TH
TH
The 14 th Philippine Nihongo Teachers’ Forum
HOW YOU DESIGN YOUR LESSONS AFFECT YOUR
STUDENTS’ “CAN-DO” IN NIHONGO:
Reflecting on one’s teaching by using the JF Standard
November 19, 2011
1

TH
TH
The 14 th Philippine Nihongo Teachers’ Forum
HOW YOU DESIGN YOUR LESSONS AFFECT YOUR
STUDENTS’ “CAN-DO” IN NIHONGO:
Reflecting on one’s teaching by using the JF Standard
November 19, 2011
2

LOOKING BACK AT THE 10 TH & 12 TH
PHILIPPINE NIHONGO TEACHERS’ FORUMS
The 10 th Philippine Nihongo Teachers’ Forum
Lagos del Sol Resort, Caliraya, Laguna
November 14, 2009
NETWORK ENRICHMENT:
TEACHER EMPOWERMENT THROUGH SKILL ENHANCEMENT
(Creating a Grammar-related Vocabulary Listing for Different Learner
Groups)
Office Workers
Engineers / IT
Trainees
HRM Students
Caregivers
Children
Visiting Relatives
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LOOKING BACK AT THE 10 TH & 12 TH
PHILIPPINE NIHONGO TEACHERS’ FORUMS
The 12 th Philippine Nihongo Teachers’ Forum
JICA Auditorium, RCBC Plaza, Makati City
November 13, 2010
NETWORK ENRICHMENT:
TEACHER EMPOWERMENT THROUGH SKILL ENHANCEMENT
(Building Learners’ Communication Skills in Nihongo)
Demo Lessons
Situation-based Introduction of a Sentence Pattern
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LOOKING BACK AT THE 10 TH & 12 TH
PHILIPPINE NIHONGO TEACHERS’ FORUMS
10 th Forum:
Creating a Grammar-related Vocabulary Listing for Different Learner Groups
VOCABULARY LIST
12 th Forum:
Building Learners’ Communication Skills in Nihongo
SITUATION-BASED SENTENCE PATTERN INTRODUCTION
Drills
Quizzes
Role-play
Activities
Kaiwa Exercises
Listening Exercises
Homework
Objective
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The 14 th Philippine Nihongo Teachers’ Forum
HOW YOU DESIGN YOUR LESSONS AFFECT YOUR
STUDENTS’ “CAN-DO” IN NIHONGO:
Reflecting on one’s teaching by using the JF Standard
November 19, 2011
6

SETTING OBJECTIVES FOR YOUR LESSONS
GROUP ACTIVITY: ( ± 6 per group)
• ASSUME THAT YOU ARE GOING TO TAKE UP
THE SENTENCE PATTERN :
‘~TAI DESU’ (L-13 of Minna No Nihongo)
• FORM AN OBJECTIVE FOR THIS LESSON &
WRITE IT ON THE SHEET PROVIDED FOR
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SETTING OBJECTIVES FOR YOUR LESSONS
GROUP ACTIVITY RESULTS:
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SETTING OBJECTIVES FOR YOUR LESSONS
Mr. A is a JLPT Level 2 passer, employed by XYZ Co.
, an IT company based in Manila.
XYZ Co. holds Nihongo training courses for its employees, ranging from beginner to advanced level, to build up communication proficiency as work requires speaking to Japanese clients and staff.
Mr. A was placed in the advanced class, but the teacher noticed that during recitation, he expressed himself using mostly basic sentence patterns, so she suggested that Mr. A transfer to the intermediate class.
Mr. A refused, arguing that he has already learned what is being taught in the intermediate class, but the teacher insisted, thereby causing Mr. A to lose his motivation.
The needs of XYZ Co. & the Nihongo proficiency of Mr. A DID NOT MATCH!
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SETTING OBJECTIVES FOR YOUR LESSONS
Mr. A

Why didn’t my former teachers focus more on speaking?
I passed JLPT
Level 2! Why can’t I stay in the advanced class?
What can I actually do using
Nihongo?
What can he actually do using
Nihongo?
He has passed
Level 2, why can’t he speak well?
XYZ Co.

How are
Nihongo learners being taught?
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SETTING OBJECTIVES FOR YOUR LESSONS
What a JLPT Level 2 passer can do is not clear to both Mr. A and XYZ Co.

What a Nihongo learner can do at any level is not clear to both learner and others.
Even after years of study, Mr. A cannot concretely qualify what he can do in Nihongo.

A Nihongo learner cannot concretely qualify what he currently can & cannot do in
Nihongo.
It would have been better if the former teachers of Mr. A concretely qualified what he could do in Nihongo.

It would be better if a teacher concretely qualifies what a Nihongo learner can learn to do in each lesson.
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SETTING OBJECTIVES FOR YOUR LESSONS
What a Nihongo learner can do at any level is not clear to both learner and others.
A Nihongo learner cannot concretely qualify what he currently can & cannot do in
Nihongo.
It would be better if a teacher concretely qualifies what a Nihongo learner can learn to do in each lesson.
SETTING CLEAR OBJECTIVES
( “CAN-DO’S” )
FOR YOUR LESSONS
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SETTING OBJECTIVES FOR YOUR
LESSONS
It would be better if a teacher concretely qualifies what a Nihongo learner can learn to do in each lesson.
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SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
A Nihongo learner cannot concretely qualify what he currently can & cannot do in
Nihongo.
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SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
A Nihongo learner cannot concretely qualify what he currently can & cannot do in
Nihongo.
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SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
• LEARNER CAN GRASP WHAT HE CAN/CANNOT DO USING NIHONGO
• LEARNER CAN TAKE CONTROL OF HIS LEARNING PROCESS
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SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
• LEARNER CAN GRASP WHAT HE CAN/CANNOT DO USING NIHONGO
• LEARNER CAN TAKE CONTROL OF HIS LEARNING PROCESS
What a Nihongo learner can do at any level is not clear to both learner and others.
17

SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
• LEARNER CAN GRASP WHAT HE CAN/CANNOT DO USING NIHONGO
• LEARNER CAN TAKE CONTROL OF HIS LEARNING PROCESS
What a Nihongo learner can do at any level is not clear to both learner and others.
18

SETTING OBJECTIVES FOR YOUR
LESSONS
SETTING CLEAR OBJECTIVES ( CAN-DO’S ) FOR YOUR LESSONS
• LEARNER CAN GRASP WHAT HE CAN/CANNOT DO USING NIHONGO
• LEARNER CAN TAKE CONTROL OF HIS LEARNING PROCESS
• LEARNER CAN SHARE WHAT HE CAN/CANNOT DO TO 3 RD PARTIES
SETTING CLEAR OBJECTIVES:
AID FOR TEACHERS IN PREPARING LESSON CONTENT
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SETTING OBJECTIVES FOR YOUR
LESSONS
SAMPLE OBJECTIVE FOR
LESSON 13 ‘~TAI DESU’ SENTENCE PATTERN:
“TO BE ABLE TO ASK A FRIEND
WHAT ONE WANTS TO DO ON A WEEKEND TRIP,
OR ANSWER THAT WHEN ASKED,
IF THE SPEECH IS SLOW AND CLEAR.”
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