89 - ericdocument resume ed 361 997 fl 021 291 author mishima, toshiko; pusavat, yok s. title...

DOCUMENT RESUME

ED 361 997 FL 021 291

AUTHOR Mishima, Toshiko; Pusavat, Yok S.TITLE Communicative Activities for the Japanese

Classroom.INSTITUTION California State Univ. and Colleges, Long Beach.

Office of the Chancellor.SPONS AGENCY California State Dept. of Education, Sacramento.;

California State Postsecondary Education Commission,Sacramento.

PUB DATE 89NOTE 105p.; This document is part of a collection produced

under the auspices of the California State UniversityInstitute for Teaching and Learning (CSU/ITL) TheCSU/ITL, created in 1988, facilitates a 20-campussystemwide network of faculty affiliates in responseto tha demand for improved teaching and learning inthe college classroom.

AVAILABLE FROM CSU Academic Publications Program, 400 Golden Shore,Suite 132, Long Beach, CA 90802 ($16). -

PUB TYPE Guides Classroom Use Instructional Materials (ForLearner) (051)

LANGUAGE English; Japanese

EDRS PRICE MF01/PCO5 Plus Postage.DESCRIPTORS *Class Activities; College Second Language Programs;

Communicative Competence (Languages); *ConversationalLanguage Courses; Foreign Culture; Higher Education;*Japanese; Second Language Instruction; SpeechCommunication

IDENTIFIERS *College Teaching and Learning Collection

ABSTRACT

This handbook, developed in connection with aCalifornia State University Project, provides 30 communicationactivities for the Japanese classroom to assist teachers of Japanesein implementing communication-based instruction. It is designed sothat teanhers can easily identify and use an activity that*corresponds to the language area currently being studied. Somevocabulary and structural patterns are given for each activity, whichprovides opportunities for students to apply various forms they havealready studied in different contexts and to help motivate studentsto learn. Also contained are some socio-cultural notes that teacherscan introduce into the classroom through communicative activity. Eachlesson lists objective, level of instruction, language, group size,time, preparation needed, a brief description of the activity, notesand possible variations followed by extensive charts, illustrations,or other visual aides. References are included, 7 in Japanese and 14in English.(Author/AB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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-)

BEST COPY An

11111Vir

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

California StateUniversity

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

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EDUCATIONAL RESOURCES INFORMATIONCENTER AERICI

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Communicative Activitiesfor the Japanese Classroom

Toshiko MishimaSan Francisco State University

and

Yoko S. PusavatCalifornia State University, Long Beach

TEACHING JAPANESE FOR COMMUNICATIONA Project of the California State University

Funded by the California Postsecondary Education Commissionand the California Department of Education

under Title II of the Education for Economic Security Act

1989

TABLE OF CONTENTS

Acknowledgment v

Preface vii

Activities

1. Whose Turn Is It? /

2. Whose Turn Is It? - Chopstick Lottery / < LW 3

3. Closing Hands, Opening Hands Art ItV, t, WC 4

4. What Is Your Telephone Number?/ ZEiiftit-C-tb. 7

5. When Is Your Birthday? / At Eitilel'YrtiP. 9

6. Introducing / MOP- L 1 t. 10

7. Who Am I? / %Warr L 1 3 ? 13

8. Who Is the Celebrity? / .t- OVSA0Aii ? 14

9. Travel Abroad / AY1401 16

10. What Is My Name? / %./.0AVIlifill r LI 3 ? 21

11. How Many Are There? / lo < --)Z i) itiP. 24

12. Where Is It Sold? / EL Tt-fr t.IttiP. 26

13. What Is in the Refrigerator? / Iltilt S bc L 30

14. Let's Go Shopping. / X Otinit 1 LI 5 . 33

15. What Types of Food or Drink Do You Like? 41

e i .., 7:C IttMIT tg "C t i? .

Communicative Activities for the Japanese Classroom iii

(.14

16. Who Will Be Hired? /7141tz ? 45

17. Which House Would You Like to Rent? / 4JØ 46

18. When Shall We Meet? / y)*1,11 L 1 5 t4. 52

19. To Whom Shall We Send Gifts? / 111 ? 55

20. Survey of Gift Giving / l 9 1'i i1131E 56

21. Could You Give Me Directions? / < . 59

22. What Is Common? / iJtt. 61

23. What Is the Difference? / ez.ttilot 63

24. Scramble / ÷ 7 67

25. Secrets / L 70

26. Confirming Messages / 72

27. Let's Put Them in Order. / Jfl.t E 5 ? 74

28. Tell Me the Story You Read. /fill t.MALI LtziP. 76

29. Planning a Dinner Party / 2#,Son-t-W 81

30. Cultural Bingo / ttit V 1 88

Reference / **Sat

Communicative Activities for the Japanese Classroom iv

0

91

ACKNOWLEDGMENT

Our special acknowledgment is extended to all the participants in the project"Teaching Japanese for Communication," who worked together during theCFLTA Summer Seminar conducted at the University of California, Santa Cruzduring July 30 - August 4, 1989 and at the follow-up workshops held onSeptember 16 - 17, 1989 in San Francisco and September 23 - 24, in LosAngeles. This handbook was born out of their enthusiastic participation andcontribution.

We are also grateful to Dr. Helen Roberts of the C.S.U. Institute forTeaching and Learning for the important role she played in initiating andcarrying out this project. Special thanks are also extended to Dr. EriYasuhara, Project Director, Drs. Fred Dobb and Adele Martinez of theCalifornia Department of Education, and CPEC committee members for theirwarm support and encouragement. Lastly, we would like to thank AikoFukumoto, Mikiko Matsumura; Colleen McLarney and James Murashige, fortheir valuable assistance in completing this handbook. Needless to say, we aredeeply indebted to TESL and foreign language educators who have shown us thevalue of communicative activities and inspired us to follow in their footsteps.

Communicative Activities for the Japanese Classroom v

PREFACE

This handbook was produced and compiled as part of the "TeachingJapanese for Communication Project" - a California State University Projectfunded by the California Post-Secondary Education Commission and theCalifornia Department of Education under Title II of the Education forEconomic Security Act. The main purpose for developing this handbook was toprovide communicative activities for the Japanese classroom to assist teachers ofJapanese in implementing communication-based instruction.

As most of the textbooks now available are grammar-based, this handbookwas designed in such a way that teachers could easily identify and utilize anactivity that corresponds to the area of the language their students are currentlystudying. Thus some vocabulary and structural patterns are given for eachactivity at the beginning level since it is more difficult to have students engagein any sustained communication at this level. However, it is not the intent of thecompilers to limit the lingaistic forms to those listed . On the contrary, webelieve that every effort should be made to encourage students to use what theyhave previously studied during any activity. Communication by nature containsunpredictable elements. Language to be used in 'communicative' activitiesshould not be limited to pre-selected materials. On the other hand, teachers candevise communicative activities that would enable students to practice certainstructures or vocabulary while trying to use the language for a specific purpose,that is to say, concentrating not on the forms, but rather on the meaning. Theseactivites will also provide opportunities for students to apply in differentcontexts various forms they have already studied. Furthermore, they will helpmotivate students to learn, in the process of communication, new words andstructural patterns that may not be in the textbook. They thus enable students tobe actively involved, setting the stage for a learner- centered syllabus design.

Another advantage of using communicative activites is that they make iteasier for teachers to bring socio -cultural contexts into their classroom. Thishandbook contains some socio -cultural notes to illustrate this point. We havealso tried to give sample materials for the activities in the hope that they willassist busy teachers in trying thIn out right away.

It is our wish that this handbook serve as a starting point for more ideas andefforts in order to have students engage in actual communication in the Japaneseclassroom at all levels of instruction.

Communicative Activities for the Japanese Classroom vii

1 1. Whose Turn Is It? /V-v

1

Objectives

Level

Language

Group Size

Time

Preparation

Activity

Notes

Variations

Deciding who is going to be spokesperson in a team or whichteam reports first.

Any level

h),ILCel,

2 or more, depending on the size of the team

1-2 minutes

None

Two or more players simultaneously show their hand, saying;/. A fist is a stone An open hand is a sheet of

paper g. A victory sign is a pair of scissors 79.. Stone winsover scissors, because scissors can't cut stone. Stone loses to paper,because paper can wrap stone. Scissors win over paper, becausescissors can cut paper. Scissors lose to stone, because scissors can'tcut stone. Paper wins over stone, because paper can wrap stone.Paper loses to scissors, because scissors can cut paper.

say L.. St! (They are the same, aren't they?) when thesame hands are shown Repeat the process until one of them wins.

The activity ;; ;/,-,%/ is not only used to determine the turn,but also it can be a game of fun. Students can have a tournament,playing the game.

1. When the group size is more than 6, pair up students andlet all winners of the paired students play :;-'r

2. See Chopstick lottery < Lijtc.

Communicative Activities for the Japanese Classroom 1

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Objectives Deciding who is going to be spokesperson in a team or whichteam reports first.

Level Any level

Language -*-4')gRrt-htzi)

Group Size 2 or more, depending on the size of the team

Time 1-2 minutes

Preparation Prepare a bundle of chopsticks, marking the end of one chopstickin color or 6,-zi) (bull's eye).

Activity

No tes

Each student draws a chopstick from the bundle until one of themgets the marked one.

Use other cultural activities and materials in deciding who takes aturn.

Variation 1. See i% :/


3. Closing Hands, Opening Hands / k-CV,

Objectives

Levels

Language

Group size

Time

Preparation

Activity

Notes

Identifying parts of the body.

Beginning / Intermediate

Body parts and body movements.

All

10 minutes

The musical piece t: Prepare a tape of the songand a cassette player, if possible.

The teacher sings the song and demonstrates movements accompany-ing the words.

trt/I,T Vt-wr*fr-')"*C. trtiv`t#

(T)tstA.,-C#*t-r*C titA,T#

The teacher leads the activity, rephrasing the words 0)*t'± ( T )to -t-0)*t-n (x. a, H. 11, .

Students will join in singing along with the movements.

When students are ready to sing the song by themselves, let them givethe command by their choice of the body parts. Students can takethe lead one by one, as the rest of the class follows the command.

Last step is to instruct students to close their eyes and do themovements, as they hear each body part call A.

The song serves to activate TPR(Total Physical Response). It can beused as a means to provide 'Comprehensible Input" in teachingvocabulafy of body parts.


Variations 1. The song -t.C. t)*t- tzrz 5 is also effective forpracticing vocabulary of body parts and body movements.

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Rephrase the underlined body parts with other body parts such asJ14, ft, If or the underlined movements as f- .E1 ct 5 ,

kt.c5,111*L-ch-3,L 5.

2. "Radio Exercises" ti** are another activity to practicevocabulary of body parts, movements, and numbers.


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4. What Is Your Telephone Number? /

Objectives Identifying and telling numbers from zero to nine.

Level Beginning

Language

213098504821Tt0

Numbers 0 to 9.

Group Size All students in class.

Time 5 minutes

Preparation Instruct students to prepare a pen and a sheet of paper.

Activity Students ask for telephone numbers from other students. Thefollowing is a sample interaction.

Notes

A: t)B: 714-123-4567A: 2. 2_ , 714-123-4567 --C-4-fa.B: £L. I'.A:B: 1111,)2_.

After confirming the correct numbers, students write down theother student's name and the telephone number on the sheet. Theycirculate and compete to collect the most telephone numbers inthe asigned time. The inquirers of the number get a point,because inquirees are not allowed to ask the same question fromthe inquirers.

Telephone numbers are often mentioned without any counter,though the Japanese emergency number 110 t ( < UR-)equivalent to 911 in the U.S. always requires the counter t.


Variation 1. The activity is also good to work with topics such as thenumber of family members and siblings, which require countersfor people.

e.g.EffiliffiPAIttblo tiMIL:ALM7VAtilito

T


5. When Is Your Birthday? / iivve-Fc--4blo

Objectives

Levels

Language

Telling month, day, year, and birthday.


A±Hilleltip./MMAMEMIthiLt./

years, months, days

Group Size All students in class

Time

Prep arati o n

Activity

Notes

8 minutes

Instruct students to gather in open space in classroom.

(Line up)Students question one another regarding their birthday and line upchronologically according to their birth date. When they finishlining up, each student announces his/her birthday.

For a comprehension check the instructor can ask such questions as

*T-C#1-bl.

/m/1/1-kiitil±thiLtz:b1.

If the class is larger than 20 students or if the classroom has littleopen space, divide them into small groups. Rotate their turns or leteach group do different activities suggested below.

The activity is quick and easy. It serves well as an ice breaker. Itsvariations and applications are numerous.

Applications I. Line up according to the 5 LI 5 2_ 13 order of their last namesand/or first names.

2. Line up according to the shortest distance from schcol to theirresidences, birthplaces, etc.


6. Introducing / Neft

Objectives Talking about one's self and family

Level Beginning / Applicable for Intermediate

Language )

9 I

Words for family members, etc.(e.g. 3/Z, 0, tft, 52,, ffi, 4.11,9Z, 411-a,

t411.9: t411-fa ,

No)-)occupations(ffig , , ,

il'AffillHA, etc-)Age, Japanese family and first names, and question wordsJi,

Group Size 4 6 students in each group

Time One class period

Preparatio n Pictures of Japanese Families (cut-ups from magazines orphotos)

Activity (Role play)Each group receives a Japanese family picture and decideson a family name and individual names as well asoccupations and ages. Each student identifies himself orherself as one of the family members. Each group in turnstands up and each member introduces the family membernext to him (e.g. Z... tL Mt. ) Other students inclass ask questions about his or her name, age, andoccupation using polite forms. (e.g. jj ø.X.Itt3E4 C z i?

tCNTst. )

Communicative Activities for the Japanese Classroom 10 1 7

Afterwards the group shares their picture with therest of the class. Students write up family trees.

Socio-Cultural Use of different forms for family relationships according toNotes in-group and out-group status. Use cf Japanese family

pictures introduces the students to Japanese customs and wayof life. The sample picture, for example, gives a great dealof information about Japanese lifestyle, e.g. relaxing onMg, sitting on avt, the way tea is served, a hot waterbottle which has replaced a traditional tea kettle over ahibachi, etc.

Application This activity can be extended for more advanced studentsby having them talk about interests, hobbies , personaltraits, etc.


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From Japan Pictorial, published quarterly by Japan Graphic, Inc., Tokyo.Japan Pictorial is an excellent source of cultural information that canbe useo in the Japanese classroom.

Communicative ALtivities for the Japanese Clossroom

BEST COPY AVAILABLE

7. Who Am I? / fj,Itiff-C cr. ?

Objectives Talking about people's professions, nationalities, whetheror not they are male /female, living or historical persons.

Level Beginning/ Applicable for Intermediate

Language it "C't 9 I-

Group Size

Time

Preparation

Activity

Terms for occupations ( e.g.*ft*, igff 11L ire**, V-IfiA, 7V- ig*)nationalities (e.g. B*A, 7( tA, etc.) and otherwords such as O)A (1)A , 40)A , ifoDA, etc.

3 6 students in each group

10 20 minutes

Prepare cards with the names in katakana of famouspersonalities, or use photos.

(Guessing game)Each student receives a card and students in the groupask each other questions until the identity is discovered. Thegroup that finishes gutssing all the names first wins.

Notes If photos are used, names can still be written in katakana toprovide reading practice.

Application See next activity for intermediate level.


Who Is the Celebrity? / °DA A.0 tit ?

Objectives

Levels

Language

Group Size

Time

Preparation

Activity

Comprehending descriptions of people, actions, and scenes, givencontextual/pictorial support, and describing them.

Intermediate

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Professions, age, ethnicities, nationalities, physical characteristics,types of clothing, actions, behaviors, backgrounds, personalities, etc.

4 students

10 -15 minutes

Collect pictures of famous figures cut out of magazines and pastethem on construction paper. Choose celebrities across differentfields but known to students. They should share some similaritiesin profession, age, ethnicity, nationality, physical characteristics,types of clothing, action, behavior, background, personality, etc.

A team of students receive one picture facing down. Theydescribe the picture among themselves for 2 minutes. They shouldnot show their picture to other students in class.

The instructor describes the celebrity, starting with generalfeatures to specifics such as 7 )c t AZ-1- . No A-C-41-

*9<W)itk.ftoptiJIAtirct.a,o)tt.it-T-t144b1301-1-.

---7-1/t°T11.6,1Lb1"-et it.

Looking at the pictures, students listen to the descriptions of thecelebrities given by the instructor. Students raise their hands, when


2

Notes

their picture is described. The instructor checks the picture tomake sure it matches the description.

If it is a correct match, ask the class to guess who it is. If the classcan't guess who it is, then ask the team to give more descriptivecues until the class guesses the celebrity. Repeat the process untilall pictures are described and guessed.

Students look at the pictures and describe them among themselvesbefore the teacher gives the descriptions. Listening comprehen-sion will be enhanced by such advanced brainstorming.

Variations 1. The whole class can participate in the activity, when picturesare numbered and placed against the blackboard. Students writedown the numbers of pictures, when they are described. This can beused to evaluate listening comprehension.

2. Students can bring a picture of their choice and preparedescriptions of the picture. They leave it face down on theinstructor's table without showing it to other students. Theinstructor shuffles them and distributes one picture to eachstudent. Each picture will be described by the owner of thepicture. Repeat the process described above to identify the celebrity.

Application 1. Pictures of foods and varimis situations can be used instead ofcelebrities.


9. Travel Abroad /

Objectives

Levels

Language

Group size

Time

Prep aratio n

Activity

Being able to suggest possible activities and invite othersto join in. Being able to comprehend and respond.

Beginning / Applicable for Intermediate and Advanced

Using the let's form (i U. 5) and the invitation form( ). Directional particle, "-N", Locationparticle,""C", Object particle "

<, AZ, tZ. , 3 , itts, and wordssuch as it, )\ F)i. 7 7 ez-A, AWS, irn, etc. asappropriate.

4 to 6 students in each group

15 - 20 minutes

Prepare in advance maps of the world highlighting differentcountries. On each map place pictures of famous landmarksand activities commonly associated with the highlightedcountry. ( See attached samples.) Add more countries, suchas Thailand, Korea, China, India, etc. Prepare a sufficientnumber of different maps so that each student in any givengroup receives a different map. The teacher or students canalso bring post cards, posters, pictures, etc. for this activity.

(Role play)Each student in the group has a chance to try and convincethe other students to choose the country specified on his orher map explaining what one can do in that country. Thewinner is decided if one student has convinced all the othersto join him or her. If there is a tie, try using Jan-ken todecide the winner.

Cultural Notes "Jan-ken" is used in a variety of situations calling for a

Communicative Activities for the Japanese Classroom 16 23

designated winner. See "Whose Turn Is It?

Applications I. Instead of planning a trip, have the students give anaccount of their travels (i.e., what he or she did, ate, saw,etc.) using the same map with pictures.

2. Let the students talk about their own trips.

3. For a more advanced class, consider expenses anddistance when deciding where to go. Use authentic travelbrochures instead of pictures if possible.


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10. What Is My Name? / tkOAtirIltirc-C LI ?

Objectives

Level

Language

Talking about the existence or non-existence of people andobjects and their locations.

Beginning

ict,Itt/hi9tto

Items commonly found in a house:4*-T-, VL.. 7 7'4/,

G. * WO-T. Y 7 7. etc-

Japanese family namesab*.. A, 4, ita, 96, etc.)

Group size 3 - 6 students in each group

Time 15 minutes

Preparatio n Prepare a sheet with pictures of four to seven houses, eachwith several items. The items should vary slightly fromhouse to house, and each picture should be labeled with afamily name. (See attached sample) For each set (thenumber of picture sheets in a set equals the number ofstudents in each group) circle a differeat family name oneach sheet so that each student will have a different identity.There shonld be at least one extra house that does not belongto any student. You will need one such set for each group inyour class.

Activity (Guessing game)Each member of the group receives a sheet with adifferent family name circled. The object of this game isfor the students to ask questions about the existence ofvarious animals, objects and people in each house until theycan identify the name of the family. The group whichcorrectly identifies each of its own members first is the


4 3

Cultural Notes

Variation

winner.

One can devise pictures of more traditional Japanesefurnishings and other items, such as WO) , , etc.Show some pictures of Japanese homes. Explain to studentsthat Japanese houses display the name of the head ofhousehold at the entrance and that these signs are calledASL.

Within the group, students find out five or so items whicheveryone has in their own home, and five or so items whichonly one of the members has. The group which has the finalresult first wins, and each group will report on theirfindings.


11. How Many Are There? / l < itblo

Objectives Indicating how many people or obje,cts there are and usingappropriate counters for various objects and people.

Level B eginning

Language it.Appropriate forms of counters. (e.g. k.1---) , (CV, ,

etc.)Names of common household objects.Counters for people, animals, cars, furniture, etc. (e.g.E, , -A, -*, etc.), and numbers.

Group size 4 6 students in each group

Time 15 minutes

Preparation Same as "What Is My Name?" For this activity, put morethan one of the same items in the houses,

Activity (Guessing game)Each member of the group receives a sheet with a differenthouse circle,.i. The object of this game is for the students toask questions about the existence of various animals, objectsand people in each house and their numbers until they canidentify the name of the family. The group which correctlyidentifies each of its own members first is the winner.

Application Students ask each other how many brothers and sisters theyhave, how many pets, how many coats, chairs, rooms, etc.Students then write the results of the interview in Japaneseon the sheets with the empty outlines of a house.

sl`


Communicative Activities for the Japanese Classroom 25,) 4

12. Where Is It Sold? / 1,. b'

Objectives

Level

Language

Group size

Time

Preparation

Activity

Asking locations and understanding simple directions in adepartment store, etc. Naming everyday household items.

Beginning

it ) it.Everyday household items and their generic terms(e.g. furniture, appliances etc.) Words such as

"W ffl1L ti7A, Pt id< etc.

students in pairs

15 minutes

A pair of pictures, e.g. one with a department store thathas pictures of different objects on each floor, and the otherwith a department store without pictures of merchandise, butwith a shopping list on top (see attached illustration).

(Role Play)The pairs of students are given one sheet each. A customer

the student with the picture of the empty departmentstore and the shopping list, asks the clerk at the informationdesk 0% FA] 9 ), the student with the picture of the fulldepartment store, for information as to the location of theitems on his or her shopping list. The customer will writethe names of the objects on the appropriate floor in his orher sheet.

Cultural Notes Design a store layout similar to a Japanese department store.Consider adding some other items found only in Japan, such

as aVfll 0h/t. , etc.

Communicative Activities for the Japanese Classroom 26 3,

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Application This same activity can be used with different settings suchas neighborhood stores.

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Objectives Identifying vocabulary of food items by listening and reading.

Level Beginning

Language L') it I Lt._P) I Lt.-

foods, beverages, fruit

Group Size 2

Time 5 minutes

Preparation Prepare a vocabulary list of food items and a card containinghidden food items in a crossword puzzle format written in Hiragana.

Tell students that there was a note from their mother when theycame home from school. The note said the following: "You canhave anything in the refrigerator, but only if you can find the itemsin the puzzle. When you find the food items in the card, circle themand then you have to cross them out on the list. After doing this,you may have them, if you wish. This exercise may curb yourappetite until I come home. I don't want you to empty therefrigerator..."

Activity (Game)The instructor reads food items from the vocabulary list (See thesample). Students find the word on the card. The words arearranged vertically, horizontally, diagonally in all directions: fromtop to bottom, bottom to top, left to right, right to left, diagonally topto bottom or reverse.

When they find the word, they announce it by sayingand circle it. The instructor reads two more words. Then studentscontinue the task on their own until they find as many words aspossible in the puzzle and have crossed out all words on the list.


Notes

Variations

Application

When they work as a pair, they can help each other find the words.One student can read the words in the vocabulary list and the othercan find them. They can take turns in reading the words.

This activity is good to review vocabulary items.

1. For beginners, choose vocabulary items written in Hiraganaand/or Katakana.

2. For intermediate students, kanji compound words are alsogood.

1. The vocabulary in the crossword p17z1e format can beextended into different areas such as things connected with school,daily activities, etc.

/ .,.:% 0

Communicative Activities for the Japanese Classroom M

What Is in the Refrigerator? - Sample /Ar VOA 1i I., 01.1

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Co mmunicative Activities for the Japanese Classroom 32

14. Let's Go Shopping. / 1_,

Objectives

Level

Language

Group size

Time

Preparatio n

Activity

Cultural Notes

Telling what and how many you need from a store. Beingable to ask the price and handle Japanese currency.

Beginning

*, etc )---II)+1i"-C ( gi r"C't

Names of food items, flowers, stationery store items, andother everyday homehold items. Names of stores (fruitstore, etc.)

6 students in each group

15 minutes

Prepare cards with pictures of different merchandise on oneside, and their Japanese names and prices on the other side.In addition make separate cards each indicating the names ofdifferent stores, such as /E E Vff E EAlta , etc.

(Sorting, and Role play)Half of the group plans a party, and makes a shopping list.The other half plays the role of store owners (two storeseach). While the other group is making the shopping list, thestore owners will sort out the merchandise that belongs totheir own stores. (Ile cards are given to them with Japanesewriting side up.) In the second part of the activity, the partygivers try to buy everthing they need, sometimes substitutingother items as necessary.

Show the students pictures of neighborhood stores in Japan,and discuss how, for example, meat, vegetables, rice, etc. aresold in specialty stores.


Show students Japanese currency and explain how change iscounted in Japan.

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Communicative Activities for the Japanese Classmom 38

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15. What Types of Food or Drink Do You Like?

Objectives Talking about one's likes and dislikes regarding the taste offood and drink.

Level Beginning

Language t-th t-q-A,.

(ty\*) tittlirt"zr.(adj.) < t/c, <t.t0Adjectives, gr-,b11,1,5toil,-tt, -4-th--11, etc.

Names of food items and other words such as t ,

Group Size Students in pairs

Time 10 minutes

Preparatio n One set of cards with pictures of food on one side and theirtaste on the other, and another set of cards with only theadjectives written.

Activity (Role play)One student, a mean 31st, has the food cards and theother, a poor gat , has the adjective (taste) cards. TheAla offers titig something to eat or drink and asks whattypes of food fiat likes. alst gives his preference (e.g.

AfrC*-4-.? ) 3fit teases by giving the wrong food or

drink. fitlit politely and patiently repeats his preference

) Take turns.

Variation 5 to 6 students in each group. Each student is given one'taste' card and several food cards. Students trade cards with


43

So cio -Cul turalNotes

Application

each other until they have gotten rid of all the food that donot have the particular taste, and collected all the food thatdo.

Japanese students use polite style of speech to their seniors.

Students ask each other about their own preferences in thetaste of food and drink.


Communicative Activities for the Japanese Classroom 43t-.""

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Objectives Describing personal characteristics and comprehendingsuch descriptions.

Level Beginning/ Applicable for Intermediate and Advanced

Language Adj.N (Adj. L,

, IEI etc.) tcAAdj. di 4), $3 etc.)A

tAL,61/1,--4"611, AffiEl, TAffiR,Talk, OM, 41t)i. Ti51,111, tks-%,etc., and words for job titles.

Group Size Students in groups of two or larger

Time 15 minutes

Preparation Prepare cards with different job titles.

Activity (Role Play )Small company executives discuss desired qualities forprospective employees for different jobs in the company.Students fill in the job title cards with the traits which theyfeel are important for that specific job. They should alsoadd some traits that are undesirable.

Cultural Notes The type of characteriStics sought by a Japanesecompany for a specific job may be different from theAmerican counterpart.


17. Which House Would You Like to Rent?

Objectives

Level

Language

Discussing one's preferences regarding livingspaces. Being able to comprehend and use familiar andformal style appropriately in different socio-culturalsettings.

Beginning /Applicable for Intermediate, and Advanced

Adj. (e.g. N (e.g. YiR 0))Adj.N (e.g. witmtc N (e.g. *) (CliAt.tz.

AtiVi .iEttfei, iRnek,, etc-

Group Size 3 students in each group

Time 10 minutes

Preparation Prepare pictures of different houses, apartments and rooms.Photographs from magazines and newspapers may be used.

Activity (Role Play)One student is a real estate agent. The other two students area husband and wife or friends seeking an apartment or ahouse. They express their preferences for a living space,and the agent tries tc accommodate them by showing themdifferent pictures.

So cio -Cultural Students will learn of the smaller scale apartments availableNotes in Japan. They also learn that apartments are usually

unfurnished and do not have kitchen appliances (range,oven,etc.), nor cabinets. The closet space is normally used forstoring bedding and not for hanging clothes, etc. They alsolearn that one pays not only a security deposit but also a non-refundable 'rei kin' (RA), which is about one or more


month's rent.

Application This activity can be used for different proficiency levels.For beginners, use simple pictures or drawings of housesillustrating, for example, big, small, spacious, cleanmodern, etc. Add on more topics as appropriate, forexample, price, number of rooms, neighborhood,convenience to transportation and shopping, etc. Comparethe houses and discuss which one is most desirable.


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18. When Can We Get Together? / 111-7-Ake) t L ct

Objectives Being able to discuss scheduling (time, days of the weekand common activities etc.), and to set up a meeting. Tobegin and end telephone conversations.

Level Beginning /Applicable to Intermediate and Advanced

Language

Group size

Time

Prep aratio n

Activity

L , L t bc,

time /date *b'

Time words ( e.g. 1/1.') , toc A, t), Ej etc.;H , , etc.; HA , etc.,)

Other words such as L. ft L, , e ,

Students in pairs

15 minutes

Prepare two different one-week schedules making surethat there are some common free time slots or someactivities that can be rescheduled. They should include classtimes, studying times, activities, etc. Students can also writetheir own real schedules to be used for this activity.

This is a telephone conversation activity. The twostudents should not be able to see each other's schedules. Thestudents want to set up a date, for example, for two hours ofstudying together or four hours for a movie. They shoulddecide on the day, time and place to meet.

Application For more advanced students this activity can includemaking an appointment with a teacher, etc. using politeforms. Use expressions such as-) t) , , ,

etc., and more expanded vocabulary for activides.

Communicative Activities for the Japanese Classroom 52 ; !

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19. To Whom Shall We Send Gifts?!

Objectives Talking about giving and receiving.

Level Beginning / Applicable to Intermediate and Advanced

Language Cf;.: _DI /1 L,±ii ./11<.

/"-

Everyday household items appropriate as gifts such assugar, seaweed, dried mushrooms, tea, boxed sweets, sake,towels, soap, gift certificates for books or for departmentstores, etc.

Group size Students in pairs

Time 15 minutes

Preparation A gift catalogue

Activity (Role play)End of the year (or mid-summer) gift time isapproaching. A husband and wife discuss to whom theyshould send gifts and make a list of gifts for variouspeople from the catalogue.

So cio -Cultural This activity provides an opportunity for students toNotes explore the important part that social status and other

factors play in interpersonal relationships in Japan.Students learn about 8Mt and t3 41-Jt customs.

Application More advanced students can discuss the reasons forfeeling obliged or wishing to send the gifts. They can alsoextend the role play to include visits to different people topresent the gifts, or writing letters of thanks for the gifts.


20. Survey of Gift Giving /Pa 1)11ALA

Objectives Conducting a survey to find out what products are most oftengiven/received on birthdays, according to age, gender, family,personal relationship, etc.

Levels

Language


/Fiff(zialt.S.A1Z--)t

P)11\f,:111"-C-4-bl tot Lrzb,.<

family, friends, personal gift items

Group size 8 students as a team and later all students in class

Time 10 minutes

Preparation A tic-tac-toe grid (See the sample grid.)

Activity Teamed students interview one another regarding birthday gifts.They must find out who gives or receives the gifts, and what kinds ofgifts items are most frequently exchanged. A team recorder recordstheir findings. A reporter reports the results in the class. Theteacher can tally the survey results on the blackboard.

Following the survey, each student fills out a tic-tac-toe grid with his/her own personal information. Then he/she asks other students, whowere not on the team, and finds a student with the identical responses.

Have the person sign his/her name in the square. They continue theprocess until three contiguous squares are signed. When a tic-tac-toeis completed, he/she should announce it by saying I

or ,E -) At A, ! The activity ends when three studentscomplete the tic-tac-toe.

61;Communicative Activities for the Japanese Classroom 56

Notes Choice of giving and receiving expressions depends on theuchi /soto 5 t7 /5I and superior /subordinate relationships_ETA* among the givers, receivers, and describers of the event.

Variations 1. Each team reviews and corrects the recorder's report. After thecooperative reviewing of the report, it can be submitted to theinstructor for evaluation.

2. As homework each student surveys and writes what his/herfamily members said about their birthday gift giving.

Application 1. The activity can be extended to survey Christmas gifts.

2. The activity and the tic-tac-toe grid will be used in the samemanner when students conduct a survey of information such aswho does things for whom, who receives such care or favor, andwhat sort of care or favor is done frequently. Fill out the grid with/ <


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Communicative e ctivities for the Japanese Classroom 58

fLi

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21. Could You Give Me Directions?

Objectives

Level

Language

Asking for and understanding directions to various places.

Beginnning /Applicable for Intermediate

(t)(,ce*Tv--i< (C:Ct*I9(th) (id) itha, etc.

11<, , etc.

F) Alta,*E(IiN), etc.

&SI

Group size Students in pairs

Time 10 minutes

Preparation Two maps, one with locations marked for shops andresidences, the other showing streets only.

Activity

Cultural Notes

(Role play)One student with a complete map plays the role of a policeofficer at a police box in front of a station ( gailf0)t0) t3S 9 k). The other student wants to visit X family.He or she also wants to buy a gift, perhaps fruit or whiskey.He or she has to get some cash at X bank. (Devise anappropriate situation according to the map being used.) Thepoliceman gives directions. The other student markslocations of the places on the blank map following thedirections.

By using real maps, students learn that most small streetsin Japan have no names, and that they are often veryirregular. Policemen in policeboxes in front of stations helppeople find their way. When making formal visits in Japan,it is customary to take a gift such as fruit, boxed sweets,liquor, etc.


--MEN ---- MEM- ENO MO

22. What Is Common? / )JttPO

Objectives Asking and making statements about the likes and dislikes of self andothers. Exchanging detailed personal information such as name, age,address, family, and friends. Talking about regularly occurringactivities

Levels

Language

Beginning / Intermediate /Advanced

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Age, major, school standing, favorite subjects, hobbies, interests,family, residences, future plans, travel experiences, lifestyles

Group Size 4 students

Time 8 minutes

Preparation None

Activity Students gather personal information from one another in a team.They are to find three aspects common to all members in the team.Also each member in the team must find something unique tohimself/herself, which no other members in the team have.Encourage teamed students to find common features uniquelydifferent from the rest of the class. Avoid statements such as

9 it, WAIL, tTI:C*1-, etc.


When they finish the task, a spokesperson from each team reportstheir findings. The instructor does a comprehension check regardingwhat was reported.

Notes The activitiy is effective as an ice breaker to get to know classmates.

Variation 1. The topics can be extended to characteristics of nations,professions, schools, etc.


23. What Is the Difference? /

Objective

Level

Language

Group size

Time

Prep aratio n

Activity

Variation

DeLcribing location of objects /people, andwhat people are doing, how things/people look, etc.Comprehending such descriptions.

Beginning /Applicable for Intermediate and Advanced

Sample I±, F L VT,

J:

fit6, vpiam.

avt, k, etc.Sample II

tblo ttiog)±.1:b4)i) t0 4z: 2:albcL't t 4:7:C11152T-to AoDSEt±'L

Students in pairs

10 minutes

Prepare two similar pictures with a number of differences.

(Matching game)Have the students describe their own picture and askquestions about their partners' in order to discover what thedifferences are. The students do not show the pictures toeach other. The pair which discovers the most differenceswins.

Use one simple picture and have one student describe itwhile the ther draws the picture without looking at it.


7

Cultural Notes Use pictures with cultural significance, whenever possible.

Application This activity can easily be used for any level by varying thecontent of the pictures.


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24. Scramble / fis 1- '7

Ob;ectives

Levels

Language

Group Size

Time

Preparation

Activity

Notes

Variations

Reading words and sentences to create a coherent and cohesivepassage.

Beginning/ Intermediate / Advanced

Ehtlit tbb-Ctrb.ettbit3i, i)-(#1-blo

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4 students

8 minutes

Prepare a short passage and cut it apart into strips of sentences. Placethe pieces into an envelope. The number of envelopes should matchthe number of teams.

Each team receives one envelope containing the cut up sentences of apassage. After reading each piece, students unscramble them andplace in meaningful order.

When they finish the task, they should raise their hands. Theinstructor will check the task by asking the students to read thepassage. Or he/she can debrief the entire class, asking them to sharetheir passages.

This activity requires receptive and productive skills, listening,reading, and speaking. Students have to create a cohesive andmeaningful passage. Cooperative work makes the task fun .

1. For beginners, use Hiragana and/or Katakana symbe's to makewords.

Communicative Activities for the Japanese Classroom 67 t-1 "1r-, -4

2. For beginning and intermediate students, use cut up wordsto create sentences.

3. For advanced students, use cut up paragraphs to createa longer passage.


r

1

1

1

1

Scramble - Samples / 7 1-17

Photocopy the following, cut them into pieces, and place them in an envelope.Make one envelope for each team.

1. Word Scramble (9 pieces)

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2. Sentence Scramble (6 pieces)

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25. Secrets / MCI L

Objectives

Levels

Language

Group size

Time

Prep aratio n

Activity

Understanding the gist and cohesive features of a passage and tellingit without changing the content.


MCI L 1 3

Vocabulary varies depending on selected passage.

5 students

15 minutes

Prepare a short passage describing a situation, which can be told in afew minutes. The passage should be cohesive and meaningful incontent. Instruct the five students in each team to sit in a row.

(Game)Teamed students compete to pass on the gist of a passage to theirteammates accurately and speedily.

A student from each team gathers around the teacher, who tells aprepared short passage without letting the rest of the class hear.Students cannot take notes but they can ask questions to clarify and toconfirm the passage. They go back to their own team and whisper toone of the teammates what they heard without letting the rest of thett.am hear. They continue the procedure until the passage is passedon to the last person in the team, who records a summary of whathe/she heard.

The instructor debriefs the class by having the last person in eachteam read their passage. And the teacher tells the class the passage.The class compares each team's passage with the teacher's. If theyart different, trace back how and when the passage was passed ondifferently.


Notes The activity requires the ability to grasp the gist of a passage andrephrase it, focusing on key words and key messages. A visual ofsome type can be shown to students in advance to assist theirunderstanding of the passage.

Variation 1. Each team reviews and corrects the report written by the lastperson in the row. The report can be submitted to the instructor forevaluation.


26. Confirming Messages / 01it

Objectives

Levels

Language

Group Size

Time

Preparation

Activity

Notes

Variation

Reading short (three to five sentences) messages on familiar topics.Making a telepehone call. Confirming messages. Making requestsand offers. Talking about future events.

Beginning / Intermediate /Advanced

frlf - El *it ( .. 04 ..., El ;MEI , *REEL HIRE!is,-c-1.,)it,tz./mrch5v)it

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Time, day, date, month, expressions of hearsay.

2 students

10 minutes

Prepare written messages and two toy telephones, if possible.Prepare role playing cards. See the card samples.

After reading a message, paired students act out by role playing.They use role playing cards and talk to each other on the telephone,confirming the message, making requests, offering suggestions forfuture events.

The activity requires the receptive and productive skills, listening,reading, and speaking. Since it requires three skills, it is morechallenging for communication. The role playing cards can providespecific information for beginning level and more situational andsociocultural context for intemediate and advanced levels.

1. Prepare written messages and role playing cards with theappropriate register (IfigiAg ) for advanced students. Forinstance, a junior member of a Japanese company has taken telephonemessages from clients for his manager. In turn, the manager will callback the clients to confirm the messages, make requests and offers on

business deals.b`4.,


Messages Samples of a memorandum and r ole playing cards /Raz _ 4 t A

A%

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Call Akira to confirm the time and day to go to a concert. Give him the directionsto your house. You want to have a light dinner before the concert. Suggest theidea. If he agrees with you, then ask him to come earlier so that you have enoughtime to have the dinner. Discuss the appropriate time for him to come to the house.

Sittuadent 1 - Akar&

Tell Yoshiko the time and day of getting together for the concert. Since youhave not been to her house before, ask her the directions. Accept her suggestionabout the dinner and suggest stopping at a restaurant before the concert. Discussthe appropriate time to pick her up.

3Communicative Activities for the Japanese Classroom 73

27. Let's Put Them In Order / )1E4U e ?

Objectives Describing actions and events that are presently takingplace, or have already happened.

Level

Language

Beginning, Intermediate and Advanced

etc.

Any expressions that describe the scenes

Group size 4 -5 students in each group

Time 10 minutes

Preparatio n Any serial pictures such as cartoons, scene sequencingcards for children, etc.

Activity (Sequencing game)Each student receives one scene of the series. Through eachmember's description of his or her scene, the grouptries to figure out the correct sequence.

Variation Keep some portions of the series or dialogues left out forstudents to create their own.

Socio -Cultural Cartoons are rich sources for exposing students to theNotes customs, lifestyles and humor of the people.

" A," , fAr example, offers a wealth of materialdepicting Japant..;._ :,)eople's lifestyles, perceptions of nature,subtle humor, annual events and customs. For example, inone cartoon every member of the family participatesin (rice cake) making in preparation for the New Year,and in another, We ( mandarin oranges) hint at thewinter season. The children in the first cartoon are wearingrabbit-ear costumes and pretending to be rabbits making ricecakes, after an old folk belief.


Z.4.

For illustration purpose only.Please do not copy.

8 5

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For illustration purpu....t: unly.

Please do not copy.

6 ,

Application Afterwards, have students describe the whole cartoon orallyor in writing. This is good practice in the use ofconnectives.

For advanced students, use materials that would give themgood discussion topics.

Communicative /Activities for the Japanese Classroom 75

28. Tell Me the Story You Read tfait.ra,ttutzb.

Objectives

Levels

Language

Group Size

Time

Preparation

Activity

Reading texts and describing/narrating a linked sequence of eventsread in the texts. Exchanging detailed information, and clarifyinginformation, gathering missing information. Writing a shortsummary of the information.

Beginning /Intermediate / Advanced

tt.t-C<ttileEVAL-C<ht-tA.b.EktocSATTrb.

See sample readers.

4 students

15 minutes

Prepare one set of two related reading materials: Reader #1 andReader #2. Before distributing them to students, prepare materialssuch as pictures relevant to the content and a vocabulary list. Theadvanced organizing materials will help students comprehend thereading materials.

Introduce the 'advanced organizer.' Encourage students to guessand anticipate the content of the readers.

Divide the class in half. Distribute Reader #1 to one half of the classand Reader #2 to the other. Pair up students within the divided halfand instruct them to read the given materials cooperatively with theirpartners. They may take notes. After three minutes, the instructorcollects the reading materials. Paired students discuss and reviewwhat they read.

Form a four person team with one pair of students from eachdivided half. Each student is assigned a role as spokesperson,recorder, timer, or moderator. They exchange as much information


Notes

and descriptions as possible about the materials they read.

The spokesperson from each team reports their statements in class.The instructor debriefs the entire class by asking True or Falsequestions regarding the contents of the readers.

This activity is different from a traditional reading exercise,because students are reading the readers cooperatively. Not onlydo they comprehend the materials but they also assist one anotherthrough cooperative work.

Variations 1. As homework, each student writes a summary of what his/herteam talked about during the activity in class.

2. Following the above activity, each team can create and developa story based on the passage.


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tlCommunicative Activities for the Japanese Classroom 78

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29. Planning a Dinner Party /

Objectives Being able to read menus, ask and answer questions about theingredients and preparation of various dishes. Discussingpreferences and choices.

Levels Intermediate / Applicable for Beginning and Advanced

Language tri-)4:)*bisZ.---b4)Littxt,). ---b10-)TAIZ?----M31E-C 111Z . . etc.

fifi < SWZ., etc.till Tiff, B*V-Iff , fait, i**, and items on themenus.

Group Size 5 6 students in each group

Time 20 minutes

Preparation Several menus, preferably authentic ones

Activity (Role Play)Each group receives several menus. The group plans adinner party for their teachers before graduation, or for anyother special occasion. The students study the menus anddiscuss which restaurant to go to, and what dishes to orderfor their party.

Variation Supplement the activity with telephone calls to therestaurants, writing invitation letters to their classmates, etc.In the suggested activity, students read several menus. It isalso possible to use only one menu and have the students playthe roles of a waiter or waitress and customers.

So cio -Cultural University students in Japan often hold an elaborate dinnerNotes party on the occasion of their graduation. They attend such

celebration parties (NW*) as a group, not as couples. ln

Communkative Activities for the Japanese Classroom 81

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th1.1.3 , etc.), and using menus mostly

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30. Cultur al Bingo /

Objectives

Levels

Language

Group Size

Time

Preparation

Activity

Notes

Variations

Acquiring information on the culture and society of Japan andanswering questions

Intermediate/Advanced

Current issues in the society, business, geography, culture, andcurrency, and metric measurements.

1 mile 1.6 kilometers1 pound 453.59 grams1 foot 30.48 centimeters1 inch = 2.54 centimeters

10 miles = 16 km4 pound = 113.4 g

5 feet 3 inches = 160.0 cm

All

10 minutes

Make a grid and fill each box with cultural questions.

All students receive one cultural bingo sheet filled with questions.Students circulate and ask questions in Japanese to find a person whocan answer each question. The person has to sign his/her name in thebox after answering the question. Each student can sign only once oneach sheet. The first person to complete a horizontal, vertical, ordiagonal column wins Bingo.

This activity is good for assessing students' knowledge of Japan at thebeginning of the semester. It serves as an ice breaker for a new class,since students have to interact with one another. It is also effective toreview a variety of cultural materials discussed in class.

1. Students act out different roles by asking the bingo questionsusing polite or casual style, depending on the role relationship.

The class is divided into one half to conduct the survey and assessknowledge of Japan. One group is instructed to ask questions aspolitely as possible, because interviewees hold high status in the


society and are much older than interviewers. The other group is toask the questions as if they are close friends, peers, or familymembers. They can speak to one another very casually andinformally.

e.g. Do you know the capital of Japan?

Group 1: la *0D-A1R. I:

Group 2: B*0-NtiiAli ,:.?

2. Each grid can be filled with kana, kanji, pictures, dates of month.Depending on the bingo materials, it is suitable for beginners.


Cultural Bingo

Write your name in the center space. Then ask other people to sign their namesafter answering any question. Each person can sign your card pilly_ors. The firstperson to complete a horizontal, vertical, or diagonal column wins Bingo- H *.

,

Who knows anAmerican whotraveled byshin'kan'sen?

Who knows thename of thecurrent JapaneseEra?

Who can name aJapanese watchmaker?

Who can say"Happy Birthday"in Japanese?

Who has aJapanese-made TVset?

Who can name Whose house isthe prime within 16minister of kilometers fromJapan? the school?

Who can name aJapanese inhistory?

Who knowshow many yenis equal to 1dollar?

Who knows thecapital of Japan?

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Who has a Who can nameJapanese car two Japanesemade in the U. companies?S.?

Who knows aJapanese filmdirector?

Who knows whatsoy sauce ismade of?

Who practices Who cankarate or name 2aikido? Japanese

banks?

Who knows a Who can eat 113Japanese writer? grams of

Hamburger?

Who knows 4islands ofJapan?

Who is tallerthan 160cm?

Who knows the Who knowspopulation of what "senpai"Japan? means?

Who knows2 religions ofJapan?

Who has no teaten sushi?

Communicative Activities in the Japanese Classroom 90 102

References /Vg-jalt

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MaCtaTft 19*EttiftffiR*14 nv r12-11,71,4-M4AAM(2),:k*LftLgottjA,A41

III 412 1988 r *gem c;-&- - A-.7r-4T4 YoAlti tlittlIFJ5

)11,YIB**'Tfh EIVAftwOMAM/V-X0*Iii-A0 nutcWW801 7fl-1-7-jRAIE

lik3r.s/Bi41-ft 132145ftWORRAAVVI!,V-.MIXOWASIN0TNgO2 13-4,71/4k!,Zat,-irsYjRAn

git* 111432 1988 r Ei*nimaj ItztTitiirsom.

t14/-13 nu raL37TT.azilk,rjRAn

Brumfit, C., and K. Johnson. eds. 1979. The Communicative Approach and Language Teaching. Oxford:Oxford University Press.

Carroll, B. 1980. Testing Communicative Performance. Oxford: Oxford University Pre:i.s.

Foreign Language Framework. 1989. California State Dept. of Education. (Write to: Publ; cations Sales,California State Dept. of Education, P. O. Box 271, Sacramento, CA 95802)

Handbook for Planning an Effective Foreign Language Program. 1985. California State Dept. of Education.

Krashen, Stephen M. & Terrell, Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom.Hayward, California: Alemany Press.

Littlewood, W. 1981. Communicative Language Teaching - An Introduction. Cambridge: CambridgeUniversity Press.

Madsen, Harold S. 1983. Techniques in Testing. Oxford: Oxford University Press.

Modern CUITiC11111177 Standards: Grades Nine Through Twelve. 2nd edition. California State Dept. of Education.

Mohan, Bernard A. 1986. Language and Content Reading, Massachusetts: Addison-Wesley PublishingCompany.

Munby, J. 1978. Communicative Syllabus Design. Cambridge: Cambridge University Press.

Or lagg io, Alice C. 1986. Teaching Language in Context: Proficiency-Oriented Instruction. Bo sto n, MA:Heinle & Heinle Publishers, Inc.

Co mmunicative Activities for the Japanese Classroom 91

Savignon, Sandra .1. 1983. Communkative Competence: Theory and Classroom Practice. Reading,Massachusetts: Addison-Wesley Publishing Company.

Savignon, Sandra J., & Berns, Margie S. 1987. Initiatives in Communicative Language Teaching, Vol 1:A Book of Readings. Reading, MA: Addison Wesley.

Widdowson, H. 1983. Teaching Language as Communication. Oxford: Oxford University Press.

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