Japanese Now: Teacher's Manual — Volume 3 9780824897482

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JAPANESE NOW

JAPANESE NOW Teacher's Manual Volume 3

ESTHER M. T. SATO and

MASAKO SAKIHARA

U n i v e r s i t y o f H a w a i i Press

Honolulu

©

1 9 8 7 UNIVERSITY OF HAWAII PRESS

ALL RIGHTS RESERVED ISBN O - 8 2 4 8 - I O 4 3 - O MANUFACTURED IN THE UNITED STATES OF AMERICA 90 91

92 93 94 95

6 5 4 3

CONTENTS

Preface

vii

Section I—General Objectives and Suggestions

1

Section II—Lesson Presentation and Procedures

2

Lessons Lesson 1

Honolulu—Narita—Tokyo

4

Lesson 2

Tokyo

8

Lesson 3

Nikko

14

Lesson 4

Hakone—Kamakura

18

Lesson 5

To Kyoto on the Shinkansen

23

Lesson 6

Kyoto

29

Lesson 7

Osaka

38

Lesson 8

Hiroshima

43

Lesson 9

Kyushu

48

Lesson 10 Okinawa Appendix

Translations of Reading Selections and Dialogues Used in the Text

Answer Keys

52 55 79

PREFACE

Volume 3 of Japanese Now consists of ten lessons introducing the Japan of today to students by taking them on an educational and cultural tour of Japan. Chapter 1 covers the preliminary preparations necessary for foreign travel and the disembarkation procedure at the New Tokyo International Airport. From Chapter 2, the firsthand experience of Japan begins, and the students visit Tokyo and its vicinity, namely, Nikko, Kamakura, and Hakone. Then, they proceed to Kyoto, Osaka, and Hiroshima, and southward to Kyushu, with its famous Mt. Aso and Beppu, and to Okinawa, which was once a military base for the United States. Throughout the tour, the students discover that there are many fascinating temples, shrines, and deities in Japan, and they learn about the many art forms and cultural activities related to the religious practices and rituals. They find that some of the natural phenomena are awesome and beautiful, and that the artistic creations and technological advancement of man are also remarkable. Much new knowledge is gained, and many of the stereotypes held by the students are either confirmed or dispelled. The format of the lessons is similar to Volumes 1 and 2, with a reading selection and short conversations as the basic material for each lesson. The only difference is that the formal written style is introduced in the reading selection, in contrast to the colloquial style, which is continued in the dialogue.

The reading selection is intended primarily for reading comprehension by direct association between the printed foreign language and its meaning. The students are required to know the content and the new vocabulary well enough to answer questions about the lesson content. Translation is not an objective as such, but may be used to assist in getting the meaning of the sentence or paragraph. Unlike the conversations in Volumes 1 and 2, which reviewed what was presented in the reading selection, the dialogues add more information about the places visited as well as offer some situations useful for free dialogues. Each lesson introduces new structure, vocabulary, and kanji material, primarily for reading comprehension by direct association between the printed foreign language and its meaning. The lesson material is informative and should give the students a general knowledge of Japan's geography, cultural history, and achievement in the modern world. Additional cultural information is provided in each chapter of this manual. We would like to acknowledge the contributions of three hard-working graduate students: Anne Abe, Joanne Kodama, and Dahleen Sawai. They have suggested many interesting activities that are included among the various lessons in this manual, and we wish to express a very special thanks to them.

SECTION I GENERAL OBJECTIVES AND SUGGESTIONS

OBJECTIVES OF THE COURSE 1. Continue to develop and maintain self-confidence and positive self-concept in speaking and understanding Japanese. 2. Continue to nurture and maintain a healthy attitude toward the Japanese people, their culture, and the language. 3. Continue to advance in the development of skills in oral and written communication. 4. Develop and expand skill in reading for information a n d / o r pleasure. 5. Be able to read and write a friendly letter in Japanese. 6. Gain some knowledge of the geography and geology of Japan. 7.

Realize and appreciate some of the historical background necessary to understand present-day Japan.

8. Realize and appreciate the natural beauty of Japan. 9.

Realize and appreciate the great arts of Japan from medieval times to the present.

10. Develop an understanding and appreciation of the cultural and religious activities of the various districts of J a p a n .

AIDS IN T E A C H I N G This manual for Volume 3 provides suggestions to teachers for the instructional activities to go with each lesson. Together with the drills and exercises contained in the Student Exercise Book, these activities give students ample opportunity to develop reading comprehension as well as listening comprehension and communication skills. Further, they help students to understand and appreciate Japanese cultural practices which still exist today. The prepared tapes are excellent for listening comprehension and writing exercises. (Tapes are available f r o m the University of Hawaii Press, 2840 Kolowalu Street, Honolulu, Hawaii 96822.)

SCHEDULING The schedule may differ f r o m school to school. Coverage of the lessons per day depends on the makeup of the class. The lessons are unequal in length and give flexibility to teachers in planning each day's lesson. However, it is advised that teachers set a reasonable pace in order to cover all the material, so that students can continue their work at the next level in the following year.

1

SECTION II LESSON PRESENTATION AND PROCEDURES

LESSON FORMAT Each lesson consists of a reading selection and short conversations in various settings related to the area to be visited. Each lesson follows the following format: Reading selection. A description of the city or the district and the surrounding communities to be visited. Dialogue. Vocabulary. New vocabulary and expressions. Reading practice. Patterns. New grammar points. Drills. Pattern drills and drills to reinforce reading comprehension. Kanji. New kanji and their proper stroke order. Exercises. Review questions. Many students learning Japanese expect to be functional in the language. Their major objective is first to be able to speak the language, and next to be able to read in the language for information or pleasure. However, many times, speaking the language is limited to a few hours in class or at work, or there is little or no opportunity to use the language orally at all. Reading in the newly acquired language, then, may be the best way to keep up with it. Volume 3 has been prepared so as to introduce the formal writing style—as opposed to the colloquial speech style—and to help the student develop skill in reading comprehension while continuing with development, through practice, in speaking the language. Volumes 1 and 2 emphasized listening and speaking skills; the reading selections and dialogues in each lesson were basically reinforcement of what was learned audiolingually. By Volume 3 students should have a good command of the relationship between sounds and graphic symbols and among the words, phrases, and clauses in a sentence. What needs to be learned is the ability to interpret the general sentence structure by recognizing the noun and verb phrases and their relationships, in order to improve comprehension. Drills, exercises, and various activities have been prepared to help the student achieve this reading skill.

SUGGESTED PROCEDURE After two or three lessons, the following procedure may be modified according to the needs of the students. Reading

Selection

1. Initially present lesson narrative by reading it aloud, having students listen and concentrate on the context and its meaning without looking at the textbook. The purpose is to establish familiarity with the overall context. 2. Ask general overview questions as to what the narrative is all about. Encourage students to guess at the meaning of new words and phrases from context. 2

3. Next, go over the new vocabulary words and the new structures as you go over the context. Explain where necessary. (In each chapter a list of about fifty new words is provided, which students are recommended to memorize and learn.) 4. G o over each difficult sentence for clarity of meaning. If necessary, with each complex sentence, ask questions in order to elicit: a.

the main or kernel clause,

b. the clauses that modify the main clause, and c.

the phrases that modify the various clauses.

The purpose is to extract the meaning of the whole sentence. 5. Read again with the textbook open and with the students following by words, phrases, and clauses in order to get the meaning. 6. Check to see if the answers guessed earlier were correct (with student participation). 7. Ask summarizing-type questions to elicit answers in order to check student comprehension. 8. Have students practice reading the lesson material silently for comprehension. 9. Have students discuss the content of the selection (in pairs or in small groups).

Conversation 1. Assign students to be the different characters in the dialogue and to read the conversation aloud. 2. Check understanding of the conversation by asking questions. 3. Create similar situations and have students improvise conversation using similar expressions. 4.

Repeat the above three steps for each conversation.

3

LESSON 1

I.

Honolulu—Narita—Tokyo

KEY POINTS

Patterns 1. (1) Modifier koto, a nominal phrase translated as 2.

. . that . . ." or

. . to . . . ."

(2) De aru, the informal written form of desu.

3. (5) Motion verbs other than iku, kuru,

kaeru.

4. (6) Oshatta, the informal honorific past form, meaning "spoke." 5. (7) Kurenai ka, the informal form, versus kuremasen meaning "won't you please."

ka or kudasaimasen

ka, the formal form,

6. (8) Ni following a place word, indicating the place where an object or a state of being exists. 7. ( 1 1 ) . . . yoo ni shite oku following the potential form of a verb, meaning "be ready so that you can. . . ." 8. (12) . . . chuu, a suffix indicating time during which something is in progress. Vocabulary 1. keikaku o tateru

2. (. . . ni) hitsuyoo na

3. c ho kin suru

4.

5. hataraku

6. kasegu

8. airon o kakeru

9.

shuumatsu

7.kazoku

II.

nandemo

12. ryokoo

mokuteki

(suru)

10. (o)kane o tameru

11.

13.

sooryoojikan

14. ryokoo

16.

ryoogaesuru

17. shuppatsu

18. yotei

19. shinseki

20. narau

21. rikai suru

22. ( . . . ni) chigai-nai

23. yuube

24. kesa

25. made ni

26. kokusai

28. tsukeru

29. kanarazu

30. ( . . . ni) tsuku

31. doo yatte

32. kinyuu

33. motte iru

34. gakusei

35. toochaku

37. oyu

3S.juusho

kogitte

kuukoo

(suru) (suru)

15. genkin

27. nimotsu

36. gaishutsu

(suru)

39. seinengappi

ADDITIONAL INFORMATION

New Tokyo International

Airport

In order to accommodate the ever increasing international air traffic, a new airport was constructed to replace the old Tokyo International Airport at Haneda. Since the opening of the new facilities in 1978, Haneda has primarily handled domestic air traffic. The spacious New Tokyo International Airport, 2.6 times larger than the old international airport, is located in the city of Narita in Chiba Prefecture. About sixty-eight kilometers from Tokyo, it takes 4

about an hour to reach downtown Tokyo by taxi. There is also a train line, operated by the Japan National Railway, which connects Tokyo and Narita. Air travelers may also use the Limousine Bus service, which shuttles passengers between Narita airport and the Tokyo City Air Terminal (TCAT) at Hakozaki in Tokyo. It is estimated that the new airport can manage up to 130,000 international flights per year, since the new terminal is capable of handling twenty-eight planes at any one time—twenty jumbo and eight DC-8 jets. In addition, the airport runway is said to be second in length only to that of New York's Kennedy Airport, while the sophisticated safety features utilized at Narita are considered to be among the best in the world. The passenger terminal building of the new airport consists of five floors with a total floor space of 166,000 square meters. The first two floors handle arrivals into Japan, while the third amd fourth floors process departures. For the convenience of air travelers, there are banks, restaurants, stores, airline information counters, etc. in the center of the terminal. The modern, spacious facilities make air travel more pleasant for all international travelers. In order to improve transit between downtown Tokyo and Narita, Japan Air Lines is currently experimenting with a new High Speed Surface Transport. The transport is envisioned as a pollutionfree, energy-conserving transportation vehicle, resembling the fuselage of a plane, which floats above an elevated guideway. Capable of going three hundred kilometers per hour, it is estimated that the distance separating Narita and downtown Tokyo could be covered in about fourteen minutes, less than one-fourth the time it now takes. If it lives up to expectations, the High Speed Surface Transport could not only provide time-saving rapid transit between the new international airport and Tokyo, but it could also prove to be ideal as a mass transportation system of the future. Haneda Haneda, located in Tokyo, was the site of Japan's major international airport until 1978, when the new international airport opened at Narita in Chiba Prefecture. The new airport facilities now handle most of the international traffic, while Haneda takes care of domestic flights and cargo. The three major domestic carriers operating out of Haneda are Japan Air Lines, All Nippon Airways, and TOA Domestic Airlines. Gakusei and Seito Gakusei means students of college level or higher, such as university or graduate school. Seito means intermediate and secondary school students. Informally it may also mean elementary school students; however, elementary school students are formally called jidoo and kindergarten students enji. The students of professional schools, such as business college, are seito. These distinctions in usage are observed in Japan by newspapers, radio and television newscasters, as well as in dictionaries. When it is not clear whether a student is in high school or college from his or her appearance, then he or she may be called gakusei. Choodai versus Kudasai Choodai is used in the same way as kudasai to mean "please give me." It is used informally, mostly by women and children. It is not a verb but a nominal and is also used as choodai suru (nominal + suru) to mean "I/we receive," referring only to the speaker's action. Ex. Kore o choodai shite mo yoroshii desu ka? May I have this? Sen en choodai itashimasu. I/We will receive one thousand yen. 5

ACTIVITY I

Pin the City on the Map Objective:

Gives students an opportunity to locate the various well-known cities of Japan that they will be visiting on the tour, to practice recognizing cities in relation to the prefectures and the islands, and to study the geography of Japan.

Materials:

Two good-sized maps of Japan.

Procedure: 1. Divide class into two teams. 2.

With the use of an overhead projector, give the names of the islands and the prefectures and have the students locate them on a blank map of Japan given to each team.

3.

Flash the names of cities on the overhead screen and have students locate them in the proper prefectures.

4.

The team that first identifies the prefectures and cities correctly wins.

Variation:

The same type of activity may be conducted using the names of the students in the class. This is good for the beginning of the school year, when it can help classmates to learn each other's names according to the seating arrangement.

ACTIVITY 2

Translation Objective:

To enable the students to think in Japanese, using whole phrases or sentences and then to give the English equivalent.

Procedure: 1. Divide class into groups of five. 2. Teacher will have five sets of Japanese sentences on cards: a.

Oya ni amah futan o kakenaiyoo

b.

Mudazukai

c.

Arubaito

d.

Tanoshimi ni shite ita hi ga tootoo yatte

e.

Kagirareta jikan de shinseki no hito ni au koto ni shita.

f.

Nihon o yoriyoku

g.

Kondo no ryokoo wa kitto yuuigi na mono ni naru ni chigainai.

h.

Kaigai ryokoo wa hajimete nanode koofun shite

shinai de chokin

ni shita.

shita.

de kaseida okane mo chokin

shita. kita.

rikai suru koto de aru.

nemurenakatta.

3. One student f r o m each group will come up to get a card f r o m the teacher. 4.

The teacher must wait until each of the students is back in his or her proper group before giving the signal to start.

5. Whichever group has the answer must call out the group number so that the teacher will recognize that group first for the answer. 6.

If the answer is correct, that group will receive a point, but if the answer is wrong, the second group to call out its number will have a chance to give the answer. 6

ACTIVITY 3

Mix Card Game (vocabulary) Objective:

To help the students recognize the words and correlate their meanings.

Materials:

Two sets of cards, each card with a vocabulary word written in kanji or hiragana taken f r o m Volume 1, Volume 2, or Lesson 1 of Volume 3.

Procedure: 1. Divide the class into two groups. 2.

For each group, put two rows of tables together facing each other. Ex. Group I X

X

G r o u p II

X

students

Team 1

X

X

X

X Team 1

tables with cards

Team 2 X

X

X

X

students

X

Team 2 X

X

X

3.

Divide the cards equally and place them on each table.

4.

Have two opposing teams sit facing each other. The object of the game is to see how many of the cards a team can win.

5.

Call out a word in English; the students must look for the equivalent word in Japanese. If the answer card is on the side of team 1 but a member of team 2 recognizes it, the latter may reach over and "steal" the card f r o m the side of team 1 and keep the card.

6.

At the end of the game, add up the number of cards f r o m each team, and the team with the largest number of cards wins.

ACTIVITY 4

Kanji Identification Objective:

To enable the students to identify readily the newly learned kanji.

Materials:

Overhead projector, transparency, grease pencil, screen.

Procedure: 1. Divide the students into groups of five. 2.

Write a kanji (or a combination) on the transparency and project it onto a screen that is visible to all of the students.

3.

Have the students identify the kanji and its meaning, one group at a time. (All of the students in the group must participate.)

4.

If the group answers correctly, award one point. Then, project a new kanji onto the screen and it will be the next group's turn to identify it.

7

LESSON 2

I.

Tokyo

KEY POINTS

Patterns 1. (2) . . . noyoona

. . . , "like. . . ."

2. (5) . . . koto ga dekiru, "can. . . ." 3. (6) . . . shi, as a connective following informal forms, meaning " a n d " or "because." 4. (8) Mo, used to emphasize a quantitative word. 5. (11) . . . tte arimasu, the transitive, and . . . tte imasu, the intransitive, indicating state of being. 6. (13) . . . nakucha (nakute wa), "have t o " or "must." 7. (15) . . . sugiru, a suffix meaning " t o o " or "over." 8. (18) Use of . . . tte to quote and repeat what was said in order to ask questions related to it. 9. (19) . . . yoo ni natte iru, "is expected t o " or "is made to," etc. 10. (20) Particle de used with verb dekiru, meaning "be made of." 11. (22) O + masu stem + ni naru, the honorific expression of verbs. 12. (22) Honorific expressions of verbs iku, kuru, iru, miru, taberu, suru. Vocabulary 1. sekai

2. kokusai

toshi

3. kindaiteki

4. kanzen (na)

5. koosoo biru

6. yaku

7. bunka

8. machi

9. shoohin

10.shurui

11.zenkoku

12.shinkansen

13. seiji

14. kyooiku

15. keizai

16.

17.yoso

18. kenbutsu

19. yookoso oide kudasaimashita

20. yoroshiku onegaishimasu

21. sugoi

22. tenji (suru)

23. (o)tera

24.shuukyoo

25. atchi kotchi

26. doku

27. hoosoo

28. tokidoki

29. bangumi

30. kengaku suru

31.

2>2. June

33. ugokasu

34. hipparu

35.( . . . o) kaeru

36. subarashii

37. chigau

38. mon

39. omamori

40. unten (suru)

41. unten

43.

44. gochisoo

45. mezamashi

46. reiboo

47. tsuyoi

48. (kane o) harau

49. shinbun

50. jidooteki

tsutomenin

honmono

mamonaku

menkyo

ni 8

suru

42. omikuji

51. hajimaru

II.

ADDITIONAL INFORMATION

Tokyo Having served as the official capital of J a p a n since 1868, Tokyo is today a modern, sophisticated metropolis teeming with people and activity. It is not only J a p a n ' s seat of government, but also its center of culture, education, and economy. Renowned as an international city, Tokyo, moreover, plays host to a number of foreign businesses, international conferences, and visitors f r o m abroad. Tokyo represents a unique blend of East and West, tradition and modernity. One may, for example, find Japanese who stop to have a McDonald's hamburger, a Kentucky Fried Chicken, or a pizza and a cola on their way to a traditional Kabuki or Noh play, or sumo match. On the other hand, it would not be unusual to see Japanese dining on sushi, sukiyaki, tempura, or other Japanese culinary delights before going to see a recently released Hollywood movie or a symphony performed by one of Tokyo's six symphony orchestras. Although now a cosmopolitan city where international cuisine, literature, and visitors abound, Tokyo was once closed to all foreigners. Tokyo, formerly known as Edo, was chosen by Shogun Tokugawa Ieyasu as his center of administration in 1603. The Tokugawas, afraid that foreigners and their ideas would upset the political stability that they had struggled so hard to establish, prohibited foreigners f r o m entering J a p a n , except at a few selected southern ports. Foreigners, of course, were banned f r o m Edo. This all changed, however, with the Meiji Restoration. With the return of power to the imperial court, the imperial capital was also moved f r o m Kyoto to Edo. It was then that Edo's name was changed to Tokyo, literally the "Eastern Capital." Emperor Meiji, the new leader of the country, sought to modernize Japan through interaction with the rest of the world. With this, Tokyo was on its way to becoming a modern-day, international urban center. Population-wise, Tokyo grew steadily in size f r o m the time that Tokugawa Ieyasu established it as his administrative center in 1603. By 1787, it had a population of 1,368,000 and was one of the largest cities in the world at that time. At the start of World War II in 1941, Tokyo had over six million inhabitants. By the end of the war, however, the population of Tokyo, which had been heavily bombed, had shrunk to about 3.5 million. Postwar recovery was rapid, and Tokyo, in the past thirty years, has mushroomed into a bustling megalopolis. With a population of more than 11.5 million residents, it is today one of the largest cities in the world. J a p a n ' s capital city is linked internally by an extensive and efficient network of electric train, subway, and bus lines, which must rank among the best in the world. One of the most highly utilized lines is the Yamanote or " L o o p " line operated by the Japan National Railway (JNR). It is called the " L o o p " line because it is a circular line having no starting or terminal station. It connects major subcenters of Tokyo such as Shibuya, Shinjuku, Ikebukuro, Ueno, Tokyo Station, and Shinagawa as well as several intermediate stations. The Yamanote line, intersected by various private and public train and subway lines, is indeed among the most convenient lines, if not the most convenient, for traveling around the " h e a r t " of Tokyo.

The Imperial Palace The Imperial Palace, located in the center of Tokyo, was originally built in the fifteenth century. Then known as Edo Castle, it served as the residence of the Tokugawa shogun for 265 years. With the Meiji Restoration in 1868, however, the castle became the official home of the emperor. Part of the Imperial Palace was destroyed during the Second World War, but a new palace was built in 1968. Surrounding the Imperial Palace grounds are a series of water-filled moats. One can enter the palace only through the old castle gates. Leading up to the main entrance to the palace are two bridges often called Niju-bashi ("Double Bridge"). When seen f r o m a certain angle, the two bridges appear as one because of their difference in elevation. Since the Imperial Palace serves as the residence of the emperor and his family, security in and around the palace is tight. The general public is not usually allowed into the inner palace grounds. Only twice a year, on January 2 and on the emperor's birthday (April 29), is the public allowed to enter to offer congratulations to the emperor. 9

Meiji Shrine Meiji Shrine, completed in 1920, is dedicated to Emperor Meiji, whose enlightened leadership thrust Japan into a period of modernization following over 250 years of isolation from the rest of the world. The shrine is regarded as one of the holiest centers of pilgrimage in Japan. Each year huge numbers of worshippers as well as tourists visit the shrine, which is located in central Tokyo. There are large torii gates at the various entrances to the grounds with the largest torii measuring 39.4 feet (12 meters) high and each post 3.9 feet (1.2 meters) in diameter at its base. Each of the torii are made from the wood of hinoki (Japanese cypress) that are said to be over 1,700 years old. The shrine is characterized by simplicity and is known for its iris garden, which is considered to be the best garden in Tokyo. Asakusa Asakusa, located in Tokyo's shitamachi (literally "downtown") district, is one of the oldest and liveliest entertainment and amusement areas in Tokyo. Here one will find an assortment of theaters, restaurants, bars, game centers, bath houses, snack shops, and coffee houses. Shops of all kinds line the small streets and alleys of Asakusa. Asakusa, however, is perhaps best known for its Asakusa Kannon Temple. The temple, said to have been founded in the seventh century, is the headquarters for the Sho-Kannon sect of Buddhism and is dedicated to Sho-Kannon, the Goddess of Mercy. The temple lies at one end of a long promenade of souvenir shops known as Asakusa-Nakamise. Worshippers and tourists alike throng to the temple and the many brightly decorated shops of the Nakamise. NHK NHK stands for Nippon Hoosoo Kyookai, the Japan Broadcasting Corporation. The Nippon Hoosoo Kyookai evolved from the Tokyo Broadcasting Station, which was responsible for first establishing radio broadcasting in Japan in 1925. Since 1953, NHK has been involved with television as well as radio broadcasting. NHK, however, is quite different from private or commercial broadcasting establishments. It is a public broadcasting agency which receives its income from fees collected from its viewing audience. No government funds are used and thus no government control is exerted over the broadcasting network and its programming. The fees it receives allows NHK to develop quality educational, cultural, news, and entertainment programs for the public without regard to commercial interests or governmental policies. Some fundamental goals of NHK are: 1. to provide high-quality programs to meet the diverse needs of its audience. 2. to establish broadcasting stations even in remote or isolated areas in order to make TV broadcasts accessible in all parts of Japan. 3. to conduct research that could improve broadcasting. 4. to encourage a greater understanding of the Japanese people and culture by introducing aspects of Japan through overseas broadcasting services; also, to foster international cooperation by providing technical aid, exchanges, etc. to overseas broadcasting organizations. In 1981, over 29,253,313 households paid monthly fees of ¥880 (less than $4.00) in return for TV viewing privileges. That kind of operating budget enables NHK to provide high-quality television programming throughout the country. NHK is Japan's oldest, and often regarded as its most respected, broadcasting organization. Tokyo Disneyland Tokyo Disneyland, a replica of the original Disneyland in Anaheim, California, opened in Japan on April 15, 1983. Just thirty-nine days later, it recorded its one millionth visitor. Having the same sophisti10

cated rides and famous attractions as the original amusement park, Tokyo Disneyland was built at a cost of $600 million. The park, it is said, can handle between 50,000 to 60,000 visitors a day. Although called Tokyo Disneyland, the 202-acre park is actually located on the outskirts of Tokyo in Urayasu in Chiba Prefecture. Constructed on land reclaimed from Tokyo Bay, it is the first Disney amusement park to be built outside America. With over thirty million people living within an hour's commuting time from Tokyo Disneyland, it was estimated that ten million people would visit the park in its first year of operation.

ACTIVITY I

Kanji/Katakana

Karuta

Objective:

To provide students with practice in recognizing and reading words written in kanji and katakana.

Materials:

3 x 5 index cards.

Procedure: 1. Select kanji compounds from the lessons and print them on the index cards. Make two or three sets of cards depending on the number of students in the class. (For variation, print words written in katakana on the index cards. The words need not be limited to those found in the textbook. Current slang terms written in katakana may be good to use as they tend to stimulate student interest.) 2. Divide the students into two or three groups. 3. Give each group a set of cards and have them spread the cards, face up, on a table or on the floor. 4. Call out a word. (When students become good at this, it may be more challenging just to give clues without calling out the word itself.) 5. The students must then look for the word. The first person to find it must pick it up and read the word out loud. 6. The student with the most cards at the end of the game wins.

ACTIVITY 2

Pig or Old Maid Objective:

To enable the students to construct a grammatically proper sentence in Japanese.

Materials:

Make as many sets of cards as there are teams, with sentences cut up into phrases: 2. Tookyoo no 1. Tookyoo wa mannaka ni wa New York ya London to midori no onajiyoo ni kigi ni oowareta kindai teki Meiji Jingu ga aru. da it oka i de aru. 3.

4. Zenkoku hirogaru tetsudoo chuushin Tookyoo

kabukiya noo (Noh) o miru koto ga dekiru no mo Tookyoo de aru. 11

ni no mo de aru.

6.

5. Shinkansen wa choo supiido de chihoo to Tookyoo o musubu

Seiji, kyooiku, keizai no chuushin mo Tookyoo dearu

Procedure: 1. Divide the class into teams. 2. Distribute one set of cards per team at a time. The team is to make up a sentence using the phrases correctly, and using all the cards. 3. As soon as one team has a sentence, the game is stopped and the captain of the team reads the sentence. 4. If the sentence is correct, that team gets five points. 5. The next set of cards is distributed to each team and the game continues. 6. The team with most points wins. ACTIVITY 3

Sentence Race (Variation) Objective:

To review vocabulary and to practice constructing sentences.

Procedure: 1. Divide the class into two teams. 2. Select a word or phrase from the vocabulary list of a lesson (for example, Shinkansen, kindaiteki, musubu, miru, chuushin).

oowarete,

3. Write the word on the board; the two teams must use it to make a sentence. If the word selected is a noun, it will be used as the first word of the sentence. If it is a verb, it should be used as the final word in the sentence. 4. The first member of each team goes up to the board and adds a word before or after the vocabulary item that is on the board. 5. Words are added until an intelligible sentence of at least seven words is constructed. 6. Each team gets two points for each sentence of at least seven words which is grammatical. One point is awarded for sentences which have minor errors, but are still intelligible. Make corrections through class participation. ACTIVITY 4

Kanji Flashcards Objective:

To give the students an opportunity to practice writing the newly learned kanji and to correlate them with their meanings. The students will also be able to use the flashcards later to test themselves in reading and writing kanji.

Materials:

Oaktag, index cards, or any sturdy paper (enough for each student to make a set of flashcards), scissors, black felt-tip markers, and rubber bands (for each student to bind the sets of flashcards). 12

Procedure: 1. The student will cut twenty-four 2 '/ 2 inch x 2'/ 2 inch cards. 2.

The students will then write a kanji character on one side of a card (one kanji per card) and the corresponding hiragana reading on the reverse side.

3. The students will be able to use these cards to drill themselves on the reading and writing of these kanji. Note:

This activity may be used for each lesson to reinforce the learning of the kanji.

13

LESSON 3

I.

Nikko

KEY POINTS

Patterns 1. (1) Use of uchi in ending a phrase, designating a period of time throughout which (uchi wa) or within which (uchi ni) an action may take place or a state of being may end. 2. (3) . . . hodo . . . wa nai, used to emphasize the superlative expression followed by hodo. 3. (4) Nominal equivalent using koto + de. 4. (5) Counters for counting animals, large animals, and birds. 5. (6) Particle ni used with verbs such as kifu suru, ageru, hanasu, kiku, oshieru, etc., indicating that the nominal preceding it is the recipient of the action. 6. (7) No ni following the dictionary form of the verb, indicating the purpose of the statement that follows. 7. (10) Moo, meaning " a little more," used before chotto, sukoshi, and other quantitative words. 8. (11) . . . nakutemo,

"even if it is not. . . ."

9. (12) . . . nohitotsu,

"one of . . ."; no hitori when a person is referred to.

Vocabulary 1. kita

2. Nikkoo Kokuritsu

4.

5. taihen

6.

8.

9. choowa

kankoochi

7. kotoba

Kooen

kenchiku

3. onsen kekkoo

10. hotondo

11. juuyoo

13. hiroku shirarete iru

14. Mizaru, Kikazaru, Iwazaru

15. kifu suru

16. genzai

17.

18. kazan

(na)

tokubetsu

12. sugurete iru

20. noboru

21. aki

22. jitsu ni

23. ryoo

24. mingei

25.

26. gojuu no too

21. ten

29.shintoo

30.

31. izen

32.

33. saigo

34. ningen

3 5. jinja

36. igai ni

38. gaman suru

39. manten

40. mi mi

41. midori

42. kuuki

43.

44. jisatsu

\9.funka

(suru)

yakimono

28.( . . . ni) kiga

37. kashite

goran

mottomo

tsuku

kamisama

(suru)

46. zettai ni

47. suzushii

49. kaesu

50. sotsugyoo

52. kotori 14

bukkyoo

45. meisho 48.

(suru)

(suru)

kudamono

51. den wa o kakeru

II.

A D D I T I O N A L INFORMATION

Nikko A place of spectacular natural beauty, Nikko is just a two-hour train ride from Tokyo. Nikko is actually a national park, which encompasses an area of over 210,000 acres and extends over four prefectures—Tochigi, Gunma, Fukushima, and Niigata. It is a favorite among tourists as well as religious Japanese, as Nikko is also the site of one of the most famous and magnificent shrines in Japan—the Toshogu Shrine. Completed in 1636 and dedicated to Tokugawa Ieyasu, founder of the Tokugawa shogunate, Toshogu Shrine is one of the most impressive of Nikko's many structures. The builders having spared no expense and having used the best artisans of the seventeenth-century, the shrine is considered one of Japan's architectural masterpieces. Many of its structures have been designated as National Treasures. The materials alone stagger the imagination. For example, there is enough gold leaf used in the shrine building to cover over six acres, and the amount of timber used could cover 325 linear miles. In Toshogu Shrine elements of both Shinto and Buddhism are represented. A torii, or gateway, symbolic of Shinto, guards the shrine entrance, while a five-storied pagoda, usually found only in Buddhist temples, stands nearby. Representation of elements of both Shinto and Buddhism together in one structure or at one site is quite common from about the tenth to the mid-nineteenth century. The shrine is also known for its beautiful sculptures and carvings. Among the most famous are those of the three monkeys and the Nemuri Neko. The three monkeys, one covering its ears, another covering its mouth, and the third its eyes, are popularly known as the "See no evil, hear no evil, speak no evil" monkeys. The Nemuri Neko or "Sleeping Cat" is a carving of a small cat popularly attributed to a wellknown sculptor known as Hidari Jingoro. It is said that this shrine is free of all rats and mice because the "Sleeping Cat" keeps them away. Perhaps the most beautiful and lavishly decorated gate in Japan is the Yomeimon, which is famous for the intricate carvings that cover its magnificent structure. The most famous artisans of the time used lacquer, gold, and other rare paints to decorate it extravagently. The Yomeimon or "Gate of Sunlight" has been designated as one of Japan's National Treasures. The Yakushido is another one of the few structures within the Toshogu compound which has a distinctively Buddhist atmosphere. It is known for its huge ceiling drawing of the Naki-ryuu or "Crying Dragon." It is called the "Crying Dragon" because whenever visitors clap their hands beneath it, echoes make it appear as if the dragon had let out a groan. In addition to Toshogu Shrine, Nikko is also renowned for its natural beauty. One of its most scenic areas is the region around Lake Chuzenji. The shores of the lake are lined with cherry trees which blossom in mid-May, and during summer it is an ideal resort for boating, yachting, and fishing. Moreover, in the fall, the mountains surrounding the lake are emblazoned with the vibrant colors of autumn. The beauty of Nikko may perhaps be appreciated best by driving along the Irohazaka Driveways. There are two driveways. One is used exclusively for driving uphill and the other for coming downhill. Iroha are the first three of the forty-eight letters of the classical Japanese syllabary. Irohazaka Driveway No. 1 consists of twenty-eight curves while No. 2 has twenty for a combined total of forty-eight curves. Each curve is designated by a letter of the Japanese syllabary, hence the name Irohazaka. Among the other natural wonders of Nikko are its breathtaking waterfalls. Perhaps the most aweinspiring of all is the Kegon Waterfall. Created by water overflowing from Lake Chuzenji, it is the second highest in Japan. During winter, the 330-foot-high and 33-foot-wide waterfall freezes over, creating a magnificent spectacle of ice. Tokugawa Ieyasu Tokugawa Ieyasu (1542-1616) is recognized by historians as one of the greatest military leaders in Japanese history. Building upon the work of the two great military figures who directly preceded him (Oda Nobunaga and Toyotomi Hideyoshi), Ieyasu founded the Tokugawa shogunate at the start of the 15

seventeenth century. He is also credited with perfecting the military dictatorship or shogunate form of government, which was first established by Minamoto Yoritomo in the twelfth century. In 1603, Ieyasu proclaimed himself shogun, "general" or "Commander-in-Chief." As the supreme military leader of Japan, he instituted a feudal system of government (bakufu) with Edo (today's Tokyo) as his center of administration. Ieyasu carved up Japan and divided the lands among himself and his feudal lords. He also wisely took steps to perpetuate the rule of the Tokugawa regime, which would endure for more than 250 years. Samurai Samurai, roughly translated as "those who serve," were the warriors of old Japan. Originally provincial warriors who served and gave military protection to landowners, the samurai eventually went on to control and rule Japan. These warriors, also known as bushi, lived by a code of conduct (Bushido or "the way of the samurai") which emphasized self-control, loyalty, duty, and strength. Ideally, samurai were supposed to be highly disciplined warriors skilled in the martial arts who led rigorous and Spartan lives. Hence, it is not surprising that the warrior class found Zen Buddhism, with its emphasis on simplicity, reverence for nature, and physical and mental discipline, very appealing. Bushido, in fact, is said to have been heavily influenced by the principles of Zen Buddhism. The samurai, however, were not interested merely in military affairs or warfare. They were, on the contrary, a literate class of people who valued learning and scholarship. Many also had a refined appreciation for art and culture. The samurai were a hereditary class. That is, one became a samurai only if one were born a samurai. This all changed, however, with the Meiji Restoration. When Emperor Meiji was restored to power in the nineteenth century, the samurai were abolished as a class. Stripped of their special privileges, many displaced samurai simply disappeared into the masses. Some fortunate others, however, went on to become part of the elite of Japanese society. ACTIVITY I

Building Complex Objective:

Sentences

To practice building complex sentences.

Procedure: 1. Have the class choose a topic concerning the lesson just covered. 2. Select two teams. 3. Each member by turn adds a word to a sentence being constructed until it is completed. 4. After a sentence is completed, the second round requires adding two words to a sentence in the making until it is complete. This round could involve adding to the original or first sentence, or making a new sentence. 5. Students who add words which do not fit or which are impossible are eliminated from the teams. 6. The team with more members remaining at the end wins. Variation:

Have the team members each contribute an entire sentence to a story being created.

ACTIVITY 2

Compound

Words

Objective:

Kanji drill. 16

Procedure: 1. Print compound kanji on cards. Snip the kanji apart into their component parts. 2.

Have the student rearrange these slips to see how many different compound words he can make f r o m the individual kanji.

3.

Make this into a game by having two students in competition.

4.

The one making the largest number of compound words wins. Partners may also play.

ACTIVITY 3

Matching Objective:

Comprehension.

Materials:

Old magazines to cut up (students may be asked to bring magazines).

Procedure: 1. Have students cut out small, attractive pictures f r o m magazines or old books. 2.

Have students prepare a set of cards with a sentence or paragraph on each card, describing each one of the pictures. Encourage the use of new vocabulary and patterns.

3.

Put the cards and pictures in an envelope.

4.

The student matches the cards with the pictures.

5.

This could be an individual, paired, or team activity.

ACTIVITY 4

Kanji Grab Bag Objective:

The students will be able to write the newly learned kanji when given the hiragana readings.

Materials:

Index cards, paper bag, two chalkboards, chalk.

Procedure: 1. The teacher or a student volunteer will prepare nineteen cards (approximately two inches square) with the hiragana readings of the kanji f r o m Lesson 3 on them. 2.

Toss the cards into a paper bag and mix them.

3.

Have the students come up four at a time and have each pick a card out of the paper bag.

4.

Then have the students write the designated kanji on the chalkboard.

5.

After the students have written the kanji on the chalkboard, go over the kanji with the whole class, making corrections where they are needed.

6.

Have the next four students come up and repeat the entire process.

7.

When all nineteen cards have been used, toss them back into the paper bag, mix them up, and continue the activity until everyone has had a turn and the students feel generally comfortable writing these kanji.

Variation:

Kanji cards for any or all of the kanji f r o m the previous lessons in Volumes 1, 2, and 3 can be used for general review and practice. 17

LESSON 4

I.

Hakone—Kamakura

KEY POINTS

Patterns 1. (1) De used with nigiwau or kakkizuku tion.

or umaru after a nominal which creates the stated condi-

2. (2) . . . niyoru modifying a nominal and . . . niyotte

modifying a verb.

3. (3) . . . ni indicating the area where the result of an action remains. 4. (5) . . . to shite, "as." 5. (6) Tame ni and tame no following the dictionary form of the verb. 6. (9) Use of mairimasu and

itashimasu.

7. (13) Particle demo used to give a sample suggestion. 8. (14) Use of gozonji and shitte or zonji. 9. (15) Compound verbs using kaeru, such as okikaeru,

kigaeru, kakikaeru,

etc.

10. (16) Shitara after a time word, meaning "after a certain period of time."

Vocabulary 1. nishi

2. haru

3. daibutsu

4. ensoku

5.

6. natsu

7.

8. ( . . . no) aida ni

ikutsuka

kyuujitsu

9. hiromaru

10. taterareru

11.

13. mamoru

14. okusan

15. kisoku

16.

17. kibishii

18.

kinshisuru

rekishiteki

12. taihen (na)

okonawareru

19. at ode

20. shuyoo

22. sagasu

23. toori

24. hantai

25.hookoo

26. aruiwa

27. rikon (suru)

28. tetsudai

29. otto

30. nayamu

32.josei

33. kenri

34. nigeru

35. dansei

36.fukoohei

37.chuushoku

38. shoojin

40. hen (na)

41. gozonji desu ka

42.sanchi

43. otonari

44. watasu

45. hajime ni

46. minami

47. ( . . . no) hashi

48. Tooyoo

49.

50. akikan

51. chirakatte iru

31. kawaisoo

kamikuzu

(na)

(na)

ryoori

18

21. chizu

39. ryokan

I I . ADDITIONAL INFORMATION

Kamakura Less than an hour from Tokyo by train, the tranquillity and peacefulness of the ancient temples and shrines of Kamakura stand in sharp contrast to the constant bustle and noise of downtown Tokyo. Located on the Miura Peninsula, it is today a seaside resort that is a popular holiday destination of Japanese and foreigners alike. Until about 650 years ago, however, Kamakura was the seat of Japan's feudal government. Minamoto Yoritomo selected it as the center of his shogunate government in 1192 and it remained so until 1333. These years were known as the Kamakura period. The Kamakura period was a turbulent era during which many people turned to religion for salvation. As a result, the Kamakura period saw the rise of four new sects of Buddhism. The influence of Kamakura Buddhism is evident in the artwork, the architecture, and the large number of temples found in this historic city. Among the most famous temples are the Five Great Zen Temples of Kamakura: Kenchoji, Engakuji, Jufukuji, Jochiji, and Jomyoji. Of these, Kenchoji and Engakuji are the most famous. Each has a bronze bell which has been designated as a National Treasure. These temples also house many art objects and documents that have been declared Important Cultural Properties. Buddhist influence is also seen in another magnificent piece of artwork, the Kamakura Daibutsu (Great Buddha). The government has designated this also as a National Treasure, because of its value as a fine example of bronze casting. The image is said to have been made in 1252 by a leading caster of the time. The Daibutsu is an image of the Buddha in sitting position with his hands on his lap. It is 12.9 meters, or 42.3 feet, high and weighs more than ninety-three tons. The Kamakura Daibutsu is second in size only to the bronze image of the Great Buddha in Nara. Shinto also left its mark on Kamakura in the form of numerous shrines. Perhaps the most famous of these is the Tsurugaoka Hachimangu Shrine. Erected in 1063 and moved to its present location in 1191 by Minamoto Yoritomo, the shrine is dedicated to Emperor Ojin. The shrine is known for its huge gingko tree, which, it is said, marks the spot where the third Kamakura shogun was assassinated in 1219. The shrine houses many artifacts which have been designated as either National Treasures or Important Cultural Properties. Kamakura

Buddhism

Buddhism, first introduced in the middle of the sixth century from China via Korea, heavily influenced the culture (e.g., in art and architecture) and thinking of the Japanese. Although not an indigenous religion like Shinto, Buddhism was assimilated, absorbed, and made into a distinctively Japanese entity. Throughout the Heian period, however, Buddhism was an esoteric religion which appealed mainly to court nobles-and the aristocracy; in other words, it was a religion of the elite. During the turbulent Kamakura period, however, Buddhism became less theoretical and more practical as more people began to seek salvation through its teachings. The simplicity of its explanations appealed to the masses. Thus it was during the Kamakura period that four sects of Buddhism became popular: the Jodo, Jodo Shin, Nichiren, and Zen sects. Zen Buddhism was adopted by many samurai, while the other sects thrived among the commoners. The Jodo sect was founded by Honen (1133-1212) in 1175. Repetition of the phrase Namu Amida Butsu ("Glory to Amida Buddha") was considered an essential religious practice for believers. According to the Jodo teachings, by uttering this phrase with full trust and faith in the Buddha, worshippers could gain salvation. (Today, it is still one of the most popular Buddhist sects in Japan.) The Jodo Shin sect. As this sect was founded by Shinran (1173-1262), a disciple of Honen, it shares similar doctrines with the Jodo sect. It advocates faith in the Amida Buddha as the essential element in the quest for salvation. Recitation of formulas such as Namu Amida Butsu, however, are not required. Also, unlike other sects, it has discarded all images other than that of the Buddha. (Today with several million followers, it ranks as one of the largest Buddhist sects in Japan). 19

The Nichiren or Hokke sect was established by Nichiren (1222-1282). Although serious adherents regard the study of the Hokkekyo (the Lotus Sutra) as essential to the attaining of enlightenment, ordinary followers popularly believe that the repetitive chanting of the phrase Namu myohorenge-kyo ("Glory to the Lotus Sutra") will lead them along the path to enlightenment. (In present-day Japan, the Nichiren sect is immensely popular among people from all walks of life and probably has the largest membership of any Buddhist sect.) Zen Buddhism was introduced into Japan from China by two monks during the thirteenth century. Emphasizing meditation (zazen), simplicity, reverence for nature, and physical and intellectual discipline, this new sect of Buddhism strongly appealed to the warrior class. Zazen was said to be the key to spiritual enlightenment, and the samurai believed that the self-discipline of meditation would help them to develop self-control as well as physical and mental toughness. The Bushido, or warrior code, which guided the life of the samurai, was greatly influenced by Zen principles. Zen Buddhism also left its mark on the art and architecture of Japan. The black and white drawings done in India ink (suiboku-ga) which characterized the paintings of the Kamakura period were an integral part of Zen culture. Landscape paintings were especially popular and reflected Zen adherents' reverence for nature. The influence of Zen Buddhism on architecture manifested itself in the simplicity and masculinity of many of the temples built during the thirteenth century that survive today. As a result of their love and reverence for nature, disciples of Zen also tried to create gardens that imitated nature. Usually consisting only of white sand and a few rocks, these gardens were intended to capture symbolically the essence of nature. Known as kare sansui (dry landscape), these gardens still exist today, and the best example is said to be the garden of Ryoanji Temple in Kyoto. Heike

Monogatari

Written in the thirteenth century, the Heike Monogatari or Tale of the Heike depicts the bitter struggle for supremacy between the Minamoto (Genji) and the Taira (Heike) clans. Its contrast to Lady Murasaki's Genji Monogatari, which focuses on the elegant life of the aristocracy in the Heian period, the Tale of the Heike revolves around the courage and tragedy of warriors engaged in battle between the Genji and the Heike. Said to be the greatest of the war tales which characterized the literature of the Kamakura period, the Heike Monogatari deals primarily with the glory and subsequent defeat of the Heike (Taira). It is filled with stories of heroism as well as of pathos. The author or authors of the Tale of the Heike remain unknown. Kamakura

Bori

As its name implies, Kamakura bori is a special product of Kamakura. It is a style of carving in which designs are carved in hardwood and then lacquered in black and vermilion. Hakone Hakone, part of the very popular Fuji-Hakone-Izu National Park, is well-known for its beautiful scenery and numerous hot springs. Among the most scenic regions of Hakone is the area around Lake Ashi, which is noted for its beautiful reflection of Mt. Fuji (sakasa-Fuji) on clear days. Although now primarily regarded as a resort area, Hakone played an important historical role during the Tokugawa period. It was in Hakone that the shogunate established one of the "barrier stations" or checkpoints, which separated various parts of the country. All travelers had to present their passports or traveling papers to the officials at such barrier stations and give their reasons for going from one place to another. The government-imposed restriction on movement was a device used by the feudal authorities to exercise rigid control over the country and thus maintain internal security and political 20

stability. The Hakone barrier station, established in 1618, was of particular importance, as it separated Kyoto, the imperial capital, and Edo, the administrative capital. The barrier was removed in 1869, but a replica of the barrier guardhouse was built near the old site in 1965. Hakone Shiryo-Kan (Hakone Historical Materials Museum) displays many old documents, weapons and objects of historical significance associated with the barrier station. Fuji Five Lakes The area around Mt. Fuji is surrounded by expansive forests and five beautiful lakes known as Fuji Go Ko (literally "Fuji Five Lakes"). The five lakes of Fuji are Yamanaka, Kawaguchi, Saiko, Shoji, and Motosu, with Lake Yamanaka being the largest. The region surrounding these lakes is a popular, year-round recreation and resort area. During the summer, visitors flock to the lakes for swimming, fishing, and boating. Camping is also a popular pastime. Autumn brings forth a magnificent display of color as the surrounding hills are set ablaze with the fiery shades of fall. Winter finds the mountain slopes filled with skiers and the lakes crowded with skaters, while spring is a splendid season for viewing cherry blossoms and azaleas. ACTIVITY I

Definitions Objective:

Comprehension.

Procedure: 1. Write words in kanji on 3 x 5 cards, leaving space for definitions. Put the cards into a box. 2. Divide the class into two teams. 3. Have each student draw a card from the box and write a definition or clues for each word in • Japanese on the card. Team members may work together in writing the definitions. 4. When the definitions have been completed, have the teams line up as for a spelling match. 5. Have the first in line on Team A read his first definition to the first player on Team B. If the player on Team B identifies the word, his team makes one point. If he does not know the word, and it is agreed that the word was clearly defined, the player on Team A who read the definition tells the word and scores one point for his team. 6. Have Player 1 on Team B then read his first definition to Player 2 on Team A. 7. It is possible for one player to score two points for his team. He makes one point if he identifies a defined word and a second point if he reads a clear definition to an opponent who does not know the word. 8. Each player in turn reads his first definition to a player on the other team. 9. The last player on Team B reads his definition to the first player on Team A. 10. The game then goes into second and third rounds. ACTIVITY 2

Kanji Game Objective:

Kanji writing.

Procedure: 1. Divide class into teams. 21

2. Pronounce kanji words, one at a time, or have a student pronounce them. As the word is given, one member of each team will go to the chalkboard and write the kanji on the chalkboard. 3. The one who writes a word correctly first scores one point for his team. The team having the highest score wins. ACTIVITY 3

Make a Story Objective:

Sentence sequence.

Procedure: 1. Write the sentences to a story on separate pieces of paper. Put each story into an envelope. 2. Write the following instructions on the outside of the envelopes: "These sentences are mixed up. Arrange them to make a story." 3. Hand out the envelopes to individuals or to partners. 4. If used as a competitive game, use copies of the same story, or use stories of equal length. 5. The player or team assembling a complete story first, wins. ACTIVITY 4

Kanji Charades Objective:

To help students to review the newly learned kanji and vocabulary by correlating words and their meanings, through visual description, with the kanji.

Materials:

Two large chalkboards and chalk.

Procedure: 1. Divide students into groups of five or six. 2. Teacher will have cue cards containing the hiragana readings of the kanji from Lesson 4. 3. Have a representative from each group come up to get the cue word from the teacher. 4. When the representatives have all returned to their groups, give the signal to start. 5. The representatives will then act out the clue word. 6. Have the other members of the group take turns going to the board and writing the kanji for the word that is being described. 7. The first group to write the kanji correctly on the board receives a point. The group with the most points after all of the clue words have been given wins. Each student must actively participate in this exercise by taking his or her turn to act out the words and write the kanji on the chalkboard at least twice.

22

LESSON 5

I.

To Kyoto on the Shinkansen

KEY POINTS

Patterns 1. (1) Tatsu toki meaning the time before an action takes place. Tatta toki meaning the time after an action takes place. 2. (2) V-te kudasaru (or V-te kureru, informal), referring to someone else's action performed for the speaker or his family. The focus is on the favor offerer. V-te itadaku (or V-te morau, informal), used to express the speaker's acceptance of a favor. The focus is on the favor recipient. Ex. a) Anata no obaasama ga kabuki o mini tsurete itte kudasaimashita. b)

Anata no obaasama ni kabuki o mini tsurete itte

itadakimashita.

Kudasaru and itadaku are used in formal situations and when the person who offers the favor is older or higher in social status than the recipient of the favor. Even if the favor offerer is the superior of the favor recipient, kureru and morau are commonly used in informal conversations among friends, family, and the like. In comparison with the colloquial language, the written language is formal. So, in a letter addressed to a friend, formal speech is used. In business situations, the customer is always treated as the superior, and the speech used by salesclerks, tourguides, and the like is always polite, and sometimes super polite. 3. (3) The particle wa is used to focus on or emphasize what precedes it. 4. (4) Use of niyoroshiku

otsutae

kudasai.

5. (5) Use of ranpitsu ranbun nite shitsurei

itashimasu.

6. (6) How to write foreign names. 7. (7) Koto desu at the end of a sentence. 8. (10) Ato preceding a quantity word. 9. (11) Tentative form of V + toshita, "tried to do."

Vocabulary 1.choodo

2. uki

3.sora

4. koishii

5. nareru

6.( . . . o) tatsu

7. miokuri

8. tsuzukeru

9. yoru

10.yorokobu

11. zannen

12. modotte

13. okotoba ni amaete

14. mukaiatte

15. ( . . . ni) tomaru, lodge in . . .

16. okuru

17. moo jiki

18. yoroshiku otsutae kudasai

19. setomono

20. tomaru, stop

21. shutoshite

22. nichiyoohin

23. ippanteki ni

24. tanoshimi

25. kazoeru

26. ( . . . ni) makeru

21. ( . . . ni) katsu

23

kuru

28. sansei

29. sakini

30. torikeshi

31. kazu

32. seikai

32>.jitsu o iuto

34. annaisho

35.zurui

36. iranai

37. (o)matsuri

38. kyoodai

39. tsuuyaku suru

I I . ADDITIONAL INFORMATION

Nagoya Nagoya is the capital of Aichi Prefecture, located in central Japan. With a population of over two million (1980), it ranks as the fourth largest Japanese city. Nagoya, heavily bombed and damaged during World War II, was rebuilt and is today a superbly planned urban center. The city is essentially divided into four districts. The central core is utilized primarily for commercial activities, while the northern and southern sectors are reserved for industry. The eastern and western regions have been set aside as residential areas. Nagoya is a vital industrial center of Japan. In recent years heavy industries such as the automobile, shipbuilding, machinery, and chemical industries have flourished, making the city a major manufacturing area of the country. Light industries such as cotton spinning, weaving, and clock and watch making also thrive here. Ceramics, one of Nagoya's oldest industries, continues to prosper as indicated by the fact that Nagoya is responsible for approximately ninety-two percent of the ceramic ware exported by Japan. Noritake, an internationally renowned brand of fine china is based here. The city is also known for its cloisonné products. Nagoya

Castle

Present-day Nagoya dates back to 1610, when Tokugawa Ieyasu established a castle there. The five-story Nagoya Castle, however, was completely destroyed during World War II. In 1959, a replica of the original castle was built and art objects and artifacts over 350 years old are now displayed there. Each year in October, Nagoya Castle is the site of a colorful chrysanthemum show, in which life-size dolls are dressed in costumes made of various types of chrysanthemums. Ekiben Eki meaning station and ben from bento or box lunch together mean a station box lunch sold at railroad stations all over the country. Within the extensive and heavily used railway system, the ekiben has become a pleasant way to sample local delicacies at various places along the journey. It is said that there are more than one thousand varieties of ekiben today, and about two million are consumed weekly. The first ekiben was offered by a local restaurant at a new station opened between Ueno (Tokyo) and Utsunomiya in 1885. It consisted of two plain riceballs and a few pickles, the same box lunch that the restaurant sold to the local people. The novelty of enjoying a box lunch while viewing the scenery from the train made ekiben a huge success. Today, the most popular ekiben is makunouchi bento, a kind of smorgasbord with bite-sized pieces of fish, meat, eggs, vegetables, and pickles along with rice. The makunouchi is sold all over the country, whereas ekiben is generally identified with the locality. Ekiben is appreciated according to three criteria: (1) how it looks, (2) how it tastes, and (3) where it comes from. Visual esthetics is stressed, and it is observed with great ingenuity in the arranging of food in specially designed containers. Freshness and the quality of the ingredients are of great importance to the taste and flavor; the fact that the bento is cold is of no concern. Food made of local products is also appreciated by the traveler, who can experience the culinary flavor of a locality at the same time that he enjoys the local scenery. 24

Yokohama Yokohama is the largest trading port in Japan (Kobe is second), with a population of over two and one-half million. It is the seat of the government of Kanazawa Prefecture and the third largest city in Japan. It lies on the west side of Tokyo Bay and was opened to foreign trade in 1859, when it was merely a fishing village. Commodore Perry had landed there five years previously to deliver a letter from the president of the United States, and under the provisions of the resulting treaties, a portion of the heights along the shore was set aside for foreign settlement and leased to foreigners. Yokohama became a municipality in 1889. Two years previously the waterworks had been opened, and in 1896 the harbor was greatly improved. Gradually the city boundaries were extended, and the population increased accordingly. However, the city was completely destroyed twice, first in the Great Earthquake of 1923 and in the air raids of 1945. It was rapidly rebuilt after the war, and by October 1960 the population had grown to over 1,300,000. The boundaries have been extended many times, so that today the city includes a number of neighboring towns and villages. Yokohama

Port

A large portion of the harbor facilities was temporarily requested for use by the Allied Forces after World War II. However, the most important piers, the South and Center Piers, were released soon afterwards, and more and more piers were constructed. Today, Yokohama Port is a port of call for luxury liners and passenger ships from all over the world. It is an international port for cargo vessels, container ships, oil tankers, ore and grain carriers, and automobile-carrying transports. Yokohama depends on overseas trade, and for a long time it has been the number one trading port in Japan. Ya kimono Yakimono, meaning "fired thing," generally refers to ceramic ware, but more specifically it means pottery. The spirit of the tea ceremony, which is reflected in rustic simplicity and refined elegance, has greatly influenced the development of ceramics as an art. Imari-yaki is another name for Arita porcelain ware, which is produced in Saga Prefecture. The red enameling technique of China was introduced into Japan from Korea during the mid-seventh century; and it was first perfected in Japan by Kakiemon, an early Edo period potter in the Arita district in Saga Province. Karatsu-yaki, produced in the Karatsu region in northern Kyushu, is characterized by its Korean technique. Karatsu tea bowls won wide recognition through the tea master Furuta Oribe, who lived temporarily in Karatsu. Kiyomizu-yaki

is a porcelain ware produced in the Kiyomizu Temple area in Kyoto.

Mishima-yaki is a Korean-style tea bowl with an incised rope-pattern design on both the inner and outer surfaces, and which has a translucent glaze. It is called Mishima because the design resembles the calendar of Mishima Shrine in Shizuoka Prefecture. Raku-yaki is a soft kind of pottery made by hand without a wheel. It is fired at low temperature, after which a glaze, primarily lead oxide, is applied. Raku ware was originated by Senno Rikyu, who had tea bowls fired to his taste by potters in Korea. It is favored by tea devotees for its rustic quality. There are two kinds of raku: black and red. Satsuma-yaki is a cream-colored variety of pottery that was first produced in the Satsuma district in Kyushu at the end of the sixteenth century. It was originally decorated with monochrome glazes and later colored with overglaze enamels and gilding. 25

Shigaraki-yaki is one of the mingei potteries fired in Shigaraki, Shiga Prefecture. Compared to Chinese celadons, which are high-fired and glazed, the provincial informal wares are baked at a low temperature, glazed, and decorated. Influenced by contemporary Korean ceramics brought back from Korea in the sixteenth century by Hideyoshi's troops, they have become known by the names of their kiln sites. Shino-yaki has a bubbly and opaque cinnamon glaze with shades of brown from the kiln fire. It is decorated with dark brown floral or abstract patterns and displays a rough and rustic quality loved by tea enthusiasts. Shippoo-yaki (or cloisonné) is the art of enameling copper or silver on a metal base. Shippoo literally means seven stones; that is, gold, silver, coral, agate, emerald, crystal, and pearl. Vases, plates, and other ornaments are products of this art form. The design is created by forming wires of silver, gold, or brass onto a metal base to make a multitude of cells, which are then filled with enamel of various colors. The object is fired at a high temperature and polished to achieve a gemlike surface. This art was introduced from China about the sixteenth century, and it continued to develop independently in Japan. Japanese Letter

Format

Generally a Japanese letter starts with a brief discussion of the weather, followed by an inquiry into the health of the addressee. Then the writer tells about his welfare before proceeding to the main business of the letter. It is usually closed with regards to the rest of the family. Addressing a Japanese

Envelope

The front and the back of the envelope are written as illustrated below. (The standard size of the Japanese envelope is 3.5 inches by 8 inches.) back

front

1

sender's written "mark means sealed

space for zip code stamp addressee's address* addressee's name

-sender's address

I

if &

T h e address is written, starting with the larger unit (such as the prefecture) followed by the next unit (e.g., the ward (ku), etc.) ending with the address number and the apartment number, if any.

26

ACTIVITY I

Japanese Letter Objective: 1. The student will be able to begin writing a Japanese letter through practice. 2.

The student will learn the format of a Japanese letter.

3. The student will learn to address a Japanese envelope. Procedure: 1. Divide class into teams of four to six. 2.

List important information to be included in the letter, such as: a.

that it is to a friend in Tokyo.

b. date and time of arrival at Narita International Airport. c.

name of airline and hotel where you are staying in Tokyo.

d. time you would like to meet her in the hotel lobby. 3.

Give teams thirty minutes to write the letter.

4.

The team that finishes first with all the information contained in a properly written letter wins.

5.

The winning team can be given extra points.

Variation: 1. The letter could be an invitation to a party. 2.

The letter could be an individual homework assignment.

*See Additional Information section.

ACTIVITY 2

Telephone Conversation Objective:

Students will be able to carry on a telephone conversation.

Procedure: 1. Prepare a list of conversation topics. Write these on the chalkboard. 2.

Have students choose partners.

3.

Assign conversation topics like the following, to partners: a.

You will arrive tomorrow (give date and time) on the Shinkansen.

b. You cannot come to the party next week. c.

You are coming home for Christmas on December 24.

d. G r a n d m a is sick, so come home. e.

You passed the entrance exam. 27

f.

Christmas greetings, and invite your friend to a party.

g.

Make plans to go to a movie.

h. Make plans for a picnic. 4.

After a time limit of about five minutes, have partners carry on the telephone conversation by turns. Corrections should be made, if necessary, after the conversation is completed.

ACTIVITY 3

Complete the Kanji Objective:

To enable the students to write (a) newly learned kanji from their radicals and (b) the hiragana readings of these kanji.

Materials:

Seventeen large index cards or 5 x 7 cards cut f r o m oak tag, a black felt-tip marker, chalkboard, chalk.

Procedure: 1. Make seventeen cue cards, each containing the radical of a kanji; the missing part of the kanji should be indicated by a dotted line.

to

o *0

2.

Divide students into groups of five or six.

3.

Show one flash card at a time.

4.

Have one student f r o m each group go to the chalkboard and write the whole kanji along with its hiragana reading. The student who finishes first wins a point for his or her team.

5. The team with the highest number of points wins.

28

LESSON 6

I.

KEY

Kyoto

POINTS

Patterns 1. (3) Ni chigai-nai, "there is no doubt." 2. (4) Bakaridenaku

or dakedenaku,

3. (6) Dooka . . . masuyooni,

"not only. . . ."

the expression used in prayers.

4. (7) No ni, "in spite of. . . ." 5. (9) Dooyatte

+ dictionary form + noka to omou, "I wonder. . . ."

6. (10) Compound verb with suffix . . . garu, referring to third person's feeling of wanting to or hating to, etc. Vocabulary 1.tokuchoo

2. nigiyaka (na)

3. shikashi

4. rekishi

5.

6. bijutsukan

7. mukashi no mama

8. kookyuu

10. moyoo

9. obi

11. hade (na)

\2.jimi

14. ( . . . ni) fusawashii

15. gyooji

16. bon

17. aji

18. Nihonteki

19. matsu

20.take

21. urne

22. mottainai

23.sakura

24. hi gashi

25. mitsukaru

26. miharashi

27. me ga mawaru

28.

29. narabu

30.yakuyoke

31. oomisoka

32. hi

33. gant an

34.ozooni

35. Kyootoben

36. shinsetsu (na)

37.hoogen

38.nakunaru

39. jiken

40. shoosetsu

41.tochuu

42. ippai

43. joy a no kane

44. omoidashita

45. mezurashii

46. kawaii

47. tsuite kuru

48. otonashii

49. doobutsu

50.senshuu

51. reiboo o ireru

52.

53. tot te oku

54. hijoo ni

13. sotsugyoo

II.

hakubutsukan

shiki

tsukemono

nokorimono

ADDITIONAL

(na)

(na)

INFORMATION

Kyoto For centuries, the capital of Japan shifted from one place to another until, in 709 A.D., a permanent capital was established in Nara. At the end of the Nara Period in 784, the capital was moved to 29

Nagaoka, and from there, in 794, it was transferred to Uda, where a new city was built. Originally called "Heian-Kyoo" (Capital of Peace), the city was later referred to as Miyako (Imperial Capital) or simply Kyoto. Completed in 805, the city was laid out in nine large streets running from east to west, beginning with Ichijo or First Street on the north and ending with Kujo or Ninth Street on the south. These streets were intersected by a series of roads starting with Kyogoku on the east and ending with Nishi-Kyogoku on the west. Thus Kyoto was laid out in the pattern of a go board. During the height of the Heian period (794-1192), the influence and splendor of Kyoto were unsurpassed. Thereafter, however, the city was to be the site of several disasters. The Imperial Palace, situated between Ichijo and Nijo, burned down in 960 and again in 1177. In 1338, Ashikaga Takauji founded the Muromachi Shogunate in Kyoto. The influence of the imperial court waned and the city fell into decay until Oda Nobunaga arrived with his forces in 1569. Nobunaga started to rebuild the imperial palace, a task completed by Hideyoshi. Hideyoshi also restored the temples and repaired the streets. Kyoto, however, was never to regain the grandeur or elegance of its heyday. When the Tokugawa regime made Edo (Tokyo) the administrative center of its feudal government in the seventeenth century, Kyoto lost much of its importance. It remained, however, the imperial capital and cultural heart of Japan throughout the Tokugawa period. Today, Kyoto is still revered as an important cultural center, especially for traditional Japanese folk art. It is regarded as the birthplace of many Japanese arts and crafts. Steeped in history, the splendor of Kyoto also lies in its many temples, shrines, and gardens. In all, there are fifteen hundred Buddhist temples and two hundred Shinto shrines scattered throughout the city. Kyoto is also considered one of Japan's industrial centers. Its main industries are Nishijin silk weaving, Yuzen dyeing (Yuuzen-zome or Kyoo-zome), ceramics (Kyoo-yaki), lacquer ware, dolls, cloisonné (shippoo), and metal industries. Today, Kyoto, with a population of close to 1.5 million, is one of Japan's largest and most modern cities. Yet, with its many well-preserved temples, shrines, and crafts, Kyoto possesses the beauty, enchantment, and elegance of an older, more traditional era. Kiyomizu

Temple

Kiyomizu Temple is dedicated to Kannon, the Goddess of Mercy, and is one of Kyoto's oldest temples. It was first established in 798 A.D., but its present structures were rebuilt in 1633 by the order of Iemitsu, the third Tokugawa shogun. The main hall, which has been designated as a National Treasure, is situated on cliff with a magnificent view of Kyoto. Kiyomizu, meaning "pure water," derives its name from a miniature waterfall within the temple grounds which is said to have curative powers. High-quality pottery known as Kiyomizu-yaki originates in the area around the temple complex. The narrow streets and alleys leading to the temple are lined with eating places and small shops selling Kiyomizuyaki as well as other traditional arts and crafts. Kinkakuji

Temple

One of the most famous attractions of Kyoto is the Kinkakuji or Golden Pavilion. In 1394, Shogun Ashikaga Yoshimitsu (1358-1408) built the Golden Pavilion and designed its beautiful garden. Although its splendid garden remains intact, the Golden Pavilion was reduced to ashes as a result of arson in 1950. However, an exact reproduction was constructed in 1955. The structure derives its name from the fact that all the walls of the pavilion are covered with gold foil. Ryoanji Temple Ryoanji Temple, founded by Hosokawa Katsumoto in 1473 and associated with the Rinzai sect of Zen Buddhism, is well-known for its rock and sand garden. The sand, embedded with fifteen rocks of various shapes and sizes, is tended merely by raking it into simple patterns. The garden is said to be one 30

of the greatest works of Soami, who was strongly influenced by Zen Buddhism. It is regarded as a symbolic representation which attempts to express the great expanse of nature. Suggestive, yet abstract in its simplicity, the garden often is not fully appreciated. Nijo Castle Nijo Castle was originally built in 1603 by Ieyasu, the first Tokugawa shogun, to serve as his Kyoto residence. The castle was the temporary seat of government at the time of the Meiji Restoration in 1868 and it was from here that Emperor Meiji abolished the shogunate. The castle was designated as an imperial villa and is currently registered as a Place of Historical Importance. The grounds of Nijo Castle are surrounded by stone walls and moats. Visitors enter through the Eastern Otemon Gate. The Karamon Gate, which is decorated with beautiful carvings and superb metal work, leads to a spacious courtyard where five buildings are built adjacent to one another. The first building is the largest, with numerous chambers. The main chamber, called Samurai-no-ma or the Imperial Messenger Chamber, has beautiful carvings on shelves and cabinets in addition to a highly decorated ceiling. The Ni-no-ma (Second Chamber) and Tozamurai-no-ma (Third Chamber) are adorned with paintings of bamboo, tigers, and leopards. Since the castle was designed as the residence of the leader of the country, elaborate security precautions were taken. One of the devices built in to warn against the approach of intruders is the uguisubari or bush warbler floor. Whenever anyone walks down the corridor on this wooden floor, a chirping sound is emitted, serving as an alarm. The second building consists of three chambers. The central one was intended for the use of ministers serving the shogun. The third building has four chambers and contains the Great Hall. The Great Hall was reserved for audiences with the shogun, who sat on a raised seat above the other lords. Here the sliding doors have paintings of huge pine trees, and the ceilings are painted with elaborate designs. The fourth building or Kuroshoin has a chamber with wild geese painted on its sliding doors. In the waiting room or Tamari-no-ma, is a door with a painting of a heron perched on a boat. The fifth and final building served as the private quarters of the shogun. Called Shiroshoin, it was decorated with mountain scenes sedately done in black and white. Byodoin

Temple

Located on the banks of the Uji River near Kyoto, Byodoin Temple was built originally for Prime Minister Fujiwara Michinaga (966-1024) and served as his villa. However, in 1052, it was converted into a Buddhist monastery. The main hall, built in 1053, is a fine example of the religious architecture of the period. It is an interesting building in that the hall was designed to represent a phoenix. Hence, it was named Ho-o-do or Phoenix Hall. The central hall is said to represent the body of the phoenix, the lateral corridors its wings, and the rear corridor its tail. The temple, associated with both Tendai and Jodo sects of Buddhism, also houses many objects registered as National Treasures. Nishijin Silk Weaving Nishijin refers to a famous silk weaving district of Kyoto. Although the name Nishijin originated in the fifteenth century, the Japanese silk weaving industry dates back to 794 when the city of Kyoto was founded. It received the support of the imperial court, and later Kyoto artisans learned improved techniques of weaving from the Chinese. In the seventeenth century, the industry received a big boost from the Tokugawa shogunate, which required that all silk fabrics used by the imperial court and nobles be made at Nishijin. Today, the silk fabrics from this district are used to make neckties, tablecloths, and obi, the wide belt worn with the traditional kimono. Recently, woolen and synthetic fibers have also been employed in the production of scarves, women's dress material, and curtains. 31

Yuzen Dyeing Kyoo-zome and Yuuzen-zome refer to the dyed fabrics which are a specialty of Kyoto. Using a process attributed to Miyazaki Yuzen, an artist of the seventeenth century, artistic patterns and designs are stenciled onto silk fabric. Today, these specially dyed fabrics are used in making handkerchiefs, scarves, and kimono. In recent years, the process has become highly mechanized. Ceramics Kyoo-yaki is actually a collective term for Kiyomizu-yaki and Awata-yaki, ceramic wares made in Kyoto. Recognized throughout Japan for their high quality, Kyoo-yaki are used in the home as well as appreciated in more formal functions such as tea ceremonies. Kyoto Lacquer Ware The lacquer ware of Kyoto is highly regarded for its fine quality. Maki-e, a type of ware in which designs are made by mixing gold or silver dust with lacquer, is especially valued. After its development during the Momoyama period (1573-1598), this elegant type of lacquer ware became a favorite of the imperial court and the aristocracy. Cloisonné Kyoto is also noted for its shippoo products, or goods produced using the cloisonné technique, a process originally introduced from China. The first such products were made in the Nara and Heian periods. Today many of the vases, compacts, cigarette cases, etc. produced by means of the shippoo technique are exported or sold to foreign tourists, who find them excellent as souvenirs. Nara Nara is a city of great historical significance as it was the first permanent national capital of Japan. Established in 710 A.D., Nara remained the seat of government throughout most of the eighth century. The seventy-four years from 710 to 784 are thus appropriately known as the Nara period. During this era, the Japanese borrowed heavily from the Chinese. The concept of a centralized political system, for example, came from China. The Japanese of the Nara period attempted to build a capital modeled after that of the Chinese. Originally called Heijo, the city of Nara was laid out in the go board pattern of the Chinese capital, established around a palace and numerous government buildings. The Nara period was also characterized by the popularity of Buddhism, another borrowing from China. Buddhism flourished and many Buddhist temples were erected. The famous Daibutsu or Great Buddha statue was also created at this time. The Nara Daibutsu, said to be one of the largest bronze statues in the world, was cast at the command of Emperor Shomu (701-756 A.D.), a devout Buddhist, around the middle of the eighth century. Nara is, moreover, culturally significant as a birthplace of Japanese arts, crafts, and literature. Two of the most valuable sources of information for students of ancient Japanese history and culture, the Kojiki (Record of Ancient Matters) and the Nihon shoki (Chronicles of Japan), were compiled during the Nara period. The Manyoshu, one of the most outstanding works of Japanese literature, was also a product of this era. An anthology consisting of over 4,500 poems, the Manyoshu continues to be seriously studied today. In addition, arts and crafts such as metal-casting, painting, Buddhist sculpture, and lacquer work developed and enjoyed great popularity during the Nara period. Fortunately, Nara was not bombed during World War II, so many temples and ancient cultural artifacts can still be found in their original state. Today, the city of Nara has a population of about 300,000 and is the capital of Nara Prefecture. Among its special products are Nara ningyoo (carved wooden dolls), objects made of deer horn, writing brushes, and lacquer ware. 32

Todaiji During the Nara period (710-784), Buddhism flourished and many temples were erected throughout the country. Among the most famous of these is Todaiji Temple in Nara. Under the orders of Emperor Shomu, construction of the temple was begun in 745, and it was completed in 752 A.D. Todaiji is the headquarters of the Kegon sect of Buddhism and serves as the head of all provincial temples. It is also regarded as one of the "Seven Great Temples of Nara." However, it is perhaps best known for its bronze statue of the Great Buddha. Even larger than the Kamakura Daibutsu, the Nara statue measures 53.1 feet (16.2 meters) in height. Its head alone is 15.7 feet (4.8 meters) long and 9.8 feet (2.98 meters) wide. The amount of materials used to create the statue staggers the imagination: 437 tons of bronze, 165 pounds (75 kilograms) of mercury, 286.6 pounds (130 kilograms) of pure gold, and seven tons of vegetable wax. An incredible amount of charcoal and other materials is also said to have been employed. The casting of the Daibutsu, commissioned by Emperor Shomu, was first begun in 743 A.D. This, however, ended in failure, and casting was again started in 745. It was finally completed in 749, but due to the enormity of the project, the bronze statue is said to have been cast eight times before being successfully completed. The most revered object in Todaiji Temple, the Nara Daibutsu has been proclaimed a National Treasure. It is housed indoors in the Daibutsuden (Hall of the Great Buddha), another National Treasure. This structure stands 159.8 feet (48.7 meters) high and is the largest wooden building in the world. Many other edifices and objects found at Todaiji have also been designated as National Treasures. Horyuji

Temple

Horyuji Temple, constructed in 607 A.D. by Prince Shotoku, is among the oldest wooden structures in the world. It is the oldest existing temple in Japan and serves as the headquarters of the Shotoku sect of Buddhism. Horyuji, like Todaiji, is also known as one of the "Seven Great Temples of Nara" and is well-regarded as a source for Japanese art and culture. The temple compound itself consists of two sections—the Higashi-no-in (East Temple) and the Nishino-in (West Temple). There are thirty-one buildings in the west section and fourteen in the east, many of which have been designated as National Treasures or Important Cultural Properties. Kofukuji

Temple

Kofukuji or "Happiness-Producing Temple" is another one of the "Seven Great Temples of Nara." Originally founded in Kyoto, the temple was moved to Nara after the new capital was established there. As headquarters of the Hosso sect of Buddhism, many fine works of Buddhist sculpture can be found at Kofukuji. During its heyday, the temple compound consisted of as many as 175 buildings, but many of them were subsequently destroyed by fire. Perhaps the most impressive of its many structures is the Five-Story Pagoda. At 164 feet (50 meters), it is the second highest pagoda in Japan. First built in 730, it was destroyed by fire not once but five times. The currently existing structure was reconstructed in 1426 with careful attention paid to preserving its original style. Conspicuous among the lower edifices of Nara, the Five-Story Pagoda is a National Treasure which is today one of that city's major tourist attractions. Kasuga Grand Shrine Founded in 768 A.D. and located in a wooded area of Nara, this was the guardian shrine of the powerful Fujiwara family. Actually consisting of four small shrines, it is painted a bright vermilion and in the past it was reconstructed every twenty years regardless of its condition. Numerous rows of stone lanterns totaling about 3,000 in all line the road leading up to the shrine. They are lit twice a year on the nights of the Mandoro Festivals (February 3 or 4 and August 15). The Kasuga Matsuri, however, is the official festival of the shrine. Held annually on March 13, it is noted for its colorful parade. 33

Nara Park Nara Park spans an area of over 1,250 acres, where about eight hundred deer wander about accepting handouts of cookies from visitors. Each time a deer receives a cookie, it bows three times as a gesture of thanks. As a result, the park, the largest of its kind in Japan, is popularly referred to as "Deer Park" by foreign visitors. According to legend, in the eighth century a god came riding into Nara on a deer, and ever since that time deer have been considered sacred. Wakakusa Hill Wakakusa Hill, which is covered with grass but bare of trees, is located just north of the Kasuga Shrine. Each year on the night of January 15th, the hill is set ablaze. Called Yamayaki, which refers to the burning of dead grass on mountains, this festival is over ten centuries old and celebrates the end of a boundary dispute between two temples. Festivals Japan more than likely has the greatest number of festivals of any country in the world. Festivals in Japan are never held for sheer enjoyment; rather they originated from the deep-seated religious beliefs of the people, as a form of worship. The traditional festival is usually made up of three elements: (1) the welcoming of the deity, (2) communicating with the deity, and (3) the sending off of the deity. Preparations for the coming of the deity are much like preparing for the arrival of an honored guest to one's home. Usually the area where the deity is to reside is regarded as sacred; it is purified and set apart with a straw rope called a shimenawa. When the preparations are completed, a signal is given by taking a white flag with the name of the shrine or the deity written on it and tying it to a high pole. Pine and bamboo decorations, called kadomatsu, displayed in front of every home and place of business during the New Year festivities (or the elaborate street decorations of the Tanabata, or Star Festival, on July 7th) are for the same purpose. Offerings of food are prepared for the deity and placed on an altar prior to the arrival of the deity. Finally, drums are sounded on the morning of the festival as a welcome to the deity and a call to worship. Now, the communication with the deity is the main activity of all festivals. This takes place when it is established that the deity has actually arrived, and is observed in many different forms, such as singing, dancing, drinking or maintaining complete silence. Prayers are offered consisting mainly of requests for prosperity in the village, pleas for a rich harvest or a large catch of fish, or the giving of thanks for the same. These prayers take the form of words and feasting. It is believed that feasting together with the deity provides nourishment and strength for those participating as well as pleasure for the deity. Drinking sake or rice wine is also feasting with the deity and is an important part of almost every festival held throughout the country. The most familiar aspects of the festival are the colorful parades and artistic performances that are presented in order to win the favor of the gods as well as to express thanks to them. When a festival is over, the deity is sent back to his abode with a ceremonial send-off. This is usually accomplished when the priest closes the door of the shrine or temple and clears away the offerings from the altar. However, these ceremonial send-offs are observed in various ways in different parts of the country. They may consist of a ceremonial fire, the singing of songs, or the carrying of the festival decorations around the festival area by the participants before they disperse. Festivals of the Four Seasons Today, the three components of the traditional festivals are no longer always observed; often the welcoming and the sending off of the deities are simplified or eliminated altogether. However, the communication with the deity is always observed, for otherwise there would be no purpose in having a festival. Many festivals are closely associated with a particular season of the year or have seasonal elements. For some reason the New Year's season is considered separate from the regular four seasons. It is celebrated at the New Year's Full Moon Festival, which falls on the day of the first full moon, according to 34

the Japanese calendar. The observance of the first day of the first month of the year, celebrated today as Oshoogatsu, began in the sixth century, when the Chinese lunar calendar was introduced. Following the Meiji Restoration in 1868, the lunar calendar was abolished in favor of the solar calendar, and since that time all official government activities have been carried out according to the solar calendar. However, many rural communities still work in accordance with the lunar calendar, which seems especially suited to the cycle of rice culture. Thus February 1 is celebrated today as the first day of the lunar year and February 15 as the first day of the full moon. Festivals associated with these New Year observances are held for the purpose of requesting good fortune and a rich harvest during the coming year. Spring Festivals Spring in Japan arrives soon after New Year's, and the festivals of the spring season are generally for the purpose of welcoming the god of the fields, since the planting season is near. It is believed that the god of the fields descends from the mountains to exert his energies toward the growing of the rice plants in the fields, and he returns to the mountains only after the autumn harvest is completed. Thus the transporting of the portable shrine from the mountains to the village constitutes the main event among all of the festival activities. Summer

Festivals

The most distinctive feature of the summer festival is its deep association with water. The Gion Festival is a good example. The original ceremony, during which the portable shrine was transported to the sacred pond to be purified, is now symbolized by a parade of floats, which has become a major feature not only of the Gion Festival, but also of most of the other summer festivals. Autumn

Festivals

There are two types of autumn rice harvest festivals. One is held before the actual harvest and another after the harvest is completed. The purpose of the former is to dedicate the rich crop to the god of the fields, through the offering of a prayer for a successful harvest; while the latter is held to give gratitude for a good harvest by offering a prayer for an equally successful harvest during the following year. Winter Festivals The winter festivals are noted for the kagura music and dances performed at Shinto shrines to invoke the blessings of the gods for a bumper crop. These legendary dances often took the form of religious rites performed for the repose of departed souls, in addition to the offering of a prayer for a rich harvest. In time these local observances combined with imported rites and performances and underwent changes, eventually giving rise to the present-day stage arts of Japan. Festivals in Kyoto There are three big festivals in Kyoto: the AoiMatsuri, the Gion Matsuri, and the Jidai Matsuri. The Aoi Matsuri, or Hollyhock Festival, is held from May 12 to 15 at the Kamigamo and Shimogamo shrines. Hollyhock leaves, which were once thought to have the power to prevent thunder and earthquakes, are hung under eaves of homes and on carriages, palanquins, and the hats of the participants in the annual parade, who dress in costumes of the Heian period. The costume parade moves along the Kamo River, and the procession of over three hundred persons stops first at Shimogamo Shrine, where the receiving of the deity is completed, and then at the Kamigamo Shrine, where the colorful ceremony is held. The Gion Matsuri is held from July 17 to 24 at the Yasaka Shrine. Unlike most festivals originating in the villages, this festival began in the city of Kyoto during the Heian period for the purpose of driving away the plague. Originally, sixty-six halberds were mounted on portable shrines and emersed in the sacred pond called Shinsen-en. The original event is commemorated annually with huge and elaborate 35

floats that parade along the streets accompanied by music known as "Gion-bayashi." On the eve of the parade, lanterns hung on floats are lit, and the musicians play drums, gongs, and bells. The floats are decked with treasures and ornaments imported from China, Iran, Korea, Holland, France, and other countries. The Gion Matsuri has become the prototype upon which the other summer festivals are modeled. Jidai Matsuri, the Festival of the Ages, originated at the Heian Shrine and is held on October 22. It commemorates the founding of Kyoto as the imperial capital in 794. It features a unique procession of over 2,500 participants dressed in costumes representing the culture and institutions from the Heian to the Meiji periods, the main epochs in Japan's history. This long pageant starts from Kyoto Imperial Palace and ends at the Heian Shrine. Daimonji

Okuribi

On August 16 a huge bonfire laid out in the shape of the Chinese character dai, meaning large, is lit in order to send the souls of the dead back to heaven after their visit during the " B o n " festivities, which are held from July 13 to 15 in their honor. The fire is lit on the slopes of Mount Nyoigatake; other fires are also lit on four hills surrounding Kyoto. It is a spectacular scene that can be viewed from all over the city. ACTIVITY I

Kanji Reading

Review

Objective:

Recognition of kanji.

Materials:

Kanji cards.

Procedure: 1. Divide class into groups of six or seven, and have each group sit in a row. Supply each group with a different set of kanji cards. 2. Have a leader hold a kanji card up before a group. The first player reads each new kanji until missing one. This player then moves to the end of the row. 3. The second player moves up and follows the same procedure. The third player then takes a turn, and so on. 4. The first player to read a complete set of cards becomes the leader. From time to time groups exchange card sets. Note: All kanji through Lesson 6 can be reviewed in this activity.

ACTIVITY 2

Matching Objective:

Reading comprehension.

Materials:

Blank cards, picture magazines, envelope(s).

Procedure: 1. Cut out small, attractive pictures from magazines. 2. Prepare a set of cards, with a sentence or paragraph on each card describing each one of the pictures. Select material appropriate to the level of the students. 36

3. Put each set of cards with corresponding pictures in an envelope. 4.

Have students match the cards with the pictures from an envelope.

Note: When writing descriptions or questions, try to use the new grammar presented in this and previous lessons.

ACTIVITY 3

Commercial Objective:

To have the students accomplish the following:

1. think in the target language. 2. create and produce a commercial in the target language. 3. advertise a restaurant, a store, a market, etc. Materials:

Students will be responsible for supplying their own props and other materials.

Procedure: 1. Divide class into groups of four or five. 2.

Have each group select at least two commercials to work with, that is, to translate, revise, etc.

3.

Have each group devise two- or three-minute skits based on the commercials.

4. Ask each group to perform their commercials for the entire class. 5. Judge each skit on originality, organization, and effectiveness. 6.

Have the members of the class vote for the best commercial.

7.

A first prize may be awarded to the "winning" group and consolation prizes to the other groups.

ACTIVITY 4

Newspaper/Magazine

Reading

Objective:

To give the students an opportunity to identify the kanji they have learned thus far by searching in newspaper or magazine articles. This will also help the students become accustomed to seeing kanji in different forms of print.

Materials:

Newspapers or magazines, pencils, paper.

Procedure: 1. Cut out sections of equal size from the newspapers or magazines. 2.

Divide students into groups of three or four; give one section to each group.

3.

Hand out pencil and paper to each student.

4. Allow the students eight minutes to write down all the kanji they recognize, along with their hiragana readings. 5. Have the students then share the kanji they have found with the other members of their group. 37

LESSON 7

I.

Osaka

KEY POINTS

Patterns 1. (1) To naru, indicating unexpected result from rapid changes. 2. (2) To ieba, "speaking of." 3. (3) . . . yoo da, "looks like or seems like." 4. (5) Particle ni before verbs, meaning to pass or fail an exam and win or lose a contest or a game. 5. (6) . . . yoo ni, " . . . so that . . . may or may not. . . ." 6. (8) . . . ni wakareru, "branches off" or "divides into. . . ." Vocabulary 1. Oosaka

2. sue

3.

4. ( . . . ni) utsuru

5.

6. atsumaru

7. sanbutsu

8. masumasu

9. sakaeru

10. hattatsu (suru)

11. jitsuryoku

12. Bunraku

13.

14. geijutsu

15. sodatsu

16.hyoogensuru

17. zeitaku

18. shoonin

19. arawasu

20. nigirizushi

21.

Edo-mae

22. ( . . . ni) shinshutsu suru

23. kanari

24.

motomoto

25.honba

26. gor an kudasai

27. ishi

28.hakobu

29. fushigi

30. seiseki

kanemochi

32. ( . . . ni) gookaku

suru

33.

34. tsuuro

35. ( . . . ni) gochuui

kudasai

36.naku

37. war au

38.

31. Sonna

II.

hikitsuzuki

shoogyoo

bakanal

jikandoori

oomeni

39 .jisho

ADDITIONAL INFORMATION

Osaka Osaka, with a population of about 2.75 million people, is Japan's second largest city. Just three hours and ten minutes from Tokyo by Shinkansen, Osaka is the commercial as well as industrial center of western Japan. It is also an important transportation and communications center. Situated right on Osaka Bay, the city was originally known as Naniwa (rapid waves), probably owing to the difficulties ships encountered when anchoring. The city itself is traversed by a network of rivers and canals, which played a vital role in making it a thriving center of commerce. Also as a result of its numerous waterways, it is sometimes referred to as the "Water Capital" or the "Capital of Bridges." As early as the fourth century, Osaka was recognized as a suitable site for a city. It was not until the sixteenth century, however, that Osaka began to grow into a prosperous commercial and industrial city under the leader38

ship of Toyotomi Hideyoshi. A castle town developed and thrived around Osaka Castle, which was built by Hideyoshi in 1586. Today, Osaka flourishes, with chemical and heavy industries in addition to textiles, food processing, and printing. While Japan mainly imports raw materials, it exports goods such as iron, steel, textiles, and light machinery—that is, products manufactured from imported raw materials. About forty percent of Japan's very considerable exports are handled by Osaka, which is one of the three major Japanese ports, along with Kobe and Yokohama. Osaka is also noted for its Bunraku or puppet theater. The puppets used in Bunraku are about twothirds the size of a human being and are manipulated by master operators and two assistants dressed in black costumes. The manipulators are in full view of the audience, yet the puppets are maneuvered so skillfully that the viewers forget the presence of the manipulators. Bunraku originated in seventeenthcentury Japan, and today the Asahiza Theater in Osaka is noted for its Bunraku plays, which are performed several times a year. Asahiza Theater is located in one of Osaka's oldest and most famous amusement districts—Dotonbori. This area of the city, adjacent to the Dotonbori canal, has been a popular entertainment center for over 350 years. Various types of stage productions are performed at old theaters such as the Asahiza. Osaka Castle Osaka Castle, also known as the "Golden Castle," was built in 1586 by Toyotomi Hideyoshi, and it is about 1.7 miles long, 1.2 miles wide, and over seven miles around. The castle is noted for the immense granite stones, which were brought from all over Japan to be used in the construction of its walls. It is said that Hideyoshi requisitioned these building materials from his generals. One of them, Kato Kiyomasa, provided the largest stone, from Shodo Island. It is known as the Higo-ishi and measures 19.4 feet (5.9 meters) high and 47.6 feet (14.5 meters) long. The castle was burned down in 1615 in a battle during the struggle for power between the Toyotomi and Tokugawa clans. The castle was rebuilt by the Tokugawa shoguns, but was burned down again in 1868 by Tokugawa troops before their retreat. The present five-story structure, completed in 1931, is a reproduction of the original main tower of the castle. It consists of eight stories (on the inside) and contains exhibits of historical artifacts and materials connected with old Osaka and the Toyotomi family. The land around the castle structure has been converted into a park containing the Municipal Museum and the Hokoku Shrine, dedicated to Toyotomi Hideyoshi and his family. Ningyoo

Jooruri

Jooruri is a narrative ballad which originated in the late fifteenth century. It was accompanied by the biwa (Japanese lute), which was later replaced by the shamisen (a three-stringed Japanese musical instrument similar to a banjo). In addition to the shamisen, puppets (ningyoo) were introduced into jooruri around 1600, and it took its present form as the ningyoo jooruri of Bunraku. Chikamatsu Monzaemon, known as the Shakespeare of Japan, was a celebrated playwright who wrote many plays for Bunraku. The main dolls (ningyoo) are manipulated by three puppeteers while the narrator (tayu) recites the story to the accompaniment of the shamisen. The uniqueness of Bunraku is in the harmonious and skillful manipulation of the dolls by the puppeteers, accompanied by the jooruri singers, who tell a story to the music of the shamisen.

ACTIVITY I

Take Your Choice Objective:

Review of previous lessons.

Materials:

A chart with choices of categories, or a large die (i.e., a regular cube) made out of poster paper, each side of the die labeled with a different category: 39

1. Kanji

4. Sentence completion

2. Vocabulary

5. Comprehension

3. Places

6. Verbs

and a stack of cards with questions in each category. Procedure: 1. Divide class into teams. 2.

Have a contestant f r o m team one choose any category f r o m the chart on which to be tested. If a die is used, have the student roll it, and the category that appears on top is to be tested.

3.

Teacher or student leader calls out the questions in that category. If the student answers correctly, his team gets one point.

4.

Team two takes its turn, and the two teams play alternately.

5. The team with the most points wins. Variation:

The game could be played individually, and the points earned could be extra credit for each student.

Sample questions: 1. Kanji: Have the student write a kanji or kanji combination on the board. (Any kanji learned can be used.) 2.

Vocabulary: Use any learned vocabulary item in a sentence.

3.

Places: Ex. Give the name of Japan's no. 1 city of commerce and industry.

4.

Sentence completion: Ex. Tooshooguu wa

5.

Comprehension: Provide English equivalent to a sentence f r o m one of the lessons.

6.

Verbs: Change a given verb to a designated form. Ex. Atsumaru imperfect past

ACTIVITY 2

A Letter Objective:

To be able to write a letter in Japanese within fifteen minutes; to review the letter format.

Procedure: 1. Divide class into two teams. 2.

Ask each team member to add a sentence to a letter to be composed, inviting a friend (each team selects a name) to a birthday party. Specific information regarding the party should be included in the letter.

3. After the designated time, have the team leader read the letter aloud. 4. The more specific and clearly written letter, in the proper letter f o r m , is the winning letter. 5.

The winning team members receive a prize—candy or something else, or extra points for their grades.

40

ACTIVITY 3

Tour of Japan Objective:

Review of the places visited.

Procedure: 1. Divide the class into teams. 2. Give each team captain a question. He then writes a word on the board to which the rest of the team members add one word at a time in order to write out a reply in a complete sentence. 3. The team that first supplies a correct answer gets three points. 4. Repeat (2) and (3) as many times as time permits. 5. The team with the most points wins. Some suggested questions: 1. Sekai de ichiban takai (high) tatemono wa doko ni arimasu ka? 2.

Tooshooguu wa nan desu ka? Doko ni arimasu ka?

3. Nijoojoo

wa nani deyuumei

desu ka? Doko ni arimasu ka?

ACTIVITY 4

Word-Find IX

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ft

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fk

m

m

m.

m

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£

£

g

m

m

ft

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m

tit

m

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Objective:

To enable the students to identify both newly learned and previously learned kanji and their combinations.

Materials:

Copies of the word-find puzzle above (one puzzle per group); pens/pencils. 41

Procedure: 1.

Divide class into groups o f three or four.

2.

Allow students ten to fifteen minutes to locate in the puzzle the kanji and combinations they have learned in this lesson.

3.

The group that has found the most number of kanji at the end o f the time limit wins.

4.

The students may then look for kanji and combinations o f kanji previously learned, as an extra activity.

42

LESSON 8

I.

Hiroshima

KEY POINTS

Patterns 1. (3) W-te kita meaning a change from a time in the past to the present; V-te itta meaning a gradual change which makes something grow farther and farther away until it disappears from sight. 2. (4) Mitai ni, "as if. . . ." 3. (5) Koto ni natteiru, used to state what was decided some time ago and was expected. 4. (6) The formal and informal family terms. Vocabulary 1.sensoo

l.jinrui

3. . . . irai

4.genbaku

5. sengo

6. giseisha

7. kanashii

8. shimin

9. heiwa

11. hatten (suru)

12. osoroshii

13. itsumademo

14. izoku

15. ireisai

16. imin

17. zutto

19. keshiki

20. shizen suuhai

21. saisho

22. yureru

23.sofu

24. sofubo

25.shusshin

26.oyogu

27. oshoogatsu

28. (inu o) kau

29.sobo

30. hii ojiisan

31. hii obaasan

32. mago

33. oba

34. oi

35. mei

36. girino . . .

10. doryoku

suru

mukashi

18. shima

37. kikoo II.

ADDITIONAL INFORMATION

Hiroshima Hiroshima developed as a castle town during the feudal period and continued to flourish until World War II, at which time it was the seventh largest city in Japan. With a population of about 344,000 in 1940, Hiroshima probably would have gone unnoticed by the rest of the world had it not been for a decision made by the American government. At 8:15 A.M., on August 6, 1945, an atomic bomb was dropped on Hiroshima, killing over 200,000 people and devastating the city. After the war, Hiroshima was rebuilt. Today, it is a modern city with a population of over 900,000 and serves as the administrative and educational center of the Chugoku District of Japan. Still preserved in the city is the naked steel frame of a structure, once made of concrete, which was all but destroyed by the atomic blast. Known as the Atom Bomb Dome, it is located near the epicenter of the atomic explosion. The stark steel structure serves as a chilling reminder of that horrible tragedy. A Peace Memorial Hall, a Peace Memorial Museum, and a Memorial Cenotaph for A-Bomb victims are located together with the Dome in the Peace Memorial Park of Hiroshima. 43

Yamaguchi Western Honshu is called the Chugoku District, and it is composed of the five prefectures of Yamaguchi, Tottori, Shimane, Okayama, and Hiroshima. The Chugoku District is also divided into two sections—the San'in in the north and the Sanyo in the south. At the western tip of the main island of Honshu is Yamaguchi, in the Sanyo region, a prefecture which has traditionally prospered from agriculture and has held an important position in maritime transportation. The capital of this prefecture is Yamaguchi, established in the fourteenth century by the Ouchi family, who modeled it after Kyoto. It was at the height of its prosperity in the sixteenth century when Francis Xavier, who introduced Christianity to Japan, paid a visit, but a retainer's revolt against his lord ended Ouchi rule soon afterward. By this time, the country was unified by Toyotomi Hideyoshi, but after his death the country split into two factions—the Toyotomi and the Tokugawa—who fought the Battle of Sekigahara. Tokugawa was victorious and the defeated faction retreated to Hagi, which subsequently developed financially through the production of rice, salt, paper, and vegetable wax. Hagi also became famous for Hagi pottery, especially tea utensils, which are popular even today. Hagi continued to develop for more than two centuries and is one of the few castle towns remaining today. About the end of the Edo period, the present Yamaguchi Prefecture played a significant role in the political upheaval in Japan. Young samurai intellectuals from this region became influential during the Meiji period and played an important role in freeing Japan from isolation. Okayama Okayama is an old castle town founded in the sixteenth century. It is one of the major industrial, commercial, and cultural cities in the Chugoku District. It is known for Bizen-yaki stoneware, cotton textiles, machinery, rubber goods, chemicals, fancy matting, peaches, and grapes. Korakuen Park in Okayama is one of the three most celebrated gardens in Japan. Its beautiful garden was landscaped by Ikeda Tsunamasa of the Enshu School of landscape gardening. It consists of teahouses, ponds, cascades, and graceful contours amid the pine, maple, cherry and plum trees and beautiful flower beds. The flowers bloom at different times of the year, providing a seasonal contrast and attracting many tourists. Itsukushima Itsukushima or Miyajima is known as one of the three most beautiful sights, along with Matsushima, near Sendai, and Amanohashidate, in Miyazu Bay on the Japan Sea coast. It is noted for its shrine, built on supports and extending out into the sea. Its famous cherry blossoms are at their best in midApril and the maple leaves take on colorful hues in the autumn; both of these events attract tourists during the respective seasons. Many tame deer roaming freely on the island follow the tourists for "deer" crackers which are sold everywhere. Until the Meiji restoration in 1868, births and deaths on this island were prohibited by ancient religious traditions. Today, this prohibition is no longer observed, but the remains of the dead are not buried on the island, instead being sent across to Ono on the opposite shore. Itsukushima is reached by ferryboats, which commute to the island about every twenty minutes. The Miyajima Tower has a revolving observation platform that allows a spectacular view of the city and the Inland Sea. The Itsukushima Shrine can be found after a five-minute walk from the pier. It has been reconstructed several times and consists of a main shrine and several subsidiary shrines and buildings, which are connected by wide corridors and galleries painted in brilliant red. These buildings stretch out above the surface of the sea so that when the tide is in, the whole construction seems to be floating in the sea. The huge brilliant red stone torii near the shore was built in 1905. In one part of the complex are enshrined three princesses of the Shinto god Susano-o-no-mikoto; the second section is the inner sanctum where only priests are allowed; and the third section is the outer sanctum for public worship. The 44

shrine dances are performed in the area for public worship, and the festival dances are performed in front o f the shrine on the open-air platform. T h e Noh stage near the West entrance, originally built in the E d o period, is the oldest Noh stage in J a p a n . It is made o f wood and is preserved as an important cultural property.

A manohashidate Amanohashidate is a strip o f sand bar 36 kilometers long and 37 to 110 meters wide, with growing pine trees twisted into artistic shapes. It extends into the Bay o f Miyazu to M o n j u on the west, with an island in between forming a lagoon. T h e sand bar, the island, and M o n j u are connected by bridges, and together form a very picturesque scene. Amanohashidate means " B r i d g e o f H e a v e n " and has been designated an Outstanding Scenic Place by the Japanese government. It is said that when viewed from between the legs, Amanohashidate appears as a bridge suspended in mid-air.

Matsushima Matsushima is a scenic bay with hundreds o f pine-covered islands. Most o f the islands were formed out o f volcanic t u f f and white sandstone, and several are inhabited. Others have tunnels, caves, and archways that have been formed by the waves, with pine trees in all shapes and sizes. T h e view o f these islands is outstanding in sunshine, rain, and snow or at dawn or at night under the moonlight.

ACTIVITY I

Reading Paragraphs Objective:

Reading comprehension.

Materials:

Short selections (paragraphs).

Procedure: 1.

Divide class into teams.

2.

Hand out two selections to be read, and have each team write out a brief summary paragraph in English. Allow ten minutes for each selection.

3.

After thirty minutes, have the team leaders read what they have written.

4.

The team with the best summaries wins.

Variation:

This may be an individual assignment. Students who do well may be rewarded with extra points or be exempted from the next quiz.

Paragraphs may be taken from lessons or may be entirely new selections.

ACTIVITY 2

Puzzle Maps Objective:

Reading comprehension.

Materials:

Maps o f J a p a n .

Procedure: 1.

Obtain or make maps o f J a p a n . (Maps may be available from travel agencies.) Cut each map into ten or fifteen small pieces and place in an envelope. 45

2. Write five questions in Japanese (appropriate to level) regarding the map, on the outside of the envelope. 3. Have students put the map together and locate the cities on the map by marking an X, and have them write answers to the questions. Suggested questions: 1.

Üt t f r o

3. W s H i m t t ^ l z t ^ ^ r i)

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