また、島野先生の手紙を書くアクテビティのインストラクションがとても参考になります。私も優への手紙を書かせたのですが、手紙の書き方の指導を十分しなかったので、生徒の作文はセンテンスレベルで終わってしまって、目標のパラグラフレベルへの練習ができませんでした。であいのレッスンはビギナーでも（少ない語彙でも）日本人について、かなり深い理解を得ることができますが、ビギナー以降の場合、語彙、フレーズのインプットをしっかりやっていかないと、せっかくのであいのコミュニカティブなタスクがいきてこないと反省しています。


Mr. Shimano's lesson plan was a bit difficult to put into practice, but turned out to be a good resource for getting to know my students better. Interestingly, one young man responded positively to all the keywords describing the United States, claiming with some pride that he was an "all-American boy."

Also, I found the instructions for Mr. Shimano's letter-writing activity very helpful. I had my students write a letter to Mizushima Yu, as well, but due to my insufficient guidance on how students should write the letter, their compositions remained at the sentence level, and we were unfortunately unable to practice writing at the paragraph level. With very little supplemental vocabulary, even beginners can gain a fairly deep appreciation of the Japanese people through lessons using Deai. I realized from this experience, however, that for students beyond the beginner level, the valuable communicative task in Deai don't come to life if you don't provide plenty of extra vocabulary and phrases.

TJFから：

ビギナー以降の授業で「であい」を使っていらっしゃる先生方、いかがでしょうか。ご意見やアドバイスがありましたら是非お聞かせください。なお、島野先生のレッスンプラン"Culture and the Individual: Writing a Letter to a Japanese High School Students"は、であいウェブの授業案コーナーでご覧いただけます。

What have other teachers using Deai for post-beginner level classes experienced? We encourage you to submit your views and any advice you may have to offer.
You can take a look at Shimano-sensei's lesson plan "Culture and the Individual: Writing a Letter to a Japanese High School Students" in the Sample Lesson Plans section of the Deai Website.

It was only a little bit, but I used Deai in class again today. I employed the lesson plan I made last year on "family" in order to introduce demo and dakara. As a freestanding activity it is easy to use. Looking at SM-P08, my students' interest was drawn to things like the boyish appearance of Michi's younger sister and the fashion sense of her older sister. After the students read the English caption on the back of the photo panel, they said the "two-generational home" was a type of housing situation peculiar to Japan. They were able to verify that the nature of family and Michi’s relationship with her own family were no different than family relations in the U.S.

TJFから:

清塚先生の「家族」のレッスンプランはであいウェブの授業案コーナーでご参照いただけます。
Kiyozuka-sensei's "family" lesson plan is located in the Sample Lesson Plans section of the Deai Website. Please take a look!

After introducing the te-form the other day, I had my students read the Deai photosheet captions and then give group presentations, using the te-form, on a day in the life the Deai student their group selected. My students' reactions included: "It was very fun," "There was not enough explanation," "It was nice to work in a group," "It was a good experience studying the daily life, culture, and schools of the Japanese people," "It was an helpful review of the te-form," and so on. I felt that my students were able to discover a different culture not through passive reception, but on their own by looking at the photographs and reading the captions. One student, for example, expressed the opinion that "The forms of transportation for Japanese high school students are different from ours. I think they have more independence and freedom because they can get around without a car." On the other hand, some of my students jumped to slightly unbalanced conclusions like, "Japanese high school students have very little time for sleep" and "Japanese schools start and let out later in the day than ours do." In the future I'd like to encourage my students to realize that not all Japanese high school students live the same way as those depicted in Deai.


TJFから:

写真を使って生徒さんたちが楽しく日本語を学んでくれたとのこと、うれしいです。写真の印象が強いと、ほかの日本の高校生もみんなそうなのでは、と錯覚してしまうかもしれません。そんなときは、自分たちについて少し振り返ってみるというのはどうでしょうか。アメリカの高校生も、睡眠時間の少ない人もいれば多い人もいるし、学校の形態もいろいろですよね。それに気づいて、日本の高校生もみんな同じではないということに自然に気づくといいなあと思います。今後の授業についても、是非ご感想をお送りください！

It is rewarding to hear that your students enjoy studying the Japanese language using the photos in Deai. When the photos make a strong impression, however, there is a chance that students will fall under the illusion that all other Japanese high school students must be that way, too. When faced with this, why not have your students reflect on themselves a bit? Among high school students in the U.S., for example, some have little time for sleep while others have plenty, and U.S. schools also come in a variety of configurations [--public, private, home-schooling, those that begin early, those that begin late, etc.] By noticing these aspects in their own lives, your students may naturally come to realize that not all Japanese high school students are the same. We hope that is the case, and please let us know how future classes turn out!

＊この授業は、前任校リック・ウィルマーディング高校で行ったものです。

During a review of "___ kamoshiremasen" and "___ mitai desu" in my Japanese 3 class, I had my students get into groups and imagine, basing their ideas solely on what they saw in the photo sheets, what kind of person each of the seven Deai students is. I then had each group present to the class its ideas on the Deai student it had been given. I think my students took an interest in the Deai students and wanted to learn more about them because I asked them to use their imagination and did not allow them to read the photo captions. While one group was presenting, the other groups just sat there and listened. Therefore, I think it might have been better to have the groups in the audience say whether they agreed or disagreed with the views offered in the presentation.

From the students' presentations:
For YK-D14 (Yoshida Kojiro on the train): "He seems nice. It looks like he has a lot of friends."
For YK-P01 (Kojiro holding his dog): "Maybe he is fond of dogs."
For YK-D16 (Kojiro at the door): "It looks like the dog is hungry."
For YK-D10 (Kojiro sitting in meditation): "Maybe he is hungry. Maybe his class in meditation is boring."

* This lesson was done at Lick-Wilmerding High School, where I had taught before.

During a lesson on where the seven Deai students live, my students really came to life when I asked them which U.S. city they thought most resembled those from the photo sheets. Looking at the photos of Yokohama, some students said it resembled Seattle, while others said New York or San Francisco. Their reasons included, "because they both have a Chinatown," "because their harbor vistas are similar," and "because a variety of cultures mingle together there," among others. Each of the students strove to convince the rest of his or her opinions. The students also thought Shibuya resembled New York’s Times Square; Okinawa looked like Hawaii, Florida, and the Caribbean; and Hokkaido was quite similar to North Carolina.


TJFから:

自分たちの知っている町にひきつけて考えるのは、生徒にとっても楽しい活動でしょうね。であいの主人公の住む町には、大都会だったり、港町だったり、古い歴史のある町だったり、それぞれ特徴があります。皆さんの住んでいる場所にも、似た特徴のある町はきっとあるはず。それを探して、いろいろな町の役割について考えてみる活動に発展させるのもおもしろいかもしれません。

This seems like a very enjoyable activity for getting students to think about places in Japan by tying them to towns and cities the students are already familiar with. Each of the towns where the Deai students live has its own characteristics?some are major metropolises, some are harbor towns, and some are rich in history. There must be similar towns in your area. It might be interesting to develop this into an activity that has students search for such towns and then consider the roles that they play.

ゆうさんのがっこうは つるみこうこうです。
ゆうさんは とうきょうにすんでいます。
ゆうさんは 五人かぞくです。
ゆうさんは カメラがすきです。
かんたさんの ガールフレンドのなまえは ゆきこさんです。
かんたさんは 八人かぞくです。
かんたさんの お父さんは七十さいです。
かんたさんは ほんがきらいです。

- Year 10: Be an Australian Deai member!
1. By a Japanese school, students are vertically asked to explain their daily lives to Japanese students. Using photos or drawings to illustrate a day in your life, students describe their day in Japanese.

- Year 11: Kamishibai (Boku no Ichinichi / Watashi no Ichinichi)
*Students will be able to use the Plain form, learn about the lifestyles of Japanese High School students and describe things that happen.
1. Each student chooses one Japanese high school student from Deai.
2. Students write a caption to each panel by using Plain form just like a diary. Each caption has to include more than 20 ji. The caption may include not only the description of the panel but also people’s speech.
3. Read the captions while showing the panels to other students.

- Year 12: Detailed Study : Japanese lifestyle
1. Students select one of the following topics: Eating habits / School life / Family / Youth culture / Regional differences.
2. Students pick up all panels related to their own topic, and describe the following: differences between Japan and Australia / similarities between Japan and Australia / differences between 7 Japanese students / similarities among 7 Japanese students / Differences between your first impressions and the actual lives of Japanese students.

■　性格描写：性格描写は多岐にわたり、また複雑なので（辞書的意味を教えても、意味あい、ニュアンスが日本語と英語で異なることもある）、 であいの主人公という具体的なコンテキストの中で教えると効果的です。

■　世代の交流：年齢を示唆することば（年上、年下、同級生、年寄り、若い等）を復習できます。

■　家族間の支えあい：家族の役割、授受動詞の表現するもの（感謝の気持ち）について話し合うことができます。従来の「やりもらい」の文法レッスンでは、 上下関係とか、丁寧さのヴァリエーションを強調していたと思います。その基本も大切ですが、どうして「やりもらい表現を使うのか」話し合うことも大切だと思います。 「おばあちゃんはサンドイッチを未知に作ります」と「おばあちゃんはサンドイッチを作ってくれます」の違いは何かということです。それをわかりやすくするのに、 「家族」のレッスンは有効だと思いました。未知ちゃんのキャプションも、読んでいると伝わってくるのは家族間の思いやりみたいなものですね。ある行為をどうみるか。 行為をどうお願いするか。感謝の気持ち、または甘えをも含む感情を入れて、それを日本語では、「やりもらい」の文型を使って表現できるというようなことを考えていけたらと思います。