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1 2015 ILLINOIS JAPAN BOWL PROCEDURES AND STUDY GUIDE Sponsored by the Japan America Society of Chicago 1 North LaSalle Street, Suite 2475 Chicago, Illinois TEL FAX kono@jaschicago.org 1

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3 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 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, For more information or to register, contact Erica Kono at , extension 25 or via at kono@jaschicago.org 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 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, 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. 3

4 SCHEDULE Time Description Location 8:00 AM Door opens for event staff; set-up begins 10:00 AM Team registration starts 10:30 AM Opening Ceremony Auditorium 11:00 AM Teams move to the competition room and take their seats Class room 11:15 AM Competition round - 50 questions (30 seconds for each question to Class room be read, 30 questions to answer) 12:15 PM Lunch 1:30 PM Cultural program Auditorium 2:30 PM Closing Ceremony 3:00 PM Event concludes; clean up begins for staff clean up 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. 4

5 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, Applications should be submitted to Erika Kono at the Japan America Society of Chicago, either by fax ( ) or by (kono@jaschicago.org). 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 kono@jaschicago.org. 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 . If you have not received confirmation by February 10, please contact Erika Kono at kono@jaschicago.org. ONSITE REGISTION 5

6 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. 6

7 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. 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 7

8 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. 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. T- shirts 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. 8

9 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) Year 2 (2015) Year 3 (2016) Medieval/Feudal Era Edo/Tokugawa Era (1603- ( ): wellknown 1868): well-known events, people, events, people, and and terms terms 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 Visual Arts, including painting and prints, sculpture, ceramics, handicrafts, ikebana, and architecture Nature and the environment, flora and fauna, agriculture and fisheries Festivals, holidays, seasonal events, celebrations Everyday Japanese popular culture, with a focus on youth culture, including anime, manga, pop music, etc. The Modern Era (1868- present): well-known events, people, and Literary Arts, including famous authors and novels; literary forms, children's folk tales Japan's economy and industry, including famous companies, transportation, work life, and demographics Food, drink, clothing, housing, things in and around Japanese homes 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 9

10 Non-Language Topics and Categories: Three-Year Cycle Year 1 (2014) Year 2 (2015) Year 3 (2016) 歴 史 鎌 倉 / 室 町 / 安 土 桃 山 時 代 : 期 間 / 人 物 / 出 来 事 など 江 戸 時 代 : 期 間 / 人 物 / 出 来 事 など 明 治 大 正 昭 和 平 成 時 代 : 期 間 / 人 物 / 出 来 事 など 芸 術 と 文 化 ( 伝 統 的 および 現 代 的 ) 舞 台 芸 術 歌 舞 伎 文 楽 能 狂 言 劇 場 演 劇 古 典 音 楽 茶 道 を 含 む 地 理 と 経 済 地 形 地 域 主 要 な 島 地 域 都 市 山 海 川 など 日 常 生 活 と 社 会 儀 式 や 祭 式 ( 誕 生 入 学 結 婚 葬 式 な ど) 宗 教 日 常 のマ ナーと 挨 拶 身 振 り ジェスチャー 視 覚 芸 術 絵 画 出 版 物 彫 刻 陶 磁 器 工 芸 生 け 花 建 築 を 含 む 自 然 環 境 動 植 物 農 業 漁 業 祭 祝 祭 日 年 中 行 事 祭 式 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 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 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 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 ( Another good source of information on Japan is Nipponia Magazine, which is available online at Daily reports on current events in Japan can be found at 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 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) 10

11 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 六 七 八 九 十 百 千 先 昨 週 年 今 毎 何 時 間 午 前 後 女 父 母 子 家 族 自 姉 兄 妹 弟 友 書 見 言 休 行 来 出 入 口 会 外 国 名 止 正 立 私 彼 英 代 広 明 万 円 日 月 火 水 木 金 土 曜 分 半 回 末 上 下 左 右 人 男 本 語 学 校 小 中 大 走 生 話 駅 山 川 島 花 草 米 田 文 空 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 肉 南 北 東 西 所 帰 海 村 心 持 思 元 病 強 弱 同 売 買 衣 食 住 活 品 物 着 飲 料 理 歌 絵 芸 術 院 読 牛 和 々 起 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 11

12 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 田 中 Kimura 田 中 Yamada 山 田 Hayashi 山 田 Yamaguchi 山 口 Honda 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 高 橋 Kobayashi 小 林 Yamamoto 山 本 Yoshida 吉 田 Matsumoto 松 本 Matsushita 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 東 京 Yokohama 横 浜 Kyoto 京 都 Nagoya 名 古 屋 Osaka 大 阪 Major Islands of Japan Honshu 本 州 Hokkaido 北 海 道 Kyushu 九 州 Okinawa 沖 縄 Shikoku 四 国 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 福 岡 Hiroshima 広 島 Sapporo 札 幌 Sendai 仙 台 Regions of Japan Kanto 関 東 Chubu 中 部 Kansai 関 西 Chugoku 中 国 Tohoku 東 北 Katakana Teams will be asked to give the English equivalent of Japanese words written in katakana. Here are some examples: 12

13 アルバイト Part-time work チャンネル Channel ウィンカー Turn signal ボタン Button or peony メキシコ Mexico Students also will be expected to write some English words in katakana, as the Japanese commonly use and write them. Here are some examples: France フランス Germany ドイツ Television テレビ Taxi 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 Expressions using the names of parts of the human body, such as me 目 め, te 手 て, etc. Language of feelings: expressions using ki 気 き and kokoro 心 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 13

14 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 にこにこ ざあざあ ぐうぐう のろのろ がたがた よれよれ 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 14

15 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

16 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: Picture of something wrapped in a furoshiki. MODERATOR: The Japanese often wrap gifts in a square cloth, like this. What is the name of this cloth? Write your answer in hiragana. 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. 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. 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. 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. ひなまつり or もものせっく 16

17 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: 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 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 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? 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 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. おかえりなさい ON THE SCREEN: MODERATOR: Picture of someone swimming 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 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. ボランティア 17

18 ON THE SCREEN: 色 MODERATOR: In kanji, write the names of any three colors. 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. 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." 気 にする 気 になる ON THE SCREEN: 番 MODERATOR: How many strokes are in this kanji? 12 18