is ____________. Kono uta shitteru?
A: Sugoku ii yo. ( plus the reason why the person is recommending it)
8. Afterwards, the teacher asks 1 student to share and introduce his/her

recommended song. The teacher encourages the student to use the expression
“kono uta shitteru?” and “sugoku ii yo.”
9. After hearing about the student’s recommended song, the teacher emphasizes that
he/she doesn’t know the song so he/she asks the student in Japanese to sing the
song.
⇒Example:
Student A: My recommended song is ____________. Kono uta shitteru?
Teacher and classmates: Un, shitteru./ Uun, shiranai.
Student A: Sugoku ii yo. I think the lyrics is telling us that...
Teacher: Hee, sounanda. That sounds nice. Demo, gomen. Sono uta, shiranai.
Utatte. (Please sing it for us!)
10. The other students will also most likely want to hear the song and make their
classmate sing, so the teacher may encourage the students to imitate him/her in
saying “utatte.”
Note:
The class is expected to make a ruckus about their classmate’s
singing so the teacher should calm the class down first before
proceeding to the next part.
When the class has already calmed down and after hearing the
student sing, the teacher compliments the student using the
expression “ii ne.”
11. After the student’s singing part, the teacher compliments the student with “ii ne”.
Then, the teacher tells the student that he/she wants to borrow a CD of the song
in Japanese, while extending one’s hand to the student in a gesture of asking for
something (“give me sign”). Afterwards, the teacher borrows the CD in English.
⇒Example:
Teacher: That was really a good song. Ii ne. Kondo, CD kashite (doing a “give me”
sign). Could you lend me your CD of that song?
12. The teacher repeats the expression in Japanese and the gesture twice or more.
13. Then, the teacher asks the students for the new expressions they have heard so
far and asks for their meaning in English.
192
enTree 2 (ver.2016)
⇒Example:
Teacher: I think you heard some new expressions again. Can you tell me what
they are?
Students: “Utatte”.
Teacher: Yes. “Utatte” (writes on the board, adding the word to the dailogue)
What do you think is its meaning?
Students: Sing it!
Teacher: Yes, very good! What else?
Student: “Kondo, CD, kashite”
Teacher: Yes. “Kondo, CD, kashite”. What do you think is its meaning?
Student: It means that I am “asking someone to lend me a CD of his/her
recommended song”.
Teacher: Right.
14. The teacher adds “Ii ne” first to the dialogue on the board and then afterwards
adds “Kondo CD kashite.”
15. Then, the teacher tells the students that they may use “Kondo, music file onegai”
instead of “Kondo CD kashite”, if they would rather have the music file instead of
borrowing the CD.
16. The teacher asks the students to repeat the new expression several times until
they can say it smoothly. Then, the teacher adds the expression to the dialogue.
17. Afterwards, the teacher asks the same student who recommended a song, if
he/she is willing to share his CD or music file.
18. If the student’s answer is positive, the teacher asks the student to repeat “Un. Ii
yo.”
19. The teacher also tells the students that they can use “dame” or “yada” if they do
not want to share their CD or music file. However, there is no need to focus in
teaching these expressions because they are a little strong and most of the time
impolite.
20. Then, the teacher asks the students again for the new expressions they have just
heard and confirms their meanings in English.
⇒Example:
Un. Ii yo: “Sure!” when you agree to someone’s request
Dame: “No way! (I don’t want to.)” when you refuse someone’s request
Yada: “No! (I don’t want to.)” when you refuse someone’s request
21. Then, the teacher asks the students to look at the completed dialogue on the
board.
⇒Completed Dialogue:
A: My recommended song is . Kono uta shitteru?
A: Sugoku ii yo. (plus the reason why the person is recommending it)
193
enTree 2 (ver.2016)
B: Hee, sounanda. Utatte.
A: (sings)
B: Ii ne. Kondo CD kashite./ Iine. Kondo, music file, onegai.
A: Un. Iiyo./ Dame./ Yada.
22. The teacher asks the students to repeat after him/her in saying the lines of the
dialogue one by one. Then, the teacher pretends to be person A and asks the
students to pretend to be person B and the class reads the dialogue according to
their assigned roles. The teacher and the students exchange roles and then read
the lines again.
<Pair work>
23. Afterwards, the teacher asks the students to pair up with their seatmate and to
exchange their recommended songs with each other using their worksheet, “My
Recommended Song” and the dialogue pattern written on the board. If one
student doesn’t have a partner, the teacher pairs up with that student.
24. After exchanging their recommended songs, the teacher asks the students to look
for another pair and do the same conversation again.
25. Then, at the end of the pair work, the teacher asks at least 2 volunteers to talk
about the recommended song of their partner using the expressions below. The
teacher writes the expression on the board as a guide for the students.
⇒Example:
______san no suki na uta wa __________________________________desu.
Minasan, shitteru? My partner likes this song because he/she said that
(impressions, reasons why one’s partner likes the song, etc.)
26. Finally, the teacher summarizes the lesson by asking the students about what
they learned from interviewing their classmates about their recommended songs-
whether they like the same songs or not, whether they share the same reason for
choosing the song like, they chose the songs because of the lyrics or the melody,
etc.
-I learned that we like the same songs and that we know each other’s
recommended songs.
-I learned that we have different reasons for choosing the songs we like.
reflection.

1) What new things did you discover about your classmates today?
2) Did you enjoy sharing your favorite songs with your classmates? Why or Why
194
enTree 2 (ver.2016)
not?
3) What Nihongo expressions did you learn today? Do you think they are useful?
How?
I discovered that most of us have the same taste in music but some people
considers the meaning of the lyrics more in choosing a song, while others choose
a song because of its melody. I personally value the meaning of the lyrics more.
Also, most of us like both Filipino and foreign songs. Regarding the Nihongo
expressions, I can now borrow things in Nihongo using “Kondo ____ kashite” or
“______ onegai.” I will use them during break time by borrowing my classmates’
notebooks or books.
their J-Tree.
195

To improve Information, Media, and Technology Skills especially Multicultural Literacy and
Global Awareness:
by comparing the foreign songs Filipinos listen to and the top 10 foreign songs in Japan.
by getting to know a Nihongojin artist.
Can talk about one’s favorite foreign songs or foreign artists in simple Japanese.
Can compare the foreign songs Filipinos listen to and the top 10 foreign songs in Japan in simple
Japanese.
でも… Demo… “but…”
おしえて Oshiete. “Teach me/ Tell me”
(Topic 9)

Review
Students review and practice Nihongo expressions learned in Session 2.
Class Discussion 1 Students compare the foreign songs Filipinos listen to and the top 10 foreign
songs in Japan.
Class Discussion 2 Teacher introduces a Nihongojin artist and his contribution to music industry in
Japan.
Reflection Students reflect and write what they have learned today.
196
1) Flashcards of “うた” and “かしゅ” used in session 2
2) Flashcards of popular foreign songs and artists (to be prepared by the teacher)
3) Chart of the Top 10 Foreign Songs Filipinos listen on the radio (last month’s ranking;
teacher’s copy- to be prepared by the teacher)
4) Chart of the Top 10 Foreign Songs Japanese people listen on the radio (last month’s
ranking; teacher’s copy- to be prepared by the teacher)
5) Chart of the Top 10 Foreign Songs Filipinos listen on the radio (latest ranking; students’ copy-
to be prepared by the teacher)
6) Chart of the Top 10 Foreign Songs Japanese people listen on the radio (latest ranking;
students’ copy- to be prepared by the teacher)
7) High School Nihongojin #3 (from Topic 1 Session 2)
8) Picture of Shun’ichi, the music artist
9) Information Sheet about Shun’ichi as an artist
10) CD or Music file of Shun’ichi (If available; to be prepared by the teacher)
Pictures
N/A
Others
N/A
197
Lesson Plan
15 mins <Objective>
Materials:
Nihongo To talk about one’s favorite foreign songs or
Review: foreign artists in simple Japanese.
2) Flashcards of popular foreign songs
Foreign and artists
<Procedure>
Songs and
1. Before the activity starts, as a review, the teacher shows the flashcards of the
Artists that
Hiragana words “うた” and “かしゅ” to the students and asks them to read the 2
We Like
words. When the teacher is sure that the students can still read the 2 Hiragana
words, the teacher then asks the students about the meaning of the words.
2. After this short review, the teacher tells the students about the objectives of this
session and that the class will still be discussing about music.
⇒Objectives:
- In this session, we are going to to talk about our favorite foreign songs or
foreign artists in simple Japanese.
- Also we are going to compare the foreign songs Filipinos listen to, to the top 10
foreign songs in Japan.
- Finally, we are going to get to know a Nihongojin artist.
3. Then the teacher distributes the 5 to 7 flashcards of popular foreign songs and
artist to several students, and asks these chosen students not to show the cards
yet to their classmates until they are asked to present the flashcards.
4. After all the cards have been distributed to the chosen students, the teacher then
asks one chosen student to show his/her flaschard and to ask his/her classmates
in Japanese if they know the song or the singer written on the flashcard, using
this sentence, “Minasan kono (uta/kashu) shitteru?”
5. If his/her classmates’ answer is negative, the teacher encourages the presenter to

tell something about the card he/she is holding, if he/she knows any information
about it. In case the presenter doesn’t know the song or the singer written on the
flashcard, he/she asks anyone from the class who can give any information using
“oshiete.” The teacher also tells the other students to give any appropriate
reaction.
*The teacher tells the students that if they want somebody “to teach” or “to tell” them some
information, they can use the expression “oshiete,” which was previously learned in Topic 9.
⇒Example:
Pattern A.
Student A (showing a “Jason Mraz” card): Minasan, kono kashu shitteru?
Classmates: Uun, shiranai.
Student A: He is the one who sang “I’m yours.”
Classmates: Hee, sounanda.
198
Pattern B.
Student A (showing “I’m Yours” card): Minasan, kono uta shitteru?
Classmates: Uun, shiranai. Utatte.
Student A: (sings)
Classmates: Ii ne. Kondo CD kashite./ Music file onegai.
Student A: Un, iiyo./ Dame./ Yada.
Pattern C.
Student A (showing “I’m Yours” card): Minasan, kono uta shitteru?
Student A: Gomen. Watashi mo/ Boku mo shiranai. Minasan, oshiete.
Student B: Shitteru. He is the one who sang “I’m yours.”
Classmates: Hee, sounanda. Utatte.
Student B: (sings)
Student B: Un, iiyo./ Dame./ Yada.
6. After the first chosen student finished presenting his flashcard, the teacher calls
on the other chosen students to present their cards one by one in Japanese. The
teacher proceeds with the activity, following the instructions in #5 above.
7. After doing this activity, the teacher collects all the flashcards. While showing
the flashcards to the class one by one, the teacher asks the students to identify
the word if it is “uta” or “kashu.”
8. After this review, the teacher asks the students if they noticed the kind of songs
used in the short activity and whether they like this kind of songs or not.
⇒Example:
Teacher: What kind of songs were used in the flashcards?
Are they foreign or local?
Students: Foreign songs.
Teacher: Foreign songs ga suki?
Students: Un, suki.
9. Then, upon hearing the students’ answer, the teacher asks at most 2 students
about the foreign artists they like. For each student’s answer, the teacher asks
the class in Japanese whether they know the artist which their classmate
mentioned or not. If the class does not know their classmate’s favorite artist, the
selected student (the classmate) is encouraged to give information about the
artist. The teacher asks the other students to react using any appropriate
nihongo expressions.
⇒Example:
Teacher: Dare ga suki? (to be continued in the next page)
199
Student A: Katy Perry ga suki.
Teacher: Minasan, Katy Perry, shitteru?
Classmates: Un, shitteru./ Uun, shiranai.
Student A: She is the one who sang “Fireworks.” Shitteru?
Student A: (sings)
Student A: Un, iiyo./ Dame./ Yada.
10. After the 2 students have been interviewed by the class about their favorite
foreign artists, the teacher asks the students if they are curious to know whether
Japanese people listen to the same foreign songs that we know.
⇒Expected answer:
- Yes, we would like to know if Japanese people listen to the same foreign songs.
Materials:
Culture To know whether Filipinos and Japanese
3) Chart of the Top 10 Foreign Songs
Top 10 people listen to the same foreign songs by
Filipinos listen on the radio (last
Foreign comparing top ten music charts from both month’s ranking; teacher’s copy)
Songs in the of these countries. 4) Chart of the Top 10 Foreign Songs
Philippines To compare the foreign songs Filipinos Japanese people listen on the radio
and Japan listen to, to the top 10 foreign songs in (last month’s ranking;teacher’s copy)
Japan in simple Japanese. 5) Chart of the Top 10 Foreign Songs

Filipinos listen on the radio (latest
<Procedure> ranking; students’ copy)

6) Chart of the Top 10 Foreign Songs
1. The teacher tells the students that the
Japanese people listen on the radio
objective of the next activity is to compare
(latest ranking; students’ copy)
the top 10 foreign songs Filipinos listen on
the radio, to the top 10 foreign songs Japanese people listen on the radio.
2. Before starting the activity, the teacher tells the students about last month’s top
foreign songs in the Philippines and in Japan. The teacher writes on the board 1
to 2 songs and artists from last month’s charts of top foreign songs in both
countries (use material #3 and #4, teacher’s copies).
200
Note:
The teacher should choose a song which appears in the copy of
both charts from the Philippines and Japan and an artist which
also appears in both charts but preferrably whose songs featured in
both charts differ.
Example:
January 2011
Philippine Chart: Top 7 song is “Back to December”
by Taylor Swift
Japanese Chart: Top 10 song is “Back to December”
by Taylor Swift
Philippine Chart: Top 5 song is “Grenade” by Bruno Mars
Japanese Chart: Top 8 song is “Marry You” by Bruno Mars
The teacher may get a recent copy of the top ten songs in the
Philippines and Japan from the following websites:
PHILIPPINES: http://www.rx931.com/charts.html
JAPAN: http://countdown.tfm.co.jp/pb10/main.php
3. Using the songs and artists that he/she wrote on the board, the teacher asks the
students some questions and help them compare the data.
⇒Example:
Teacher: Look at the top 7 song in the Philippine chart and the top 10 song in the
Japanese chart. What can you say about them?
Students: Onaji.
Teacher: Sou desu ne. Firipin no top 7 no uta to Nihon no top 10 no uta wa onaji.
Next two songs wa dou?
Students: Kashu wa onaji. Uta wa chigau.
Teacher: Sou desu ne. Kashu wa onaji. Demo, uta wa chigau.
4. The teacher asks the student whether they recognize something new in the
sentence which he/she mentioned and then asks whether they can guess its
meaning.
⇒Expected answer:
- Yes. You used “demo.” It’s the Japanese word for “but.”
5. The teacher writes the sample sentences on the board and asks the students to
repeat them several times until they can say the sentences smoothly.
⇒Example:
- Firipin no top 5 no kashu to Nihon no top 8 no kashu wa onaji. Demo, uta wa chigau.
- Firipin no top 7 no uta to Nihon no top 10 no uta wa onaji. Demo ranking wa chigau.
6. After practicing the sample sentences and when the students are already able to
say them smoothly, the teacher divides the class into groups of 3 members each.
201
7. When the students are all in their respective groups, the teacher distributes to
each group a recent copy of the 2 charts showing the top 10 foreign songs from
the Philippines and Japan (use material #5 and #6).
8. The teacher asks the students to discuss the similarities and the differences of
the content of the two charts using the Nihongo they learned.
9. After 5 to 7 minutes, the teacher asks a representative from 2 to 3 groups to

share what they have discovered. The persons presenting after the first
presenter are reminded not to repeat what has been already mentioned, but
rather just add some more new information if they have.
10. After hearing the answers of the 3 students, the teacher asks the other groups if
they have anything more to add, if there is none, the teacher asks the students
some questions to summarize the activity.
a.) Do we have the same songs on the two charts?
c.) Are the ranking of the songs the same?
d) What can you say about the similarities and the differences in the songs and
artists that we like.
- Although the ranking of the popularity of the songs and the artists are not the
same, we share almost the same likes in terms of foreign music.
10 mins <Objective>
To get to know a Nihongojin artist. Materials:
Discussion
7) High School Nihongojin #3
& (from Topic 1 Session 2)
<Procedure> 8) Picture of Shun’ichi as the
Reflection
1. The teacher tells the students that aside music artist
A 9) Information Sheet about
from knowing foreign songs and artists, the Shun’ichi as an artist
Nihongojin
class is going to know about a certain 10) CD or Music file of Shun’ichi (If
Artist available;to be prepared by the
Japanese singer. teacher)
2. Before introducing Shun’ichi-san as an artist, the teacher asks the students

whether they know any Japanese singers.
- Utada Hikaru, Otuska Ai, News, Arashi, Yui etc.
3. After hearing the students’ answers, the teacher shows the class a picture of
Shun’ichi-kun as an artist and asks the students whether they know the person
or not in Japanese.
⇒Example:
Teacher: Kono kashu shitteru?
202
Students: Uun, shiranai.
4. Then the teacher shows the picture of Shun’ichi-kun as a student (from Topic 1
Session 2) and asks the students whether they know the person or not in
Japanese.
⇒Example:
Teacher: Kono hito shitteru?
Students: Un, shitteru. Shun’ichi-kun.
5. Using the same group as in the earlier activity, the teacher then distributes a
profile and picture of Shun’ichi-kun to each group while showing a bigger version
of the profile to class.
6. The teacher then gives each group 2 to 3 minutes to read the short profile.
7. Afterwards, the teacher asks the students some questions about what is written
in the profile.
⇒Questions to be asked and their respective answers:
1) Shun’ichi-kun no tanjoubi wa itsu? Juuichigatsu mikka.
2) Shun’ichi-kun no hometown wa? Okinawa
3) What do you call the instrument he is holding? Shitteru? “sanshin”
8. The students may not be able to answer question #3 so, the teacher gives a short
information about the instrument.
⇒Information about “sanshin”:
- “Sanshin” is a traditional 3-stringed instrument from Okinawa. It is played
using a plectrum or a pick in strumming the strings.
http://en.wikipedia.org/wiki/Sanshin (2011/06/16)
9. Afterwhich, the teacher asks someone to read the information about the career of
Shun’ichi-kun and then asks for an impression from the students.
- Sugoi.
- I want to be like him.
10. After knowing some things about Shun’ichi-kun, the teacher encourages the
students to listen to the sample of his songs on the internet as well as other
music played using the “sanshin.” The teacher then gives the URL written inside
the “Note” box to the students for their reference.
203
Note:
The teacher gives the following URL to the students to guide
them in searching for more information about Shun’ichi kun and for
them to be able to listen to the sample of his music.
Official website of Shun’ichi:

http://irei.syncl.jp/
Official Music Video:
-Asu ni kakeru jounetsu-
https://www.youtube.com/watch?v=3UyLpFlV-70
- Kariyushi dance-
https://www.youtube.com/watch?v=Asj7YfMyddI
- Sensei -
https://www.youtube.com/watch?v=kXa2RsZ8EjU
reflection.

1) What activities did you do today and what did you discover from them?
2) Did you enjoy the activity? Why or Why not?
3) What do you think about Shun’ichi-kun?
4) Do you want to listen to more of his music or of Okinawan music?
I enjoyed the activity of comparing the top ten foreign songs which we
Filipinos listen to, to the ones Japanese people listen to. It’s interesting to know
that we like the same types of music and artists. I also like the activity because
we did it by using Nihongo. I realized that I can now compare and discuss things
in Nihongo. “Top 1 no kashu wa onaji. Demo, uta wa chigau.” I’ll try using this in
comparing other things. Also, Shun’ichi-kun’s music and his passion for music is
inspiring. I wish I can also achieve my dreams like him. I’ll search for more of
his songs and music on “sanshin” on the internet.
on their J-Tree.
Assignment The teacher asks the students to listen to the sample of Shun’ichi-kun’s songs
as well as other music played using the “sanshin” on the internet. The teacher then
gives the students the URL written inside the “Note” box above.
204

To develop Information, Media, and Technology Skills especially multicultural literacy and global
awareness:
by getting to know some traditional Philippine and Japanese musical instruments.
by discovering how countries connect with each other through borrowing melodies from
each other.

Topic introduction Teacher introduces the objectives of this session by asking students’ interest in
different musical instruments.
Class Discussion 1 Students get to know some traditional Philippine and Japanese musical
instruments and to compare them.
Class Discussion 2 Students discover how countries connect with each other through borrowing
of melodies from each other.
Reflection
Students reflect and write about what they have learned today
205
1) Pictures of traditional Philippine musical instruments (#1- #5)
2) Pictures of traditional Japanese musical instruments (#1- #5)
3) Copy of the lyrics of some Original Songs and their Borrowed Versions (to be prepared by the
teacher)
4) Copy of the lyrics of the chosen Japanese song to be taught to students (to be prepared by
the teacher)
Pictures
N/A
Other
N/A
206
Lesson Plan
Materials:
Culture To get to know some traditional Philippine and
1) Pictures of traditional Philippine
Japanese musical instruments. musical instruments (#1- #5)
Traditional
2) Pictures of traditional Japanese
Philippine musical instruments (#1- #5)
<Procedure>
and 1. The teacher shows the picture of Shun’ichi-kun
Japanese and asks the students to focus on the instrument he is holding and then asks
Musical them some things that they can remember about it.
Instrument
- It is a sanshin.
- It has 3 strings.
- It is a traditional instrument from Okinawa.
2. After hearing the students’ answers, the teacher tells the students the objectives
of this session.
⇒Objectives:
- In this session we are going to get to know some traditional Philippine and
Japanese musical instruments.
- Also we are going to find out how countries connect with each other through
borrowing melodies from each other.
3. After informing the students about the objectives, the teacher asks the class
whether they play musical instruments or not and if they play any instrument,
what kind of instrument do they play.
- guitar
- drums
4. Then, the teacher asks the students whether they have experiences of playing
traditional Philippine musical instruments.
- Yes/ No.
Note:
If there are students who had experiences in playing traditional
Philippine musical instruments, the teacher asks these students to
share their experiences to the class.
5. After hearing the students’ answers, the teacher asks the students if they know
any traditional Philippine musical instruments.
- banduria
- kulintang, etc.
6. Then the teacher shows some pictures of traditional Philippine musical

instruments while asking the students in Japanese, “Kore, shitteru?”, whether
207
they know the instruments or not and then gives the students a brief description
of each intrument afterwards.
⇒Pictures to be shown:
#1 Tongatong: a bamboo instrument from Northern Luzon
#2 Bungkaka: a bamboo instrument from Northern Luzon
#3 Gangsa: A flat brass gong of the Northern Luzon
#4 Kulintang: a set of 8 embossed brass gongs from Mindanao
#5 Agong: a much larger version of a kulintang piece from Mindanao.
Note:
This part is just to give the students a short introduction to the
traditional Philippine musical instruments. There is no need to focus
on explaining about each instrument. However, if it is possible, the
teacher may also show a video or play a CD about the sounds of these
instruments. If it is not possible, and in case the students show
interest in learning more about them, the teacher may ask the
students to research about these instruments on their own.
7. Afterwhich, the teacher then asks the students if they know any traditional
- taiko
- sanshin
8. Then the teacher shows some pictures of traditional Japanese musical

instruments while asking the students in Japanese, “Kore, shitteru?”, whether
they know the instruments or not and then gives the students a brief description
of each intrument afterwards.
⇒Pictures to be shown:
#1 sanshin: a 3-stringed instrument from Okinawa which originated from
China. It’s body has a snake-skin covering and it is said that this is
the precursor of the instrument “shamisen.”
http://en.wikipedia.org/wiki/Sanshin (2014/04/08)
#2 shamisen: also a 3-stringed instrument and is said to be the remodeled
version of “sanshin.” Instead of snake-skin, it’s body is covered
with a dog’s or cat’s skin.
http://en.wikipedia.org/wiki/Shamisen (2014/04/08)
#3 koto: a 13-stringed instrument
#4 shakuhachi: a traditional flute
#5 taiko: a Japanese drum that comes in various sizes
*See the note above regarding Philippine traditional music instruments and do the same
for Japanese traditional instruments.
9. After introducing the traditional musical instruments of the two countries, the
teacher asks the students about their image of traditional instruments, what
they feel about them, whether they enjoy listening to them.
- It’s nice at first but it’s monotonous so it makes me sleepy.
- Not interesting.
208
10. Upon hearing the students’ answers, the teacher asks the students if they were
able to listen to the music of Shun’ichi-kun on the internet.
⇒Possible answer:
- Yes/ No
11. The teacher requests the students who said “yes” to share what they think about
Shun’chi-kun’s music- whether it is traditional or not and whether they like and
enjoy the music or not.
- It’s a combination of traditional music and pop music.
- I like it. It’s upbeat even if Shun’ichi-kun used a traditional musical
instrument.
*The teacher may also borrow a copy of the “Japan Music Today DVD” from the Japan
Foundation Manila. The artists in this DVD plays contemporary music using traditional
12. Then the teacher asks the students why they think Shun’ichi-kun (and the other
artists from “Japan Music Today DVD”) use traditional musical instruments in
playing pop music.
- To introduce a new type of music.
- To have his own unique identity as a singer from Okinawa.
13. After hearing the students’ answers, the teacher shares to the students a short
information about Shun’ichi-kun’s choice of music.
⇒Information to be shared:
- Shun’ichi-kun won first place in the song and sanshin category in the
Afuso-style classical Okinawan music competition and got a license to teach
classical sanshin music. He could have pursued a career in classical Okinawan
music, but instead he opted to play his original music. He said that in playing
traditional music, playing precisely is required of an artist. However,
Shun’ichi-kun thinks that he feels the happiest when playing in his own
creative style while still keeping his identity and his Okinawan roots.
< http://www.tjf.or.jp/clicknippon/ja/archive/docs/TB25_E.pdf> (2014/04/08)
14. Upon giving the information to the students, the teacher asks the students what
they think of Shun’ichi-kun’s choice of music and what they think of the
combination of traditional and pop music.
15. After hearing the students’ answers, the teacher summarizes this part of the
session.
- Although some might find traditional music boring and old, it is still part of our
culture which we should be proud of. Artists like Shun’ichi-kun enjoys playing
their own kind of music like pop or rock while keeping their own identity and
remembering their roots.
16. Then, the teacher tells the students that there are also artists in the Philippines
who use a combination of traditional Philippine musical instruments and
209
musical instruments like the guitar and the drums. As the teacher mentions
some names of artists, he/she encourages the students to research about these
artists if they want to know more about Filipinos who combine modern music
with traditional music by using both modern and traditional musical
instruments in their music.
⇒artists to be mentioned:
- Asin, Joey Ayala, Grace Nono, Grupong Pendong, Kadangyan, Popong
Landero, Kontra-Gapi etc.
Materials:
Culture To discover how countries connect with each
3) Copy of the lyrics of some
Borrowing of other through borrowing melodies from each Original Songs and their
Borrowed Versions (to be
Melodies other. prepared by the teacher)
from Across
4) Copy of the lyrics of the chosen
the Globe <Procedure> Japanese song to be taught to
1. The teacher tells the students that aside from students (to be prepared by the
teacher)
looking at music through time, from
“traditional” to “modern”, music should also be
viewed across countries and across culture.
2. With this, the teacher sings the the following songs and asks the students
whether they know them or not using “Kono uta, shitteru?” then asks them to
guess which one is the original version and which is the borrowed one. (use
material #3)
⇒Example of songs to be introduced:
- “Sukiyaki” by 4 p.m.(borrowed version) versus “Ue o muite arukou” by Sakamoto
Kyuu (original version)
- “Endless Story” by Ito Yuna (borrowed version) versus “If I’m not in love with you”
by Faith Hill (original version)
- “Sana’y Laging Makapiling” by April boys (borrowed version) versus “Kanpai” by
Nagabuchi Tsuyoshi (original version)
- “We Belong” by Toni Gonzaga (borrowed version) versus “First Love” by Utada
Hikaru (original version)
- “Musuko” by Sugita Jiro (borrowed version) versus “Anak” by Freddie Aguilar
(original version)
Note:
The teacher may find information about the songs mentioned
above on the internet. If the teacher finds some difficulty in singing
the songs, he/she may download the songs and play them as music
files for the students.
*See Teacher’s Reference for sample lists of links.
3. Afterwards, the teacher asks the students whether they like the original version
better or the new version better.
4. Then, upon hearing the students’ answers, the teacher mentions that music
genres like Reggae, which originated from Jamaica, Bossa Nova and Samba,
210
which originated from Brazil have been adapted by other countries and can now
be enjoyed all over the world. Other examples are the Hawaiian sounding music
(“I’m Yours” by Jason Mraz), the African sounding music (“Wakawaka” by
Shakira), etc.
5. Finally, the teacher summarizes this portion of the session.

- If one makes a research, people around the world have been borrowing
melodies and songs from each other for many centuries now. It is one way of
showing appreciation of one another’s kind of music and at the same time a
way of connecting with each other through music.
6. Then the teacher encourages the students to research on other songs like the
examples above. The teacher may give the following website as an example or the
links from the Teacher’s Reference.
⇒Music Borrowed from Other Languages:
http://community.livejournal.com/linguaphiles/2652577.html
7. Finally, the teacher distributes to the students, a copy of a Japanese song, which
he/she has chosen and prepared for the class. Then, he/she teaches the song to the
class and asks the students to sing it (use material #4).
reflection.
1) What new information did you discover today?
2) Which is your favourite topic? Why?
2) Did you like the music of Shun’ichi-kun, which is a combination of traditional
and pop music? Why or Why not?
3) Did you get curious enough to research more on what other ways people
around the world connect to each other?
This session is very interesting. I was also surprised to know that it’s not
only Philippines that borrows melodies from other countries but other countries
also borrow from us. It’s really a wonder how people connect through music.
Indeed, “music is a unversal language”. I realized that there are many ways
people can connect to each other- music, internet, language, etc. I’ll research
more about Japanese music because I think this is a good way to connect to
other Nihongojins.
their J-Tree.
211
Assignment (1) The teacher asks the students to bring a music file or lyrics of their favorite
Japanese song.
(2) Choose a favorite part/portion of your favorite Japanese song and then rewrite
that part by writing your own original lyrics using Japanese words learned in
past lessons. That part or portion of the song should be around 30 seconds.
*If there is a student who does not know any Japanese song, he/she can choose any local or
foreign song.
(3) Just in case students find it hard to think of a theme for their own lyrics, below
are suggested themes.
a. a song/jingle about inviting other students in your school to study Nihongo
b. a song/jingle telling about your experiences as Japanese language learner
c. a song/jingle about your family or your friends
212
“Localized/Filipinized Japanese songs”
Below is a list of Filipino songs which melodies are borrowed from Japanese songs:
“Ikaw Pa Rin” by Ted Ito is from “Saigo no Iiwake” ni Tokunaga Hideaki aka Ted Ito
“Ikaw Pa Rin” https://www.youtube.com/watch?v=108tw9YKKQ8
“Saigo no Iiwake” https://www.youtube.com/watch?v=12-MBr96mNU
“Honey My Love (So Sweet)” by April Boy Regino is from “Itoshi No Eri (Ellie My Love)” by Southern All Stars
http://youtube.com/watch?v=Jn069z8pAzc
“Honey My Love (So Sweet)” https://www.youtube.com/watch?v=sl7IfmTzEV8
“Itoshi No Eri (Ellie My Love)” https://www.youtube.com/watch?v=OHKW6p_U-fM
“We Belong” by Toni Gonzaga from “First Love” by Utada Hikaru

“We Belong” https://www.youtube.com/watch?v=4_WRrrZTlJY
“First Love” https://www.youtube.com/watch?v=_Q5-4yMi-xg
“Lumayo Ka Man” by Rodel Naval is from “Singeru Agein(Single Again)” by Mariya Takeuchi
https://www.youtube.com/watch?v=t-BYZQgw73I
“Singeru Agein (Single Again)
https://www.youtube.com/watch?v=q5Avl6h_Rl0&list=PLC114238021415A1A&index=11
*Note: Not only Filipinos borrow tunes and melodies from Japan and from other countries, but foreign people
also borrow tunes and melodies from the Philippines, as well as sing Filipino songs.
http://alceoftheart.deviantart.com/journal/Pinoy-song-translated-in-Japanese-and-Korean-280547821
(2014/05/19)
http://www.philshowbiz.com/2014/04/26/japenese-rock-band-sings-pbb-theme-song-pinoy-akoheme-song-pi
noy-ako/ (2014/05/19)
http://www.abs-cbnnews.com/entertainment/04/25/14/watch-japanese-rock-band-sings-pbb-theme-song
(2014/05/19)
213
enTree 2(ver. 2016)
Topic 15 Loving Music: session 5
15??? Loving Music: Session 5
To develop Learning and Innovation Skills especially student’s creativity by writing and
presenting one’s own original lyrics using the melody of one’s favorite Japanese song.
Can ask a friend to let them listen to their favorite song.
Can apply Japanese words and expressions learned from topic 1-15 in writing one’s own
original lyrics of a song to the tune or melody of one’s favorite Japanese song.
きかせて。Kikasete.
“Please let me listen (to that song).”

Topic introduction Students introduce each other’s favorite Japanese songs and their Nihongo
Listening of the songs titles.
Activity: Song lyrics

writing Students present the original lyrics of their favorite song within their group.
Reflection
214
enTree 2(ver. 2016)
1) A favorite Japanese song (To be prepared by the teacher and the students)
Pictures
N/A
Others
N/A
215
enTree 2(ver. 2016)
Lesson Plan
30 mins <Objectives> Materials:
Culture To be able to recommend their favorite song to
1) A favorite Japanese song (To
friends.
Listening to be prepared by the teacher and
To be able to ask a friend to let them listen to
classmate’s the students)
their favorite song.
favorite song
<Procedure>
1. The teacher asks the students if they brought a music file of their favorite songs.
If a student does not have the music file but knows the song, he/she may sing it
and show the lyrics of the song to his/her classmates.
2. Then the teacher tells the students the objectives of this session.
⇒Objectives:
-In this session we are going to introduce our favorite Japanese song.
-Also we are going to present our own original lyrics to the tune of our favorite
Japanese song.
3. The teacher asks the students how to recommend their favorite song in
Japanese.
⇒Expected answer:
-Kono uta shitteru?
-Sugoku ii yo.
4. The teacher introduces to the students his/her favorite Japanese song.

⇒Example:
Teacher: Watashi wa (title of the song) ga suki. [Learned in Topic 5]
Kono uta shitteru?
Students: (Un, shitteru./) Uun, shiranai.
Teacher: Sugoku ii yo. I like this song because…
Students: Utatte.
Teacher: I have brought the music file here. (plays it or sings it)
Students: Ii ne.
5. The teacher tells the students that they can use “kikasete”(Please let me listen to
the song) instead of “utatte,” if the student have the music file.
6. The teacher writes the dialogue sequence on the board including the new
expression.
⇒Sample dailogue:
A: Watashi wa (title of the song) ga suki. Kono uta shitteru?
B: (Un, shitteru./) Uun, shiranai.
A: Sugoku ii yo. I like this song because…
B: Kikasete / Utatte.
A: (play it)/ (sing it)
B: Ii ne.
216
enTree 2(ver. 2016)
7. The teacher divides the students into 6 to 8 groups with 3 to 5 members each
group.
8. The teacher asks the students to introduce their favorite Japanese song in the
group using the Japanese expressions they have just practiced.
9. After each member of the group has presented his/her favorite Japanese song,
the teacher chooses one or two students introduce their song to the whole class.
Then ask other students to listen to the songs and share their impressons about
the song after listening.
20 mins <Objective>
Activity To present one’s own original lyrics using Japanese words and expressions to the
Original tune or melody of their favorite Japanese song.
Lyrics writing
<Procedure>
contest
1. The teacher explains the next activity of this session.
⇒Explanation of the next activity:
(1) In your same group you will present your own original lyrics using Japanese
words and expressions to the tune or melody of your favorite Japanese song.
(2) Each student sings the part of the song with his/her group for around 30 to 35
seconds.
(3) Students can briefly explain the lyrics, if group mates did not understand the
meaning of the song.
(4) After all the presentation within the group, members choose their best bet to
represent their group.
(5) The members of the group practices to sing together their chosen song.
2. The teacher calls each group randomly to present.
3. After each group’s presentation, the teacher asks other groups for their
impression.
⇒Possible impression:
- I like Group 1’s rendition of their chosen song. It is fun to listen and think of the
meaning of the lyrics at the same time.
- I think A san can be a future song composer. It is very creative of him to put
together those words and fit them in the rhythm of the song.
※ Please take note that there is an ASSIGNMENT to be given at the end of

this session. Please see the last part of the lesson plan (below the reflection.)
reflection.

1) What did you learn in this session?
217
enTree 2(ver. 2016)
2) How did you like your chosen song? Why did you choose that song?
3) Did you accomplish the task assigned to you in your group?
Our group had a hard time choosing the song because we all have different
favorites. In the end, we chose the song that has a good rhythm and which
everyone can sing along to easily. The next challenge was understanding the
lyrics written by our group mate. We could have just asked the writer to explain
to us what he wrote, but we chose to understand the meaning by ourselves. So,
we divided the sentences among our members. Each sentence was assigned to a
pair who analyzed and then reported their understanding of the meaning of the
sentence to the group. After understanding the lyrics, we practiced singing the
song. The singing part was easy because we understand the meaning and the
feelings conveyed in the song. The whole activity was also like a review session,
because we were able to confirm the meaning of the words and expressions we
have learned in enTree so far. I find this activity the most challenging so far, but
the most interesting one. It was an alternative way to use the language… in a
song!
their J-Tree.
Assignment The teacher asks the students to bring their Hiragana booklet (distributed in
Topic 2) and Katakana booklet (distributed in Topic 11) next session.
218
15
???? Loving Music: Session 6

To enhance Learning Skills by reviewing the expressions learned in this topic and taking the
review test.
Can recall Japanese expressions learned in this topic.
Can write some word from this topic in Hiragana and Katakana.
Writing
すきなおんがく
すきなうた
すきなかしゅ
ロック
クラシック
ポップス

Writing
Teacher asks students to practice writing words introduced in this topic.
Nihongo Review Quiz

Students answer the Nihongo Review Quiz.
Reflection Students reflect about what they have learned today update their J-Tree.
219
1) Hiragana Booklet (distributed in Topic 2)
2) Katakana Booklet (distributed in Topic 11)
Pictures
N/A
Others
N/A
220
Lesson Plan
Materials:
Review To practice writing some words learned in this Topic. 1) Hiragana Booklet
To develop Learning Skills by reviewing Japanese 2) Katakana Booklet
expressions learned in this topic.
<Procedure>
1. The teacher asks the students to take out their Hiragana Workbook and tells
them to use the “Key to Better Writing” pages as reference for writing each
character of the following expressions in their notebook: すきなおんがく、
すきなうた、and すきなかしゅ. The teacher also asks the students to give the
name of their favorite music, singer and song as answer to the words they wrote in
Hiragana.
⇒Example:
すきなおんがく：ロック／ポップス／クラシック
すきなうた：First Love
すきなかしゅ：Utada Hikaru
*Note that the answer to 「すきなおんがく」is written in Katakana.
2. The teacher reminds the students to observe proper order of the strokes and
balance in writing.
3. The teacher goes around to check students’ work and assist them if necessary.
4. After 10 minutes, the teacher asks the students to show their work to their
seatmates and share information about their favorite music, singer and song.
5. The teacher briefly reviews the Nihongo expressions in this topic.

⇒ Sample Flow :
Teacher: A san, ongaku ga suki?
Student: Un, suki.
Teacher: Donna ongaku ga suki?
Student: Rokku ga suki.
Teacher: Hee, sou nan da. Watashi mo. Kono uta shitteru? (shows a title of a song)
Student: Uun, shiranai./ Un, shitteru.
Teacher: Sugoku ii yo!
Student: Kondo music file onegai.
Teacher: Un, ii yo!
6. The teacher asks the students to practice the sample flow with their seatmate.
The students are encouraged to use other vocabulary and expressions that will fit
their conversation.
221
7. The teacher asks 2 to 3 pairs to present in the class.
Materials:
Nihongo To understand the importance of sharing or helping each
other. 4) J-Tree of students
Review
To realize that studying or learning is not only a personal
Quiz
work but also collaborative work.
<Procedure>
1. The teacher distributes “Nihongo Review Quiz” to the students.
2. The teacher explains the following.

⇒Explanation:
Teacher: This is not to test nor to check your memorization ability. This quiz is to
help you remember what you have learned in this topic and find ways
how to improve your learning journey.
3. The teacher gives the students 10 to 15 minutes to answer the quiz.
4. After 10 minutes, the teacher tells the students to share their answers with their
classmates and to write down other students’ answers which they did not write in
their own quiz paper. (10 mins.)
5. The teacher tells the students to paste the quiz to their enTree Book.
reflection.

2) Were you able to write some vocabulary in this topic in Hiragana and
Katakana? How was it?
3) How was the Nihongo Review quiz?
I am very happy that I can write more Japanese words in Hiragana and
Katakana. It is more interesting to write something which I also know the
meaning. I think I can improve further my profile in Japanese which we started
making in Topic 4. I now find it easier to distinguish when to write Hiragana and
Katakana, but I still need more practice. I hope to write more beautifully
without looking at the writing booklet for correct order and proper strokes of
each character.
The test was challenging but very helpful because it made me think of
particular situations where I can use a particular expression. However, there are
222
still some expressions which are confusing so I need to work more on them.
their J-Tree.
they have ticked/checked. The teacher also asks the students to add the date
after the adverb/s they have written.
223
En Tree
Halina! Be a Nihongojin
Florinda A. A. Palma Gil, Bernadette S. Hieida, Alice Mary L. Itchon,
Chisato Ofune, Francesca M. Ventura, Junilo S. Espiritu, Natsumi Waguri,
Ria Rafael Roelia Alvarez, Kozue Takasu, Sachiko Kuwano,
Alexander Macainag, Mamoru Morita
Adviser: Kaoru Fujinaga
Cooperation in production: The Japan Forum
公益財団法人国際文化フォーラム
Copyright ©2019 by The Japan Foundation, Manila

国際交流基金マニラ日本文化センター
23rd Floor, Pacific Star Bldg. Sen. Gil Puyat corner Makati Avenues,
Makati City 1226 Philippines
437

EnTree T11 15

Uploaded by

Copyright:

Available Formats

EnTree T11 15

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EnTree T11 15

Uploaded by

Copyright:

Available Formats

enTree

Terms of Use / Copyright

(3) Teaching materials content for commercial use / personal use is

All parties downloading, printing or using the teaching materials content in

Topic 11: Things in my house

© The Japan Foundation, Manila

Topic 12 Keeping a promise is keeping a friend 46 - 89

Topic 13 Daily Schedule 90 - 135

Topic 14 Favorite TV Show 136 - 179

Topic 15 Loving Music 180 - 223

Topic 16 Shall We Dance? 224 - 262

Topic 17 Enjoying Free Time 263 - 302

Topic 18 Everyday Transportation 303 - 349

Topic 19 Summer Holidays 350 - 394

Topic 20 Journey to Self Discovery 395 - 436

Topic 1 Halina! Be a Nihongojin

Topic 2 Nihongo Writing Systems

Topic 3 Getting to know each other

Topic 4 Let's Rediscover Japan

Topic 5 Favorite Things

Topic 7 Celebrating Birthday

Topic 8 Daily Meals

Topic 10 Conveying Feelings

Topic 21 Annual Events

Topic 22 Shop, Green and Go

Topic 23 Making my town a better place

Topic 25 Food Trip

Topic 26 Traditional Fashionista

Topic 27 One Day Isang Araw

Topic 28 Let's try Biblio battle

Topic 29 Ambition in Life

Topic 30 Nihongojin na rin ako!

Topic 11 Things in my house

Language Sample Conversation

Outline of each session

S-3 Typical parts of a house in Philippines

S-5 Presentation on One’s Own House

11 Things in My House: Session 1

Objective of this session

Outline of this session

▼Google Play Android: https://play.google.com/store/apps/developer?id=The%20Japan%20Foundation&hl=en

#1 Picture of a house and things that

テーブル エアコン カーテン テレビ ソファ

テーブル エアコン カーテン テレビ ソファ

⇒ Sample guide questions:

11 Things in My House: Session 2

Objective of this session

Outline of this session

1) 31 Picture Cards of Katakana in 48 Minutes (used in Session 1)

▼Google Play Android: https://play.google.com/store/apps/developer?id=The%20Japan%20Foundation&hl=en

3) Hiragana and Ro-maji Chart (distributed in Topic 2 Session 2)

2. The teacher introduces the objective for Session 2.

3. The teacher then introduces the remaining 15 Katakana characters using

4. The teacher reviews all Katakana characters.

テーブル エアコン カーテン テレビ ソファ

18. The teacher writes the students’ observations on the board.

トロフィ メダル ベッド

11 Things in My House: Session 3

Objective of this session

#1 futon #2 kakejiku #3 suto-bu #4 butsudan/ kamidana

テーブルエアコンカーテンテレビソファ

テーブルエアコンカーテンテレビソファ

テーブルエアコンカーテンテレビソファ

トロフィメダルベッド

8. Then the teacher asks random students, 「ともだちとモールにいく？」and

15. Then the teacher asks the students, 「ともだちとべんきょうする？」and 「と