Explaining Japanese Food

This short activity can stand on its own or function as a follow-up to reinforce the cultural discussion lesson called The Taste of Home. To prepare for this activity, the teacher must purchase some Japanese snack or sweets (preferably something offered in small portions).

Tell the student that he must imagine that the teacher works in an office with him. Someone has brought a bag or box of treats that are given to everyone in the office. The teacher is a new foreign employee who knows nothing about Japanese culture. The student must explain what the food is in English to the teacher.

After setting the imaginary situation, give the student the sweet or snack and allow him to eat it as well as study the wrapping or package. If necessary, the teacher can ask leading questions as would naturally happen if she were given some food she didn't know about. Possible questions include:

• Is it sweet/salty?
• Does it have a strong/weak taste?
• Is it made with sugar/salt/soy sauce/fruit/vegetables/nuts/etc.?
• Is it baked/fried/grilled?
• Is it a cake/cracker/cookie/chip?

Try to get the student to explain as much as possible and to consider how the food was prepared if he has problems explaining what it is.

This activity gives the student practice in explaining his own culture in a manner which could very likely prove useful in the future since it is relatively common for pre-packaged Japanese food to be given as a gift to foreign guests or friends. It also allows the student to enjoy a treat with the teacher and builds a convivial atmosphere.

Punctuality

Japanese people as a rule tend to be fairly punctual for appointments. However, since cell phones have become ubiquitous, more and more people have become relaxed about being late.

For the teacher, there are several ways to approach students who are late for lessons conducted in the teacher's home or at a cafe or other meeting place. Strictly speaking, the teacher does not have to do anything differently when the student is late. She may choose to simply finish the lesson on time as usual and the student receives a shorter lesson because he was late. This is a perfectly acceptable way of handling lateness provided the teacher herself is never late.

If the teacher is sometimes late, then the best thing to do is exercise equal tolerance when the student is late. Obviously though, it's rather unprofessional for the teacher to be late for lessons at an external meeting place. While many teachers in Japan feel friendly with their students and that the lesson experience is rather casual, it's important to remember that the teacher is being paid and must act in accordance with professional standards.

In regards to student lateness, it's important to consider circumstances. If the student is infrequently late due to unavoidable circumstances such as train delay, weather conditions, or an unexpected problem at work, then it is advisable that the teacher extend the lesson to give the student the full time. By offering flexibility to students who are unavoidably late, the teacher shows reasonable tolerance and that there is a benefit to having a private lesson with the teacher which isn't usually extended in other settings.

If a student is habitually late though, it is perfectly acceptable to end the lesson on time as usual every time. While it is important to be reasonable, it's also important that students respect your time. A student who is frequently late is taking it for granted that you will accommodate him. Students shouldn't be taking advantage of the teacher's flexibility or kindness.

Beginning a Lesson

Before starting the lesson material, it is a good idea to engage in a little small talk with your student. Japanese people, in general, feel more comfortable with this because it is a part of their daily life in Japan.

The easiest topic to start with for small talk is the weather. The teacher can ask the student if it is hot or cold outside and what the student feels the temperature is. Asking if the weather is usual or unusual for the season is a good expansion on the topic. If the teacher talks about the weather each time, it gives her a chance to slowly introduce vocabulary related to the weather which the student may not know such as "humid". Many Japanese students have difficulty using warm/hot and cool/cold properly so you'll have a chance to discuss the difference as well as give the students a chance to practice using these adjectives in every lesson.

Another good topic of small talk is holidays that occur near the date of the lesson. The teacher can ask what the name of the holiday is in English, how it is celebrated, and whether or not the student will be doing anything special to celebrate it. If the student is of relatively low level, it may be helpful to know about the holiday before the lesson in case the student lacks the vocabulary to answer all your questions. You can see a list of all the holidays celebrated in Japan here.

If the student has children or lives with other family members, the teacher can also ask how they are or what they've been doing. If the student has a regular interest or hobby, asking about whether or not the student has engaged in that activity in the past week is also a possibility.

Asking a student about his work is another source of small talk but it's a good idea to measure the student's reaction to the topic. Some people are uncomfortable talking about their work and others are very happy to do so.

Keep in mind that the main purpose of small talk is to relax the student and give him a chance to talk in some semblance of a "real" conversation regardless of level. Some students will find it easier than others but it's worthwhile to give students of all levels a chance to casually speak about themselves.

Warm-up With Low Level Students

Low level students present a particular challenge when it comes to having any type of free conversation. They lack the ability to easily discuss their lives both in terms of grammar and vocabulary.

It's important to give all students a chance to talk freely about themselves even for a short time. For low level students, one of the best ways to do this is to ask relatively simple questions. However, be sure not to ask questions that are so simple as to only require a "yes" or "no" reply as they don't give the students a chance to talk much.

Good basic questions are:

What did you do before the lesson?
What did you do last weekend/on your last day off?
Did you have a good week? Why was it good/not good?

One path to building a low level student's free conversation ability is to ask the same questions about the student's life at the beginning of each lesson. By asking the same questions, the teacher will be able to teach the basic grammatical structure for correct replies and the student will learn them rapidly. In each successive lesson, the teacher will not have to disrupt the friendly atmosphere of the warm-up free conversation by offering corrections.

Additionally, the student will anticipate being asked the question and be ready for it. Low level students feel more comfortable if they have a sense of what is to come.

As time goes by and a student seems to answer your questions more easily, the teacher can add more questions and extend the free conversation. Through time, a longer period of time can be spent talking about the student.