Students will read the interview article about Nakaya Chikako, who runs emakizushi workshops to promote instruction in its techniques. Students get to know about emakizushi, and think about the positive influence of making emakizushi together for the family today.

What to prepare

• Handout

Procedure

1. Questions to help students' comprehension
a) How does Nakaya explain the role of futomaki sushi in the past?

b) Why is Nakaya running emakizushi workshops?　

c) What kind of emakizushi did Nakaya make for the first time? For whom?

d) How did she get inspired to make more complicated emakizushi?

e) What is the benefit for older people of making emakizushi?

f) Explain the way Tiffany reflected on eating meals with family after the interview.

2. Discussion points
g) Choose the most appropriate title for each paragraph through discussion with your classmates.
・ もの忘れの予防になる！？
・ 失敗はない。みんなでわらって、大成功
・ また巻き寿司を巻いてほしい
・ 家族のしあわせのツール
・ 最初は家族のため

h) Nakaya says: 絵巻寿司は、家族のしあわせのツールだと思う。Identify the reasons why she thinks so. Include her concern about the state of the family today in your discussion.

i) Do you think Tiffany's life in the future will be different because she conducted this interview? If so, how?

j) Are there any foods in your culture that are similar to emakizushi? How are they similar to emakizushi?

3. Creative task　
k) Imagine you attended Nakaya's workshop and made some emakizushi. Unfortunately, your emakizushi didn't turn out very well, nothing like the model that Nakaya provided. In pairs, create a dialogue between Nakaya and you, referring to the last paragraph of the article.