Interpretive Communication:

Reading and Listening as Communicative

Activities

Adapted from Kataoka & Tohsaku,1996-2005 and Kataoka 1997-2005

Inter-personal Mode

Inter-pretive Mode

Present-ational Mode

Listening

Speaking

Reading

Writing

Activity 2

Section I: Multiple Choice (Listening) Sample Questions

　 Directions: You will listen to several selections in Japanese. For each selection, you will be told whether it will be played once or twice. You may take notes as you listen. Your notes will not be graded. After listening to each selection, you will see questions in English. For each question, choose the response that is best according to the selection. You will have 12 seconds to answer each question. Note: In this part of the exam, the student may move back and forth only among the questions associated with the current listening selection. Prerecorded message

Prerecorded message [(Narrator) Now you will listen twice to a prerecorded m

essage. (Woman) こちらは新宿の大川デパートでございます。本日木曜日は定休日でございます。当店の営業時間は、午前 9 時 30 分から午後 7 時 30 分までとなって おります。 5 月 20 日、月曜日まで、 7 階の催し物場では、呉服、着物の特別セールを実施しております。また、地下 1 階、食料品売り場では、ただいま北海道産の美味しい鮭、かになどを取りそろえております。なお食料 品売り場は 7 時までの販売となっております。ご来店をお待ち申し上げて おります。

(Narrator) Now listen again. (Woman) （リピート）

(Narrator) Now answer the questions for this selection.] 1. When does the store reopen? (A) Tuesday 　 (B) Wednesday

(C) Thursday 　 (D) Friday

2. What are the regular store hours? (A) 9:00 a.m. to 7:00 p.m. (B) 9:00 a.m. to 7:30 p.m. (C) 9:30 a.m. to 7:00 p.m. 　　 (D) 9:30 a.m. to 7:30 p.m.

3. What items are on sale on the seventh floor? (A) Children’s clothes 　 　 (B) Food items

(C) Traditional clothing 　 (D) Footwear

4. What is on sale in the food department? (A) Vegetables (B) Pastries (C) Seafood (D) Fruit

School debate [(Narrator) Now you will listen once to a school debate. (Man A) それでは、これから生徒会主催の討論会を始めたいと思います。

今日は、 幸夫君と幸子さんに学校の制服について討論してもらいます。まず、幸子さんからです。お願いします。

(Woman) 私は、はっきり言って、うちの高校の制服、かっこわるいと思います。毎日同じ洋服を着ると、ファッションのセンスも育ちません。

(Man A) それでは、幸夫君、どうぞ。

(Man B) それは、制服のいいところが、少しも分かっていない人の言い分だと思います。僕の弟と妹は、制服のない学校に行っていますが、毎日、明日何を着て行くか、なかなか決められません。私服は意外と大変だ思います。 それに私服だとお金もかかると思います。

(Woman) 確かにお金はかかるけど、でも、自分の好きな服が着られるし、毎日違う服を着るのは楽しいと思います。みんなもいつも好きな服を着たいと言っています。

(Man B) 高校ではバイトが禁止されています。親も制服があった方がお金がかからないから助かると思います。

(Narrator) Now answer the questions for this selection.]

5. Why does Sachiko dislike school uniforms? (A) They are not fashionable. (B) They are expensive. (C) They cannot be worn to an after-school job. (D) They are uncomfortable.

6. Why does Yukio like school uniforms? (A) They show school spirit.

(B) They eliminate the need to choose clothes. (C) They do not wear out.

(D) They have a professional style.

7. What does Sachiko say about her classmates? (A) They mostly oppose uniforms. (B) They have good fashion sense. (C) They like to express their own tastes. (D) They think clothes should be fun.

8. What does Yukio say about students’ parents? (A) They encourage schools to require uniforms.

(B) They want their children to earn money. (C) They are concerned about treating children equally. (D) They need to save money.

9. On what point do the debaters agree? (A) The cost of clothing (B) Students’ part-time jobs (C) The importance of considering parents’ needs (D) Uniforms in elementary schools

Section I: Multiple Choice (Reading) Note: In this part of the exam, the student may move

back and forth among all the questions.

Sample Questions Directions: You will read several selections in Japanese. Each selection is accompanied by a number of questions in English. For each question, choose the response that is best according to the selection. Read this set of e-mails.

Message #1 差出人 : えみこ 送信日時 : 2 月 4 日 件名 : 土曜日の映画

明日は土曜日よ。 私たち映画に行こうっていっているの。今みんなが話している新しい映画。一緒に行かない ? 　　

Message #2 差出人 : 山本 送信日時 : 2 月 4 日 件名 : 14 課のテスト

生徒の皆さん、 火曜日の歴史のテストは大事なので、月曜日の部活の時間が変わりました。 3:00~4:00 にしましょう。 それから今、風邪がはやっているから、気をつけてきちんと睡眠をとるように。

Message #3 差出人 : みちこ 送信日時 : 2 月 4 日 件名 : RE: 土曜日の映画

もちろん ! そうそう、私その映画の割引券持ってるよ。それだと、なんと半額になるのよ !

Message #4 差出人 : ひでき送信日時 : 2 月 7 日 件名 : あきちゃん

あのね、あきちゃんのことを聞いた ? あき、風邪ひいたんだって。今日学校に来ていなかったし、明日も休むらしいよ。

Message #5 差出人 : のりこ 送信日時 : 2 月 7 日 件名 : RE: 土曜日の映画

ああいう映画はもういやだ。ホラーはだめだ。夜よく眠れなかった。

Message #6 差出人 : はなこ 送信日時 : 2 月 7 日 件名 : RE: 土曜日の映画

行けなくてごめんね。のりこちゃんはホラーに弱いね . 。今度はコメディーを見に行こう !

10. Which message is from someone who had a difficult time sleeping? (A)Message #1 (B) Message #2 (C) Message #4 (D) Message #5

11. Which message is from someone who missed seeing the movie? (A) Message #3 (B) Message #4 (C) Message #5 (D) Message #6

12. Which message is from the person who said “get enough sleep”? (A) Message #2 (B) Message #4 (C) Message #5 (D) Message #6

13. The test on Tuesday is on which subject? (A) Math (B) History (C) Literature (D) Economics

14. Why did the friends choose the movie they saw? (A) They like horror movies. (B) It is attracting a lot of attention.

(C) It was a class assignment. (D) They had free tickets.

Read this news article.

平成１５年に、エンカレッジ・スクールという学校ができた。エンカレッジは、日本語で「はげます」とか「力づけ る」という意味である。エンカレッジ・スクールは、学校がきらいで、勉強しない子どもたちのために作られた。たとえば、エンカレッジ・スクールの一つ、桜台高校では期末テストがない。ホームルームは二人の先生が受け持ってい る。１クラス２０人ぐらいで、ふつうの高校より１クラスの生徒数が少ない。また、ふつうの高校では授業が５０分だ が、桜台高校では３０分授業だ。「３０分授業は、短いから集中して勉強できる」と、生徒に人気がある。それに、「和太鼓」や「福祉ボランティア」など、ふつうの高校にはない体験学習もできる。桜田高校はいろいろなことがふつ うの高校とちがうようだ。先生たちもいっしょうけんめい生徒をおうえんしている。すで にエンカレッジ・スクールの効果が上がっていることが報告されている。学校ぎ らいの生徒をおうえんするために、 エンカレッジ・スクールがこれから全国に増えることかが望まれる。

1 和太鼓 わだいこ : Japanese drums

2 福祉 ふくし ボランティア : community service

15. According to the article, what is the benefit to students of attending the type of school described? (A) They receive individual attention. (B) Their teachers are highly qualified. (C) They are well prepared for college. (D) Their books and material are provided by the school.

16. According to the article, what stands out about Sakuradai High School? (A) It has served as a model for other high schools. (B) All of the students are required to do community service. (C) There are no final exams. (D) Teachers are very strict.

17. What does the article say about classes at Sakuradai High School? (A) Class sizes are smaller than in regular high schools. (B) Students work in pairs to encourage each other. (C) No elective subjects are offered. (D) Class periods are longer than in regular high schools.

18. The schools described in the article are intended for what type of students?

(A) Highly motivated students who like to study at a fast pace (B) Students who are struggling in a regular high school (C) Artistic students who want to focus on an art curriculum (D) International students who need extra help with Japanese

language

19. What does the writer suggest about the future of the schools described in the article?

(A) Their effectiveness should be evaluated. (B) They should be incorporated into regular high schools. (C) More such schools should be established.(D) Large budgets are needed for such schools.

Activity 1 ( Work in pairs. ) Examples of “Reading/Listening Activities” Seen in Textbooks: Are they communicative? What types of reading /listening activities can you

find in your textbooks? Are they “real-world like” or are they just busy work?

What are your students expected to know to read/understand the texts?

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Reading Authentic Texts

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Kreditkarten VISA, Mastercard, AMEXCO, Diners, JCP

DienstleistungenGeldwechsel, Wäscheservice,

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eichbar. Drei Personenaufzüge sorgen für eine optimale Verbindung von der Bahnstation zum Hotel

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OpenThe hotel is open all year round except November to mid-December

Credit cards VISA, Mastercard, AMEXCO, Diners, JCP

ServicesMoney exchange, laundry service, luggage transfer

How to get to the Kulmhotel GornergratThe hotel can be reached via the famous Gornergrat rack railroad, in

approximately 45 minutes from Zermatt. Three elevators connect the rail platform with the hotel.

Reading ...1. has a purpose.2. has a context.3. is an active skill.4. is an interaction.5. is a linguistic activity.6. is a cognitive activity.7. is a guessing game.8. has a consequence.9. is an ever-growing process.10. is individual.

What is Authentic Text?

Language samples, either oral or written, that reflect a naturalness of form and an appropriateness of cultural and situational context that would be found in the language as used by native speakers.

Rogers and Medley, 1988

There are two types of authentic discourse:

(1) unmodified authentic discourse

(2) simulated authentic discourseGeddes and White, 1978

Authenticity

Authenticity has several dimensions:

(1) situations

(2) purpose and tasks (communication)

(3) language: actual words in the text

(4) forms: the form in which the text is presented

Activity 2 (Brainstorming in groups of 3 or 4)

Why authentic texts? Advantages of authentic texts and tasks What authentic texts can be used in class? Possible problems with authentic texts

Differences between "Reading as Interpretive Communication" and "Orthography"

Some types of "reading" tasks and questions: how are they different? (Activity 3)

1. Please read aloud the names of the side dishes available at this Domino's Pizza.

2. Please write in rooma-ji the reading for all the katakana words.

3. Please write the English translation for each of the katakana words.

4. What side dishes are available at Domino's Pizza?

5. There are three types of side dish at this Domino's. What are they?

6. What 4 kinds of drinks are there?

7. Please look at 「フライドチキン和風」 . Read the explanation under it and guess what 「和風」 could mean.

8. What is 「ミックスチキン」？

9. Is 「ミックスチキン」 more economical (Does 「ミックスチキン」 offer more savings) than 「フライドチキン和風」 or 「ロティサリーチキン」 ?

10. There are two sentences which have 「〜でドリンクをセットにできます。」 as in the following:

「アメリカンサラダは２個でドリンクをセットにできます。」「＋￥１５０でドリンクをセットにできます。」

As you have already learned 「 X を Y にできます」 means "one can make X Y." What, then, do the above two sentences mean?

11. Suppose you are at this Domino's with your friends. You are very hungry but you have only ¥1,000. (You cannot buy any pizza because the cheapest pizza is higher than ¥1,000.) What would you buy?

12. Will your selection be different if you are on a diet?

Both authentic texts and authentic tasks are required for practicing for Interpretive Communication.

Reading ProcessReading involves ...

1. Recognizing the script of a language2. Deducing the meaning and use of unfamiliar vocabulary3. Understanding information that is stated explicitly4. Understanding implications not explicitly stated5. Understanding relationships within sentences6. Understanding relationships between the parts of a text t

hrough cohesive devices, both grammatical and lexical7. Identifying the main point or the most important informati

on8. Distinguishing the main idea from the supporting detail9. Extracting the main points in order to summarize10. Understanding the communicative value and function of t

he text Grellet

Listening/ViewingDifferences between Reading and Listening/Viewing (Activity 4)

Repetition ( except for recorded materials such as telephone messages and videos)

Pace/speed (amount of time spent for comprehension)

AttentionUse of unfamiliar orthography Logical sequenceCoherence (especially in conversational speec

h)PurposeText type

Examples of Viewing Activities

Authentic Text: TV weather report

Authentic Tasks: ??

(Activity 5) What kinds of listening/viewing activities can you make using a TV weather report? Please make a list.

Designing Activities for Interpretive Communication

A. Selection of Texts

B. Pre-reading/listening Activities

C. Reading/listening and Learning Activities

a. Global Activities

b. Specific Information Activities

c. Linguistic Activities

D. Post-reading/listening Activities

Basic Principles of Listening Tasks

You don’t necessary simplify the text, you simplify the tasks

Prepare students through pre-listening activities.

Design a hierarchy of tasks. Always define the task BEFORE listening Students’ tasks will be

in L1 if working on pure listening comprehension skills

in L2 if working on combined skills.

Reading for Communication: Sample Activities

Activity 6

Please study the sample activities in the handout.

Activity 7

Make some activities using one of the articles in the handout.

Inter-personal Mode

Inter-pretive Mode

Present-ational Mode

Listening

Speaking

Reading

Writing

Writing

07 Test Items: writing