テーマ: 旅(たび)‘Journey/Travel’

トピック1: 日本のイメージ、自然と地形
‘Images of Japan, Nature and Geography’

Preface はじめに:
           Japanese people often exemplify one’s life as a journey. A famous haiku poet from the Edo Period, 松尾芭蕉(まつおばしょう), maintains that “Life itself is a journey,” in his travelogue entitled 奥の細道(おくのほそみち). Within the theme of 旅(たび), you will not only learn practical knowledge related to getting around Japan, but also aspects of Japanese culture related to the idea of “taking a journey”. Therefore, your goal is not to merely travel around as a typical tourist, enjoying the sights and smells of Japan in a superficial fashion, but rather to explore its people, culture, and society on a deeper level during your journey through Japan.

Prefectures in Japan 都道府県(とどうふけん)



Utilizing your background knowledge 既存知識の活用
              Useful Vocabulary:
                             気候(きこう)…climate                   地理(ちり)…geography
                             自然(しぜん)…nature                     四季(しき)…four seasons
                             山(やま)…mountain                      火山(かざん)…volcano
                             地震(じしん)…earthquake                温泉(おんせん)…hot springs                          
                             海(うみ)…ocean                          川(かわ)…river
                             島(しま)…island                         海岸(かいがん)…beach, coast line
                             田んぼ(たんぼ)…rice field/paddy         面積(めんせき)…land area
                             形(かたち)…shape                        細長い(ほそながい)…long and narrow
                             国(くに)…country, nation                県(けん)…prefecture
                             市(し)…city                              田舎(いなか)…rural, countryside

              Question 1: Select some words from the list above and insert them into the circles below as to which country (or both) such a geographical feature exists.
                                             日本                   アメリカにあるもの

                     example 州           
       Question 2: Identify what these numbers are related to.
                                           50=                        1・1・2・43=                                   


Warm-up questions  ウォーミングアップ
              今までに、どこへ旅行したことがありますか。Ask your classmates about his/her travel experiences:
                     - 行ったことがある人: どこに行きましたか。どのくらい日本にいましたか。
                     - 行ったことがない人: 日本はどんなところだと思いますか。
              Useful Website: Yookoso Japan! http://www.vjc.jp/

              Useful Vocabulary:
                             州(しゅう)…state (in the U.S.)          人口(じんこう)…population
                             生活(せいかつ)…(daily) life              影響(えいきょう)…influence
                             比べる(比べる)…compare                農業(のうぎょう)…agriculture
                             作物(さくもつ)…agricultural produce  漁業(ぎょぎょう)…fishery      

Geography of Japan                       

Geography of Japan (Wiki)

Step 1: Discovering basic facts  基本的情報収集
              Can you answer the following questions?  If not, do some research with a classmate. 
              1. 日本の島(しま)を大きい順(じゅん)に‘in order’言えますか。
              2. 日本と同じぐらいのサイズのアメリカの州(しゅう)はどの州ですか。
              3. 日本の国の何パーセントが山ですか。
              4. 日本の人口は何人ですか。
              5. 日本は四季がはっきりしていると言われますが、4つの季節はそれぞれどんな気候ですか。
              6. 日本の多くの地方では、梅雨(つゆ)がありますが、それは、何月ですか。
              7. 日本で、梅雨のない地方(ちほう)はどこですか。
Step 2: Compare and contrast  比較対照
              Compare and contrast the nature, climate, and geography of Japan with the area where you presently live (or your hometown).
Try to use Japanese in your discussion as much as possible, but you may use English occasionally.

              Useful Expressions:            *Also, review the grammar in the textbook that you learned last year.
                    AとB(と)を比べると…If/when (you) compare A and B
                   Aに比べて、Bは…Compared to A, B (is)…

Step 3: Sharing ideas  話し合い/Discussion ディスカッション
    It is said that a people’s life styles, way of thinking, and culture are influenced to a certain extent by the particular climate and geographical features of the country. Is this really true?

    Activity 1: 「ハングリープラネット」というウエブサイトに、いろいろな国や地域(ちいきarea)の人々の写真(しゃしん)があります。この写真の食べ物や服や家とその中にあるものなどを比(くら)べてみましょう。
    Let’s look at the website entitled “Hungry Planet,” and compare photos from different areas of the world.
    Compare the food, clothing, houses, etc. in these photos.
    Do you think these differences are affected by the climate of the particular areas?

    Activity 2: 和辻哲郎(わつじてつろう)の「風土(ふうど)」論(ろん)について話し合いましょう。
    Examine the relationship of the issues above in both in your own country and in Japan.
    Do you agree with Watsuji’s argument?    Discuss this with your classmate.

              和辻哲郎(わつじてつろう)は、日本の哲学(てつがく)者で歴史(れきし)学者だ。彼(かれ)は、「風土(ふうど)」という本を書いたが、その本の中で「人は風土によって大きい影響(えいきょう)を受けている」と言っている。つまり、「地理、地形、気候、天候、気温、湿度(しつど)、土、海(う み)、植物(しょくぶつ)、動物(どうぶつ)は、生活スタイル、もの、建築(けんちく)、食べ物、服などに深(ふか)い関係(かんけい)がある」らしい。環境(かんきょう)が私達の生活に大きい影響をあたえていると和辻は言っている。

             Tetsuro Watsuji is a Japanese moral philosopher and cultural historian. He claims in his book entitled, 「風土 (ふうど)」, or “Climate and Culture”(Watsuji 1961) in English, that we are all inescapably influenced by our land, its geography and topography, its climate and weather patterns, temperature and humidity, soils and oceans, flora and fauna, etc, in addition to the resultant human styles of living, related artifacts, architecture, food choices, and clothing. Watsuji is calling attention to the many ways in which our environment, taken in the broad sense, shapes who we are from birth to death.
(Partially excerpted from http://plato.stanford.edu/entries/watsuji-tetsuro/)

              Useful Expressions:
                             AとB(の間に)は関係がある…There is a relationship between A and B.
                             AはBに影響する…A influences B        BはAに影響される…B is influenced by B
                             AのBへの影響は大きい…A’s influence on B is great.
                             AはB によって変わる…A changes based on B.
                             AがちがうとBもちがう…If A differs, B differs, too.

Step 4: Reporting back to your class  クラスに報告
              Report what you have discussed in your small group to the entire class.   

Step 5: Write a short essay  考えをまとめて書く
              Summarize your thoughts on the relationship between climate and culture.


              Useful website: http://www.jnto.go.jp/eng/map/index_map.html
              http://sunsite.sut.ac.jp/asia/japan/maps/                   http://web-japan.org/region/index.htm


             1. Fully utilize the vocabulary and expressions already given to you on our homepage.
              2. Write the paper and then see if your logic flows smoothly.
              3. Edit it again.
              4. Ask someone to check your mistakes.
              5. Write neatly or type accurately.
              6. Read it again before you turn it in.
              7. Repeat steps 3 to 6. Remember that a good writer is a good editor!

 ◆ 総合練習2:「日本の天気予報」
              Do some research on the internet by accessing a 5-day weather forecast for an area of Japan of your choice. Identify the major features of the presentation of the forecast and compare and contrast this with that of a counterpart in the U.S. Share your thoughts and opinions regarding the issue of weather in Japanese society.
              Useful Vocabulary:
                             指数(しすう)…index                        情報(じょうほう)…information
                             得る(える)…obtain                         選ぶ(えらぶ)…choose, pick             
                             持参(じさん)する…=持って行く         紫外線(しがいせん)…UV rays


Step 1: Utilizing your background knowledge既存知識の活用
              Question 1:天気予報ではどんな情報(じょうほう)が得(え)られますか。
                       In general, what kind of information would you expect to see on a 5-day weather forecast website in Japan?  Form pairs or groups and compile a list.
              Question 2:日本人は天気予報をよく見ますか。それはなぜでしょうか。
                        The Japanese are said to be more weather-conscious than people in California. Why do you think that is?  Discuss.
Step 2: Obtaining information + making a comparison 情報収集、比較対照
              Question 1:県(けん)を一つ選(えら)んで、そこの天気予報を見てみましょう。
                       Access the weather forecast (e.g., using Yahoo! Japan) for one prefecture in Japan.
                           What information do you find?
              Question 2:日本とアメリカの天気予報の内容(ないようcontent)や見せ方は、どうちがいますか。
                        The Japanese are said to be more weather-conscious than people in California. Why do you think that is?  Discuss.

Step 3: Reading for detailed information 詳しく読む
                       1. Yahoo! Japan offers detailed weather information on its website.
                             In the column on the far left, there is a list of links under the title of 指数情報。
                          Guess what this term means.
                       2. Now click on one of the links under 指数情報 and guess what that information means.
                       3. Does an American weather website offer this same type of information? Why or why not?

Step 4: Listening + comprehension checkリスニングと内容理解度チェック
        1. Ms. Morioka is researching something on the computer, and Mr. Cronin is curious about what she is doing. Listen to the conversation between these two in Japanese regarding their interest in the weather situation for that particular day. (傘持参、洗濯物、紫外線、ビール指数 等)

              濡れる(ぬれる)= get wet; 洗濯物(せんたくもの)が乾く(かわく)= the laundry dries
              指数(しすう)= index; 関係(かんけい)ない= doesn’t matter; ふとんを干す(ほす)= dry/air out the futon
              UV= Ultraviolet rays; 日(ひ)に焼ける(やける)= get tanned/ burned; 気をつける= be careful/ cautious
              肌(はだ)= skin; そんなことない= That’s not true;日焼け止め(ひやけどめ)クリーム= sunscreen
              つける= apply (cream/lotion); 皮膚(ひふ)ガン= skin cancer; マーク= symbol; 売れる(うれる)= sell               

       2. Fill in the table below with as much information as you can grasp from the conversation.     

What did each say about the....

Ms. Morioka

Mr. Cronin










UV rays?







Step 5: Interview インタビュー       
              Interview someone orally or via e-mail on the following points as much as possible in Japanese.
                       - Are Japanese people aware of the different types of information available?
                        - How frequently do they check these?
                       - Do they actually find the information helpful?
                       - What other information would they like to have?
                       - Ask other related questions.

Step 6: Presenting your findings 結果をまとめて発表
              Summarize, analyze, and report the findings to the class.


              Useful Vocabulary:
                             〜について…about                             〜に対して(たいして)…about, versus, concerning
                             豊か(ゆたか)…rich, abundant,            経済(けいざい)…economy
                             工業(こうぎょう)…manufacturing industry       
                             電気製品(でんきせいひん)…electric appliances
                             輸出(ゆしゅつ)…export                    輸入(ゆにゅう)…import

Step 1: Researching & evaluating information 情報収集して正確さを吟味
              Do some research on the internet regarding the images of the country you are most familiar with.
              Identify what kind of pictures or figures are used, and what kind of facts are emphasized in the information.
              Then, evaluate the information you have obtained concerning the image of your country.
              Are these accurate? If not, why do you think people purposely distort a country’s image?

Step 2: Researching & evaluating information情報収集して正確さを吟味
              どんなことが強調(きょうちょう emphasize)されていますか。
             Now, do some research on the internet regarding the images of Japan. Identify what kind of pictures or figures are used, and what kind of facts are emphasized in the information.

Step 3: Interview インタビュー
              Interview someone orally or via e-mail concerning your research findings.
              Communicate in Japanese as much as possible.

1. Have you ever been/come to the U.S./Japan?

2. What are the images that you have about the U.S./Japan.?  And why do you have those images?
アメリカ/日本 について、どんなイメージを持っていますか。どうしてそんなイメージを持っているんですか?

3. What do you think a majority of people in the U.S./Japan. are eating everyday?
アメリカ/日本 の多くの人は毎日何を食べていると思いますか?

4. What do you think a majority of people in the U.S./Japan do on weekends?
アメリカ/日本 の多くの人は週末にどんなことをすると思いますか?

5. What do you think families are like in the U.S./Japan?
アメリカ/日本 の家族はどんな感(かん)じだと思いますか?

6. What do you think student life is like in the U.S./Japan?
アメリカ/日本 の学生生活(せいかつ)はどんな感じだと思いますか?

7. When you answered the above questions what were your ideas and thoughts based on,?


Step 4: Summary 日本語でまとめて書く
              Suppose that you were asked to write a small article on the monthly newsletter of the student association called友の会, of which a majority of the members are Japanese speakers, either native or non-native. You would like to write something about a certain image of Japan which you held previously, but discovered it was not really true as a result of the interview you conducted. Write an eye-opening article for the reader.



    ◆総合練習4:「俳句」- 自然との融合文学
             Useful Vocabulary:
                             鑑賞(かんしょう)する…read/listen to something artistic for appreciation or evaluation
                             詩(し)…poem                             文字(もじ)…characters as in 五七五の12文字
                             詠む(よむ)…to create (prose)             美しさ(うつくしさ)/美(び)…beauty

Step 1: Sharing background knowledge and conducting research既存知識活用と不足情報収集
            1. Share with your classmates your knowledge of haiku and your experience with them (if any).
            2. Read the explanation of haiku on Wikipedia on the Internet.
            3. As homework, find at least one haiku in Japanese and its interpretation and bring it to class tomorrow.

Step 2: Listening to the lecture on haiku in class 日本語で講義を聴く
            4. <As a whole class> Listen to the lecture that your sensei will give you in Japanese.
              In order to help you understand the content of the lecture, the following supplemental information is supplemented in English is provided, regarding the basic rules of haiku. While listening, take notes so that you will be able to utilize the information when analyzing certain haiku (Step 3) and when creating your own haiku (Step 4).

        Form: Traditional Japanese haiku have seventeen syllables divided into three lines of five syllables, seven syllables, and five syllables, respectively. These syllable counts are often ignored when haiku are written in other languages, but the basic form of three short lines, with the middle line slightly longer than the other two, is usually observed.
        Structure: Haiku divide into two parts, with a break coming after the first or second line, so that the poem seems to make two separate statements that are related in some unexpected or indirect way. In Japanese, this break is marked by what haiku poets call a "cutting word," or 切れ字。In English and other languages, this break is often marked by punctuation. This two-part structure is important to the poetic effect of a haiku, prompting a sense of discovery, or a feeling of sudden insight as one reads.
        Language: Haiku should include what Japanese poets call a 季語kigo -- a word that gives the reader a clue to the season being described. The kigo can be the name of a season (autumn, winter) or a subtler clue, such as a reference to the harvest or new fallen snow. Through the years, certain signs of the seasons have become conventional in Japanese haiku: cherry blossoms are a kigo for spring, mosquitoes a kigo for summer. Sometimes, too, the kigo will refer to an individual moment in the natural cycle, such as dawn or moonrise, without reference to a particular season. The kigo is also important to the haiku's effect, anchoring the experience it describes in a poetic here and now that helps sharpen the imaginative focus.
        Subject: Haiku present a snapshot of everyday experience, revealing an unsuspected significance in a detail of nature or human life. Haiku poets find their subject matter in the world around them, not in ancient legends or exotic fantasies. They write for a popular audience and give their audience a new way to look at things they have probably overlooked in the past.
This same point of view can be found in traditional Japanese woodblock prints (called "ukiyo-e" 浮世絵), which distill a timeless beauty from the constantly shifting scene of daily life. For examples of woodblock prints that can help students visualize the world of haiku, visit the Ukiyo-e Museum of the Nagoya Broadcast Network, accessible through the Teaching (and Learning) About Japan website on EDSITEment, and browse the galleries called "Rain and Snow" and "A Sense of Journey." In each gallery, click on the small image to view a larger version with an interpretative caption, then click the larger version to view the image at maximum size. (excerpt from http://edsitement.neh.gov/)

Step 3: Analyzing haiku 俳句鑑賞
           5. Now, let's look at a haiku by a famous haiku poet, Matsuo Basho 松尾芭蕉and see if you find the  aforementioned description is true of his haiku. 古池や蛙飛び込む水の音
                          - Does this have 5-7-5 syllables? What is the kigo in this haiku and what season does it represent?
                          - Do you agree with the statement that this haiku is a snap-shot of the ever-changing beauty in life?
                          - What are the two things described in this haiku?
                          - What effect does a kireji have in this haiku?
            6. <Pair-work> Share the haiku you brought to class with your partner. State your interpretation.
            7. Find 季語 in each haiku you and your partner brought, and decide which season that particular haiku is describing.
            8. <Group-work> Pick a favorite season and form a group with people who like the same season as you.
            9. In your group, find at least 5 kigo that describe the favorite season of your own group.
           10. <Individual work> Remember some pleasant or sad memories related to that season, or recall a snap-shot of the beauty of that season.
Step 4: Composing haiku 俳句を詠む
            11. Now, let's try to create a haiku, utilizing the following tips.

              TEN TIPS FOR WRITING HAIKU By Alistair Scott:
                       1. Purists insist on the 5-7-5 form.
                       2. No titles are needed.
                       3. Keep punctuation to essentials.
                       4. Make no judgments or overt comments.
                       5. Avoid qualifiers.
                       6. Take care with line endings.
                       7. Do not 'over-write.'
                       8. Keep it light.
                       9. Use two images and 'cut' your haiku.
                       10. Beware of haiku 'addiction.'

        Other tips from sensei are:
                       1. Do not simply tell your feeling.
                       2. Movement of sights and sounds are important.
                                           E.g. an eye-movement from a flower in front of the poet to the sky
                       3. Include 2 or more senses out of 5: look, sound, smell, touch, and taste.

            12. Have your sensei read your haiku and provide you with some feedback.
            13. As homework, complete one haiku, and bring it to class tomorrow.

Step 5: Writing a paper on haiku  俳句についてペーパーを書く
            Task: There is a TV program entitled “Cool Japan!” in TV Japan テレビジャパン, a broadcast station in the U.S. “Cool Japan!” is now holding an online essay contest, and you want to send your paper on haiku, utilizing what you have learned in your Japanese class.
              Organization of the paper: First, explain what haiku are, giving examples of some well-known haiku.
             Compare haiku with other forms of poems you are familiar with, and express your thoughts concerning this. Finally, discuss the significance of haiku in the field of literature.

            Useful website: http://en.wikipedia.org/wiki/Haiku
                          季語(きご)'season words'
                          How to compose haiku

◆ 総合練習5:「ようこそ!ジャパン」プロモーション
              日本への旅行者について調べて、現状(げんじょう) ‘current situation’について考えてみましょう。
             Useful Vocabulary:
                             交換(こうかん)…exchange レート…rate
                             首相(しゅしょう)…prime minister    空港(くうこう)…airport

Step 1: Utilizing your background knowledge & doing some research 既存知識活用と不足情報収集
              Answer the following questions. Do some research if necessary.
              1. 今日のレートでは、1ドルは何円ですか?
              2. 1年に何人ぐらいの人が日本に旅行に行っていますか。
              3. どこの国の人が一番多く日本へ旅行していますか。
              4. 旅行者が日本でしたいことは何でしょうか。
              5. 今の日本の首相(しゅしょう)はだれですか。
              6. 日本で大きい空港(くうこう)を3つ知っていますか。
              7. もっと多くの旅行者に来てもらうためにプロモーションするためには、どんな方法(ほうほう)がありますか。
              8. どんなことがあったら、もっと多くの人がその国や地域(ちいき)へ旅行したいと思いますか。
                 (In order to encourage more tourism, what kind of accommodations need to exist?)

Step 2: Reading a passage 読解
           Read the following essay about the “Visit Japan Campaign,” which was written by a Japanese college student living in Japan, and then answer the questions below.

 日本の政府(せいふ)の話では、2004年の七月に日本に観光(かんこう)旅行に来た外国の人々は58万7千人だったそうだ。これは、一ヶ月にしては今までの中で一番高い数字(すうじ)だ。2003年は、SARS で日本に来る外国の人はあまり多くなかったが、去(きょ)年からまた多くなってきているそうだ。なぜそうなったのだろうか。今はSARS がもうないからかもしれないし、円とドルのレートが悪くないからかもしれない。また、日本の歌(うた)やアニメやドラマが外国で有名になったからかもしれない。でも僕は、一番の理由(りゆう)は、今日本が「ようこそ!ジャパン」というプロモーションをしているからだと思う。
   「ようこそ!ジャパン」というプロモーションは、英(えい)語では「Visit Japan Campaign」という。このプロモーションは日本政府(せいふ)が去(きょ)年から始めた。二年前の2003年に海外(かいがい)旅行に出かけた日本の人は 1,652万人もいたが、日本に観光(かんこう)をしに来た外国人は521万人しかいなかった。日本に観光(かんこう)しに来る外国人は、海外(かいがい)旅行をする日本人よりとても少ない。このプロモーションのゴールは、2010年までに、日本に観光に来る外国の人を1,000万人にすることだそうだ。インターネットで「ようこそ!ジャパン」のウエブサイトを見ると、三年前に日本に観光をしに来た外国人は、65パーセントがアジアからで、その次(つぎ)に、アメリカとカナダの17パーセントだということが分かる。これからも、アジアと北アメリカの人たちがもっとたくさん 来たらいいと思っているそうだ。
   「ようこそ!ジャパン」のプロモーションの一つで、日本政府(せいふ)はビデオを作った。これは、外国の人に、日本のいい所やおもしろい所を紹介(しょうかい) するビデオだ。飛行機(ひこうき)の中や、外国のテレビのコマーシャルで見られる。せいふは今までに何度か観光(かんこう)のビデオを作ったことがあるが、僕が一番おもしろいと思ったことは、このビデオに、日本の小泉(こいずみ)前(ぜん former)首相(しゅしょう) (Prime Minister Koizumi) が出ていることだ。アメリカの大統領(だいとうりょうPresident)がコマーシャルに出たことはあると思うが、日本の首相(しゅしょう)がコマーシャルに出たことはそれまで一度もなかった。このビデオが初(はじ)めてだ。小泉前首相(こいずみしゅしょう)が、「みなさん、日本にもいい所がたくさんあります。どうぞ日本に来てください。」と言いながら、日本のことを紹介 (しょうかい)する。そして日本の文化(ぶんか)とテクノロジーのことを話す。色々な日本の人々も出てきて、「ようこそ。」と何回か言う。あまり長(なが)くないが、外国の人が見たら、一度日本に来てみたくなるビデオだと思う。
    今の日本は、前より外国の人が来やすくなったと僕は思う。2005年には新(あたら)しい空港(くうこ    う)が名古屋(なごや) にできた。その空港(くうこう)や近くの駅には、英(えい)語での案内もある。それに最近は英(えい)語のバスツアーも多くなったし、空港以外でも色々な所でduty-free のおみやげも買えるし、とても便利(べんり)になったと思う。そして、アメリカのパスポートを持(も)っていて、三ヶ月より短(みじか)い旅行だったら、ビザはいらない。これはとてもすごいことだと思う。お金と時間があったら、日本に行きたいと思った時にすぐ行けるのだから。
    2005年に愛知(あいち)でエキスポがあったが、外国からのお客さんもたくさん来たらしい。僕は、日本に外国からのお客さんがもっとたくさん来ることはいいことだと思っている。今年政府(せいふ)がしたアンケートでも、670人の中の 80パーセントの日本の人が僕と同じことを思っているそうだ。日本のことを本で読むだけじゃなくて、自分で日本に来て、自分の目で見て色々なことをしてみるのは大切(たいせつ)だと思う。2010年までに、1,000万人の外国の人が本当(とう)に日本に来るかどうか分からないが、外国からの多くのお客さんが来て、その人たちが、日本を体験(たいけん)できたらいいと僕は思う。

Step 3: Comprehension check #1 理解度チェック
              Question 1: What are these numbers? Identify these in the passage.
                             587,000=                              2003=
                             16,520,000=                          5,210,000=
                             2010=                                   10,000,000=
                             67=                                      17=
                             670=                                    80=
            Question 2: Fill in the blanks:
                                             Names of countries with tourists who visit Japan
                                 Other countries

                                 (          ) = 65%
                             North America
                              & Canada
                              =(    )%


Step 4: Comprehension check #3  理解度チェック#3
              For #1-#10, mark “A” for a true statement or “B” for a false one based on the above essay.
1. The author thinks that overcoming the threat of SARS contributed the most to the increase in the number of tourists from overseas.
2. In 2003, the number of Japanese tourists who went overseas was about three times the number of tourists who came from overseas to visit Japan.
3. The goal of the “Visit Japan Campaign” is to especially increase the number of tourists coming from European countries.
4. More than half of the tourists who came to Japan in 2002 were from Asian countries.
5. The author finds the promotional video interesting because it is the very first video that the Japanese government has ever produced for the purpose of tourism promotion.
6. Both the Prime Minister of Japan and the President of the U.S. appear in the promotional video.
7. According to the author, Japan is still a country where tourists encounter a number of problems, such as very few helpful signs in English.
8. For a short-term visit, for visitors from America, Japan could be considered as a convenient destination.
9. The survey that the author mentions demonstrates that a majority of Japanese people would like to visit other countries.
10. The author is sure that the campaign will end in success and that there will be 10 million people visiting Japan by the year of 2010.

Step 5: Fill in the blanks
  日本政府のレポートによると、2007年7月に日本に旅行で来た人の数は、今までで一番(     )らしい。この理由はいろいろあるが、その一つは、(          )というビデオだろう。
  この観光プロモーションビデオには前首相の(         )が出ていて、日本の(   )やテクノロジーのことを(       )す。とてもいいビデオだ。
  最近の日本は、昔にくらべて、とても旅行しやすくなった。2005年には新しい空港が(     )    にできたし、英語で書いてある(     )もとても多い。それに3ヶ月より短い旅行だったらビザも(     )。2005年の愛知(     )にもたくさんの人が外国から来た。2010年までに1.000 (     )人の外国の人に日本に来てほしいと政府は考えている。

Step 6: Summarizing each paragraph 段落ごとのまとめ
              There are five paragraphs in this passage. Summarize each paragraph in 3 sentences.
              Compare your summary with the ones of your classmates.


Step 7: Creating a promotion video for a city/country of your choice プロモビデオ作製
              Now, either create a promotion video or an audio recording that lasts 2-minute-long that would be broadcast on TV or radio in Japan. In the video/audio, you want to advertise the town/city of your choice in such a ways as to make the viewers feel that they would like to visit there.
              Useful Expressions:
                             〜たことがありますか。…Have you ~? 〜てみてください。..Try ~.
                             AもBもできます。…(You) can do A as well as B.