2015 ILLINOIS JAPAN BOWL - Japan America Society of Chicago

2015 ILLINOIS JAPAN BOWL
PROCEDURES AND STUDY GUIDE
Sponsored by the Japan America Society of Chicago
www.jaschicago.org
1 North LaSalle Street, Suite 2475
Chicago, Illinois 60602
TEL 312-263-3049
FAX 312-263-6120
EMAIL [email protected]
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2015 ILLINOIS JAPAN BOWL
The inaugural 2015 Illinois Japan Bowl, sponsored by the Japan America Society of Chicago (JASC), will
be held on Saturday, March 7, 2015 at North Central College in Naperville, Illinois. Event registration will
begin at 10:00 AM and the event will end by 3:00 PM.
This academic competition will cover a wide range of topics that tests high school students who are
studying the Japanese language across the state of Illinois. The competition tests not only their knowledge
of the language, but also their understanding of traditional and modern Japan.
Teams will be comprised of three students. The winning team will represent Illinois in the National Japan
Bowl Competition in Washington, D.C., which was started in 1993. Each spring, teams from all over the
country travel to Washington, D.C. for the National Japan Bowl, which has become one of the highlights
of the city’s Cherry Blossom Festival.
This guide describes the administrative procedures for the 2015 Illinois Japan Bowl, including eligibility
requirements, application and registration procedures, deadlines, location and facilities, and the dress
code. It also includes a tentative schedule for the event, which is subject to change.
Please read the entire guide carefully. In the months before the competition, there might be changes to
the information contained in this Guide. Participants will be informed promptly of any changes that are
made.
Copies of this guide and all required forms can be downloaded from the Japan America Society's
website, www.jaschicago.org. For more information or to register, contact Erica Kono at 312-263-3049,
extension 25 or via email at [email protected]
LOCATION
The 2015 Illinois Japan Bowl will be hosted by North Central College in Naperville. The competition will
be held in Heiniger Auditorium, in the Larrance Academic Center, 309 E School Street, Naperville, IL
60540.
North Central College is located within easy walking distance from the Naperville Train Station, which is
serviced by METRA’s BNSF line. There is convenient parking on the campus of North Central College.
DATE & TIME
The 2015 Illinois Japan Bowl will be held on Saturday, March 7, 2015.
Team registration will begin at 10:00 AM, with the official program scheduled to begin at 10:30 AM. The
2015 Illinois Japan Bowl will conclude by 3:00 PM.
Event staff and volunteers should arrive at North Central College by 8:00 AM to set up the competition
room and make other preparations.
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SCHEDULE
Time
8:00 AM
10:00 AM
10:30 AM
11:00 AM
11:15 AM
12:15 PM
1:30 PM
2:30 PM
3:00 PM
Description
Door opens for event staff; set-up begins
Team registration starts
Opening Ceremony
Teams move to the competition room and take their seats
Competition round - 50 questions (30 seconds for each question to
be read, 30 questions to answer)
Lunch
Cultural program
Closing Ceremony
Event concludes; clean up begins for staff clean up
Location
Auditorium
Class room
Class room
Auditorium
ELIGIBILITY
This academic competition covers a wide range of topics that tests high school students who are
studying the Japanese language across the state of Illinois. The competition tests not only their
knowledge of the language, but also their understanding of traditional and modern Japan.
Student Eligibility
The 2015 Illinois Japan Bowl is open to full-time students who are currently enrolled in Level 3 Japanese
language classes at a high school in the state of Illinois. This means that students are enrolled in third
year high-school level Japanese language study.
As per the National Japan Bowl Regulations, the level of Japanese language study is based on the course
level, and not the number of years that a student has studied Japanese in high school. For example, a
high school sophomore who began Japanese language study in elementary or junior high school might
be studying with high school seniors in Level 3 and therefore would be eligible for the Level 3 team.
The following rules about Japanese language education and experience govern eligibility:
a. Students who are native speakers of Japanese or who use Japanese at home are not eligible to
compete.
b. Students who have spent more than a total of three months in Japan on a study or home-stay
program or who have had significant exposure to Japanese language and culture outside the
high school curriculum are not eligible to compete. (Significant exposure can include the
presence of a native Japanese language speaker in the home, frequent or occasional trips to
Japan, time spent in Japan, outside tutoring, summer camps, immersion programs, etc. For
questions, please contact the Japan America Society of Chicago.)
c. Participation is permitted at one level higher than the student's current high school level of
Japanese studies, but is not permitted at any level lower than his/her current level.
d. If a student participates in the Illinois Japan Bowl at one level higher than the one at which
he/she is currently enrolled, that student will not be able to participate in a future Japan Bowl at
the same or a lower level.
Team Formation
Each school may send up to 5 teams to participate in the 2015 Illinois Japan Bowl. All team members
must be formally studying Japanese at the same high school.
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A team must consist of two or three students. Teams of one student are not allowed. The organizers of
the 2015 Illinois Japan Bowl strongly encourage schools to form teams of three students instead of two.
Chaperones
Each participating school must have at least one adult chaperone who is 21 years of age or older. Usually
the students' Japanese language teacher serves as the chaperone, but there is no requirement that the
chaperone should be the teacher.
Chaperones are responsible for the well-being of her/his student(s) throughout the time that they are in
participating in the Illinois Japan Bowl.
At the time of registration on Saturday, March 7, 2015, all chaperones will be asked to present a valid
government-issued photo ID such as driver's license or passport.
If a chaperone is not present at registration or any of the rules about chaperones are not followed, the
team will not be able to participate in the competition.
COST & FEES
Participation in the 2015 Illinois Japan Bowl is free of charge. In addition, all registered participants will
be provided with a box lunch.
Participants are responsible for providing their own transportation to/from the 2015 Illinois Japan Bowl.
APPLICATION
Applications for the 2015 Illinois Japan Bowl must be received no later than Friday, February 13, 2015.
Applications should be submitted to Erika Kono at the Japan America Society of Chicago, either by fax
(312-263-6120) or by email ([email protected]).
Submission of Forms
Misrepresentations and/or other irregularities on an application form which become apparent at the
time of registration or during the competition may result in the disqualification of the student and
possibly his/her team members. Depending on the severity of the infringement, the Organizers of the
2015 Illinois Japan Bowl may also prohibit the student(s) and possibly the entire team or school from
participating in the competition in the following year. We therefore ask students, parents/guardians,
and teachers to take an active role in the application process to ensure that there are no errors or
misunderstandings. When in doubt, please contact Erika Kono at [email protected].
Upon receiving the Illinois Japan Bowl Application Form, the Organizers will screen all applications to
determine each applicant's eligibility. The Organizers will send confirmation to the team’s
representative via e-mail. If you have not received confirmation by February 10, please contact Erika
Kono at [email protected].
ONSITE REGISTION
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Registration Procedures on March 7
Registration will be conducted from 10:00 AM to 10:30 AM on Saturday, March 7. Registration will take
place in the ground floor Larrance Academic Center.
Registration will be conducted by school, not by team. Therefore, all team members and chaperones
from the school must be together at the time of registration.
The chaperone(s) must present a government-issued photo ID (such as a driver's license or passport).
Substitution of Students after Team Approval
After teams have been notified of their acceptance and registration, substitutions will be permitted only
if a student becomes ill or there is some other valid reason.
All substitutes must meet the same eligibility requirements. Therefore, the required application forms
for the proposed substitute must be submitted to the Organizers of the Illinois Japan Bowl for review.
The Organizers’ decision of whether to accept a substitute is final. If a substitution is not permitted, the
team may compete with two students - but not with just one.
COMPETITION FORMAT
The 2015 Illinois Japan Bowl is open to high school students who are enrolled in Level 3 Japanese
language instruction. The competition will be comprised of one round of 50 questions.
Each team will be placed at a table in one large room and compete with all other teams at the same
time.
The competition round is closed to the general public, except teachers, chaperones, and others who
have pre-registered will be admitted, based on available space.
50 questions (worth 2 points each) will be presented.
All questions will be projected, using PowerPoint slides, on a large screen.
American and Japanese moderators (native speakers) will read the questions. Each question will indicate
how the answer should be given: in English, in hiragana, in kanji, etc. (See the list of answer icons
below.)
Students should write their answers clearly and legibly on the team answer sheet.
After each set of 25 questions is read, students MUST put their pens and pencils down and stop writing
when told to do so by the moderator. Failure to do so may result in disqualification from the
competition.
Questions will be read only once, except for Japanese comprehension questions, which will be read
twice.
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Conferring among team members is allowed.
All teams must write their answers clearly and legibly on the team answer sheet. Any member of a team
may write the answer(s) to the question. As described above, the slide will give the “answer icon,” and
the moderator also will state in which language form the answer should be written.
There is a 30-second time limit for answering each question. However, 60 seconds will be allotted for
questions that require translation from English to Japanese. The clock begins when the moderator has
finished reading the question. The timekeeper will call a “10 seconds” warning. At the end of the
allocated time, the timekeeper will call “time,” and the slide will advance to the next question. Although
you may keep working on questions after the time has expired, you will run the risk of missing the next
question.
There is no partial credit for partially correct or incomplete1 answers.
There is no penalty for an incorrect response or an incomplete answer.
When answering in full sentences in Japanese, teams must use the polite forms (です・ます), unless
otherwise instructed.
Any answers that are difficult for the judges to read or identify may result in an incorrect answer.
Therefore, be sure to write your answers large and clearly.
Answer Icons
EN English
JP Any combination of Japanese (kanji, hiragana, katakana – but not romaji)
ひら hiragana
カナ katakana
漢 kanji
ABC Multiple choice
RO romaji for Japanese names*
123 Western numerals
*Any commonly-used variant of romaji can be used. For example, Tokyo can be written as
“Tokyo” or “Toukyou.” A newspaper can be “shinbun” or “shimbun.” A map can be “chizu” or
“tizu.”
INCOMPLETE/PARTIAL ANSWER EXAMPLES
It is important that students be as specific and accurate as possible.
Example 1
Japanese MODERATOR: 兄は黒いオートバイを買いました。
English MODERATOR: What did the older brother buy? Answer in English.
ANSWER: The correct answer is "a black motorbike, motorcycle, motor scooter, etc. - something
that indicates that it is propelled by a motor. If you say or write just the word "bike," your
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answer is incomplete, because the English word 'bike" can also mean a pedaled bicycle. You also
must include the color of the bike (black) to make it a complete response.
Example 2
English MODERATOR: In the Japanese calendar, what year is this? Answer in Japanese.
ANSWER: A correct answer must include "Heisei," the number, and "nen," to demonstrate that
you know not just the number of the year but also the name of the reign (Heisei) and the
standard term ("nen") used in Japanese when expressing the year.
RULES OF CONDUCT
Dress Code
All participants are expected to dress in an appropriate manner.
 Participants may wear their official 2015 Illinois Japan Bowl T-shirts during the competition. Tshirts will be distributed on the morning of the event at registration.
 For boys, slacks and collared shirts are recommended. Shirts must be tucked in.
 For girls, dresses, skirts, blouses, and slacks are recommended.
 Please note: No jeans, shorts, T-shirts (except for the official 2015 Illinois Japan Bowl T-shirt),
tank tops, caps, hats or head coverings (except for religious wear), athletic attire or sneakers,
miniskirts, bare midriffs, or flip-flops are permitted during the competition
Grounds for Disqualification
 Challenging or showing lack of respect to Illinois Japan Bowl officials, staff, or volunteers by
either
 a student, teacher, or chaperone
 Inappropriate dress
 Use of offensive language
 Substantial violation of the rules of the National 4-H Youth Conference Center
The Organizers of the Illinois Japan Bowl have the sole right to determine, in its own judgment, whether
any action requires disqualification.
Misrepresentations and/or other irregularities on an application form which become apparent at the
time of registration or during the competition also may result in the disqualification of the student and
possibly his/her team members.
Depending on the severity of the infringement, the Organizers may also prohibit the student(s) and
possibly the entire team or school from participating in the Illinois Japan Bowl at any Level in the future
years. We therefore ask students, parents/guardians, and teachers to encourage appropriate behavior,
in order to ensure that there are no misunderstandings.
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ILLINOIS JAPAN BOWL STUDY GUIDE
Taken from the 2015 National Japan Bowl® Study Guide
Japan Knowledge (Non-Language Topics)
The chart below lists the categories from which non-language questions will be drawn over the next
three years. These categories should act as a curriculum guide for students to develop their knowledge
of Japan over a three-year period. In 2015 non-language questions will come from the column marked
“Year 2 (2015),” which is highlighted in yellow.
History
Arts and Culture
(traditional and
modern)
Geography and the
Economy
Daily Life and Society
Popular Culture
Current Events
US-Japan relations
Year 1 (2014)
Medieval/Feudal Era
(1185-1603): wellknown events, people,
and terms
Performing Arts,
including kabuki,
bunraku, noh, kyogen,
theater and drama,
traditional music, tea
ceremony
Topography, regions,
major islands,
prefectures; major
cities, mountains, seas,
lakes, rivers, etc.
Rites of life (birth,
school, marriage, death,
etc.), religion, daily
manners and aisatsu,
body language and
gestures
The martial arts and
sports
Year 2 (2015)
Edo/Tokugawa Era (16031868): well-known
events, people, and
terms
Visual Arts, including
painting and prints,
sculpture, ceramics,
handicrafts, ikebana, and
architecture
Year 3 (2016)
The Modern Era (1868present): well-known
events, people, and
terms
Literary Arts, including
famous authors and
novels; literary forms,
children's folk tales
Nature and the
environment, flora and
fauna, agriculture and
fisheries
Japan's economy and
industry, including
famous companies,
transportation, work
life, and demographics
Food, drink, clothing,
housing, things in and
around Japanese
homes
Festivals, holidays,
seasonal events,
celebrations
Everyday Japanese
popular culture, with a
focus on youth culture,
including anime, manga,
pop music, etc.
Information Society:
broadcasting,
newspapers and
magazines, advertising,
internet,
telecommunications
Events and developments in Japanese politics, society, economics, and
international affairs during the past year, plus basic knowledge of Japan's
government and national symbols
The US-Japan connection: interaction between the two countries in the topics
listed above
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Non-Language Topics and Categories: Three-Year Cycle
Year 1 (2014)
Year 2 (2015)
歴史
鎌倉 / 室町/
江戸時代:
安土・桃山時代:
期間/人物/出来事など
期間/人物/出来事など
芸術と文化
舞台芸術
視覚芸術
(伝統的および現代的) 歌舞伎、文楽、能、狂絵画、出版物、彫刻、
言、劇場、演劇、古典陶磁器、工芸、生け
音楽、茶道を含む
花、建築を含む
地理と経済
地形、地域、
自然、環境、動植
主要な島、地域、都
物、農業、漁業
市、山、海、川など。
日常生活と社会
儀式や祭式（誕生、入祭、祝祭日、年中行
学、結婚、葬式な
事、祭式
ど）、宗教、日常のマ
ナーと挨拶、身振り、
ジェスチャー
ポップカルチャー
スポーツ、武芸
若者文化、アニメ、漫
画、ポピュラー音楽
時事
日米関係
Year 3 (2016)
明治、大正、昭和、平
成時代:
期間/人物/出来事など
文芸、有名な作家や小
説、文学の表現形式、
童話、民話を含む
日本の経済と産業
有名企業、交通機関、
職業生活、人口統計
飲食物、衣服、住居、
日本の家で見られるも
の
情報化社会：
テレビ、ラジオ、新
聞、雑誌、広告、イン
ターネット、通信
前年度から現在の時事：政治, 社会、経済、国際関係
日本の政府、政治における基本知識
上記のトピックにおける日米関係
Note to students and teachers: NJBC encourages students to pursue the study of the non-language
topics with their team-mates and to learn from a variety of reliable sources. That is what the most
successful National Japan Bowl teams have done over the years.
NJBC suggests that students familiarize themselves with the material on Web-Japan (http://webjapan.org). Another good source of information on Japan is Nipponia Magazine, which is available online at http://web-japan.org/nipponia/archives/en/index.html. Daily reports on current events in Japan
can be found at http://www.newsonjapan.com.
Some useful reference books are:
 Kodansha’s Japan at a Glance: 日本まるごと事典
 The JTB series The Illustrated Guide to Japan and Japan in Your Pocket (available through
www.jptrading.com)
 Are Japanese Cats Left-Handed? and Who Invented Natto? , written by Yoko Toyozaki, Stuart
Varnam-Atkin, and Sawada Gumi (IBC Publishing)
 The Anime Companion: What’s Japanese in Japanese Animation? by Gilles Poitras (Stone Bridge
Press)
 Shikitari: Unfolding Japanese Tradition, available through Amazon.com
 Annual Events in Japan (2 volumes), by Noriko Takano and translated by Reiko Matano and
Margaret Breer (Ehon House Publishing)
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
Fodor’s Exploring Japan: Discover the Country’s Cultural and Historical Treasures, Pastimes, and
Pleasures, 6th Edition (2008)
Kanji – Reading and Writing
Students should be able to read and write these kanji and give their meanings in English. Note: Some
kanji, but not all, used in the Japan Bowl will come from these lists. Students should also be able to read
and write kanji compounds formed by kanji in this list.
Level II:
a. the following kanji
一二三四五
先昨週年今
女父母子家
書見言休行
名止正立私
六
毎
族
来
彼
七
何
自
出
英
八
時
姉
入
代
九
間
兄
口
広
十
午
妹
会
明
百
前
弟
外
千
後
友
国
万
分
本
駅
円
半
語
山
日
回
学
川
月
末
校
島
火
上
小
花
水
下
中
草
木
左
大
米
金
右
走
田
土
人
生
文
曜
男
話
空
所
弱
着
牛
帰
同
飲
和
海
売
料
々
村
買
理
起
b. kanji compounds composed of those in the above list, including, for example:
週末父母出口米国休日何本
Level III:
a. the following kanji as well as those in the Level II list:
朝昼夜春夏秋冬天気雨雪風
町市都電車方耳目手足頭体
安高低新古色赤青白黒好銀
紙店屋切勉試験運動聞音楽
飯港親寺昔員供以教室
魚
心
衣
歌
肉
持
食
絵
南
思
住
芸
北
元
活
術
東
病
品
院
西
強
物
読
b. kanji compounds composed of kanji in the Level II and III lists, including, for example:
気持着物生活物語帰国
Topics, Family, and Place Names in Kanji
Students should be able to read and pronounce (but not write) the following kanji compounds.
This Year’s Topics in Kanji
The following kanji compounds are words that correspond to some of this year’s non-language topics
Level II should be able to read, pronounce, and know the meaning of the following words and
concepts:
江戸時代
徳川武士農業漁業
Level III should be able to read, pronounce, and know the meaning of the following words and
concepts, plus those in the Level II list:
将軍幕府鎖国開国日米和親条約
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Family Names in Kanji
These are some of the most common family names in Japan.
Students in Level II should be able to read and pronounce the following family names:
Tanaka
Kimura
田中
田中
Yamada
Hayashi
山田
山田
Yamaguchi
Honda
山口
山口
Nakamura
中村
Students in Level III should be able to read and pronounce the following family names, in addition to
the family names listed for Level II:
Takahashi
Kobayashi
高橋
小林
Yamamoto
Yoshida
山本
吉田
Matsumoto
Matsushita
松本
松下
Inoue
井上
Place Names in Kanji
Students at Level II should be able to read and pronounce the following place names:
Major Cities of Japan
Tokyo
Yokohama
東京
横浜
Kyoto
Nagoya
京都
名古屋
Osaka
大阪
Major Islands of Japan
Honshu
Kyushu
Shikoku
本州
九州
四国
Hokkaido
Okinawa
北海道
沖縄
Oceans and Seas
Pacific Ocean (Taiheiyo)
太平洋
Sea of Japan (Nihonkai)
日本海
Students at Level III should be able to read and pronounce the following place names, in addition to
the place names listed in Level II:
Cities of Japan
Fukuoka
Hiroshima
福岡
広島
Sapporo
Sendai
札幌
仙台
Regions of Japan
Kanto
Kansai
Tohoku
関東
関西
東北
Chubu
Chugoku
中部
中国
Katakana
Teams will be asked to give the English equivalent of Japanese words written in katakana. Here are
some examples:
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アルバイト
ウィンカー
メキシコ
Part-time work
Turn signal
Mexico
チャンネル
ボタン
Channel
Button or peony
Students also will be expected to write some English words in katakana, as the Japanese commonly use
and write them. Here are some examples:
フランス
テレビ
France
Television
Germany
Taxi
ドイツ
タクシー
Idiomatic Japanese
During each three-year period, the Japan Bowl rotates idiomatic expressions from the following
categories. The yellow box highlights the topics for 2015.
2014
Expressions using the names of
parts of the human body, such
as me 目め, te 手て, etc.
2015
Language of feelings:
expressions using
ki 気き and kokoro 心
2016
Japanese proverbs, idioms, and
yojijukugo （四字熟語）
Under each expression is the literal translation and also an English equivalent.
These are not the only possible English translations for these expressions. Be sure to check the other
possibilities.
For 2015, Level II students should learn the following:
気が早い
きがはやい
To be hasty, rash, impetuous
気が重い
きがおもい
To feel depressed, downtrodden, gloomy
気が小さい
To be timid
きがちいさい
気にする
きにする
To be concerned about, worry about (something)
心が広い
こころがひろい
To be generous, big-hearted, broad-minded
心が痛む
こころがいたむ
To be heart broken, pained (about something)
心をこめて
こころをこめて
(to do something) wholeheartedly, with one’s whole heart
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心細い
こころぼそい
To feel helpless, lonely, forlorn, uncertain, disheartened, etc.
心残り
こころのこり
To feel regret, reluctance
Level III students should learn the following in addition to the above:
気がとがめる
きがとがめる
To feel uneasy, to feel guilty
気に入る
きにいる
To be pleased with, to like (something)
気にかかる
きにかかる
To have something weigh on one’s mind, to be worried about (something)
気がすむ
きがすむ
To feel good, to be satisfied
心が軽い
こころがかるい
To be relieved of one’s worries
心がなごむ
こころがなごむ
To be warmed or snug, to have peace of mind
心を開く
To open one’s heart
こころをひらく
心遣い
こころづかい
Thoughtfulness, care, concern, consideration
Gitaigo/Giongo (Onomatopoeic Expressions)
The onomatopoeic expressions to be used in the 2015 National Japan Bowl will come from the following
list. In some cases the moderator will read the expression in Japanese, and the team must give the
English translation or explain when and how it might be used. As the questions become more
challenging, students might be given an expression or shown a picture and asked to complete a
sentence using the most appropriate expression. They might be asked to make their own sentence using
the expression.
Level II students should learn the following:
いろいろ
まあまあ
ほかほか
ぐうぐう
のろのろ
がたがた
にこにこ
よれよれ
ざあざあ
どきどき
Level III students should learn the following in addition to the above:
ぱさぱさ
いよいよ
つやつや
ぶらぶら
ばたばた
たびたび
うろうろ
どんどん
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Affective Expressions
Level II students should be able to understand and use the following affective expressions:
きっと
せっかく
まず
やはり
さすが
Level III students should be able to understand and use the following affective expressions, in addition
to those at Level II:
ついでに
どうせ
つまり
まさか
じつは
Aisatsu
Aisatsu are polite and generally “fixed” phrases that the Japanese use in particular situations. For
example, when a Japanese person leaves the house, (s)he will say 行ってきます. The person who
remains behind in the home will send them off by saying, 行っていらっしゃい . Knowing when to use
and how to respond to these polite aisatsu phrases is an important part of interpersonal communication
in Japan.
Students learn some of the most elementary aisatsu during their first year of Japanese study. The Japan
Bowl therefore expects that Level II students will have learned the following phrases during their first
year of study:
Level I Aisatsu phrases:
おはようございます
こんにちは
こんばんは
おやすみなさい
行ってきます - 行っていらっしゃい
ただいま - おかえりなさい
ごめんなさい
おげんきですか
はじめまして
(よろしく) おねがいします
ありがとうございます / ました –どういたしまして
Level II students therefore are expected to know how to use and respond to the Level I aisatsu listed
above, as well as to the following phrases:
いただきます ‐ごちそうさまでした
おかわりはいかがですか
おだいじに
しつれいします
おたんじょうびおめでとうございます
もしもし
ごめんください
おひさしぶりです
ようこそ
15
Level III students are expected to know how to use and respond to the following phrases, in addition to
those at Levels I and II:
ご入学おめでとうございます
ごけっこんおめでとうございます
ごしゅっさんおめでとうございます
ごそつぎょうおめでとうございます
ごくろうさまでした
おつかれさまでした
よくいらっしゃいました
おじゃまします
どうぞお入りください
先日はありがとうございました
SAMPLE QUESTIONS
The following are actual questions that were used during the Preliminary Rounds at Level III in a past
National Japan Bowl. They show the wide range and style of questions used during the Japan Bowl
Rounds, as well as the way in which the questions are posed.
ON THE SCREEN:
MODERATOR:
Picture of something wrapped in a furoshiki.
The Japanese often wrap gifts in a square cloth, like this. What is the name of
this cloth? Write your answer in hiragana.
ANSWER:
ふろしき
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
ぼうしを＿＿＿＿＿とあたたかくなりますよ。
MODERATOR:
In hiragana, fill in the blank with the appropriate verb.
ANSWER:
かぶる
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Woodblock print of the Satsuma Rebellion
MODERATOR:
Who led the Satsuma Rebellion of 1877? Write your answer in Romaji.
ANSWER:
Saigo Takamori
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Picture of a Shinto priest doing "oharai"
MODERATOR:
This priest is performing a common ritual. What does it signify? Write your
answer in English.
ANSWER:
Purification / driving out evil spirits
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Show a picture of ひなだん
MODERATOR:
March 3 in Japan is a special day for girls. What is the name of this holiday?
Write your answer in hiragana.
ANSWER:
ひなまつり or もものせっく
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ON THE SCREEN:
A. Rice
1. Shizuoka
B. Tea
2. Hokkaido
C. Dairy
3. Niigata
MODERATOR:
Match the Japanese product with the region that is famous for producing it:
ANSWER:
A3, B1, C2
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
A. 今年日本へ行きました。
B. 来年日本へ行くほうがいいです。
C. まだ日本へ行ったことがありません。
MODERATOR:
Choose the sentence closest in meaning to the following:
来年日本へはじめて行きます。
ANSWER:
C
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
“Listen Carefully”
MODERATOR:
Please listen carefully and then write this sentence in English.
まどのそばにすわっている学生はけんじさんです。
ANSWER:
The student who is sitting by/near the window is Kenji.
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
ひさしぶりに鈴木さんからメールが＿＿＿＿＿。
A もらいました。
B きました。
C くれました。
MODERATOR:
What word should go in the blank?
ANSWER:
B
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Picture of one dog and three cats
MODERATOR:
絵を見て犬と猫の数を数えてください。ひらがなでこたえてください。
ANSWER:
いぬがいっぴきと、ねこがさんびきいます。
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Student arriving back home
MODERATOR:
When Japanese children come back home in the afternoon from school, what is
their mother likely to say? Write your answer in hiragana.
ANSWER:
おかえりなさい
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
Picture of someone swimming
MODERATOR:
Please listen carefully.
「山本くんは水泳部なので、学校のプールで練習しています。月曜日か
ら金曜日まで一日2000メートル泳ぎます。山本くんは一週間に何メート
ル泳ぎますか。」
ANSWER:
10000（メートル）
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
volunteer
MODERATOR:
This English word has become part of the Japanese vocabulary. How do the
Japanese write it? Write your answer in katakana.
ANSWER:
ボランティア
-----------------------------------------------------------------------------------------------------------------------------------------
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ON THE SCREEN:
色
MODERATOR:
In kanji, write the names of any three colors.
ANSWER:
Possible answers include: 黒白赤青
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
わたしのなまえは、田中さんです。
MODERATOR:
What is wrong with this sentence? Answer in English.
ANSWER:
You should not call yourself “san.”
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
気
MODERATOR:
Using the kanji on the screen, write an expression which means "be particular
about, worry about, bother about, be concerned about."
ANSWER:
気にする、気になる
----------------------------------------------------------------------------------------------------------------------------------------ON THE SCREEN:
番
MODERATOR:
How many strokes are in this kanji?
ANSWER:
12
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