最終プロジェクト：日本語で広がる世界Final Assessment: Your World Expands in Japanese
Chapter Objectives
By the end of this chapter, you will be able to:
- Introduce yourself and describe your identity, family, home, and daily life using integrated Volume I systems.
- Narrate a sequence of past events, including at least one experience with たことがあります, using connected sentences.
- Describe a person or thing with a short modifying clause and report what someone said using と with 言います or 思います.
- Ask for and give directions, make plans, and manage a simple health or service interaction in ordinary polite Japanese.
- Read and interpret practical mixed-script texts, including signs, schedules, messages, and short narratives, with appropriate furigana support.
- Write a connected multi-paragraph account that combines description, narration, comparison, and a closing message.
- Demonstrate control of hiragana, katakana, and the scheduled Volume I kanji in a cumulative reading and writing task.
- Reflect on your own progress across the volume and identify goals for Volume II.
Communication Scenario
Tom's exchange program is ending, and his school has asked him to prepare a short capstone presentation and a written portfolio piece called 「日本語で広がる世界」("My World Expands in Japanese") for a small farewell gathering with his host family, classmates, and teacher. He will introduce himself again as he did in Chapter 1, but now with a full year of experience behind him: his home and daily life, the town he came to know, his health and studies, the trip he took, how his understanding of Japan has changed, and the people he met and stayed in touch with. This final chapter does not introduce new grammar. Instead, it asks you to bring together everything from Units I through IV into one connected performance.
- This chapter reviews and integrates vocabulary, kanji, and grammar from Chapters 1 through 19.
- By the end of the chapter, you will complete a capstone performance task that includes a written portfolio piece, a spoken presentation, an interactive conversation, and a script and kanji check.
Cumulative Vocabulary Review
This chapter does not introduce new vocabulary. Instead, it reorganizes the vocabulary of Units I–IV around the four sections of your final project: identity and daily life, home and community, health and study, and travel and connection.
Unit I Review — Identity, Classroom, and Family
| Japanese | Reading | English meaning |
|---|---|---|
| 名前 | なまえ | name |
| 家族 | かぞく | family |
| 友だち | ともだち | friend |
| 〜語 | 〜ご | the ~ language |
| 学生 | がくせい | student |
Unit II Review — Home, Routine, Food, and Shopping
| Japanese | Reading | English meaning |
|---|---|---|
| 近所 | きんじょ | neighborhood |
| 毎日 | まいにち | every day |
| 食べ物 | たべもの | food |
| 買い物 | かいもの | shopping |
| 高い／安い | たかい／やすい | expensive / cheap |
Unit III Review — Town, Plans, Health, and Work
| Japanese | Reading | English meaning |
|---|---|---|
| 駅 | えき | station |
| 予定 | よてい | plan; schedule |
| 体調 | たいちょう | physical condition |
| 仕事 | しごと | work; job |
| 〜ことができます | 〜ことができます | can do ~ (ability) |
Unit IV Review — Past Events, Travel, and Connection
| Japanese | Reading | English meaning |
|---|---|---|
| 週末 | しゅうまつ | weekend |
| 旅行 | りょこう | travel; trip |
| 経験 | けいけん | experience |
| 物語 | ものがたり | story |
| 連絡します | れんらくします | to get in touch |
Before moving to the Writing Workshop, look back through Chapters 1–19 and add five more words of your own choosing to each of the four unit lists above. Choose words that you expect to use in your own capstone presentation and portfolio piece.
Script and Kanji Review
This chapter introduces no new kanji. It reviews hiragana, katakana, and a representative sample of scheduled kanji from across the volume, drawn from each unit's kanji sets.
Follow the furigana policy established across the volume: keep furigana on kanji still marked as developing rather than consolidated in the Furigana / Reading-Support Matrix, and keep furigana on names, rare readings, and any kanji outside this volume's schedule. Do not remove furigana from a word simply because you personally find it easy; follow the chapter-by-chapter schedule.
れんしゅう — Practice: Choose ten kanji from across the volume, one or two from each unit, and write each one three times from memory. Check your work against the chapter kanji grids in Chapters 1–19.
Pronunciation Review
A spoken presentation that lasts several sentences requires steady mora timing throughout, not only in short exchanges. Review these contrasts before your capstone presentation:
- Short versus long vowels, such as おばさん (aunt) versus おばあさん (grandmother)
- Single versus geminate consonants, such as きて (come, て-form) versus きって (stamp)
- Moraic ん held for a full mora, as in れんらく and けいけん
- Phrase-level rhythm and falling intonation at the end of connected statements, and rising intonation for questions
Practice reading your written portfolio piece aloud slowly at first, then at a natural conversational pace, paying attention to mora count rather than to English-style stress.
Grammar Review
This section reviews the major grammar systems of Volume I in the order you will likely use them in your capstone project: introducing yourself, describing daily life, narrating the past, comparing then and now, and closing with connection.
1. Identity and description (Units I–II)
Purpose: to introduce yourself and describe people, places, and routines.
- わたしはトムです。アメリカから来ました。I am Tom. I came from America.
- 毎日七時に起きて、朝ご飯を食べます。Every day I wake up at seven and eat breakfast.
- わたしの部屋は小さいですが、明るいです。My room is small, but it is bright.
2. Requests, plans, and community life (Unit III)
Purpose: to get around, make plans, and manage everyday needs.
- 駅までまっすぐ行ってください。Please go straight to the station.
- 週末、映画を見に行きませんか。Would you like to go see a movie this weekend?
- 頭が痛いので、薬を飲みました。Because I had a headache, I took medicine.
3. Past narration, comparison, and experience (Unit IV)
Purpose: to narrate past events and describe change over time.
- 先週、京都に行って、お寺を見ました。Last week I went to Kyoto and saw temples.
- 日本のお祭りに行ったことがあります。I have been to a festival in Japan.
- 一年前は日本語が話せませんでしたが、今は少し話せます。A year ago I could not speak Japanese, but now I can speak a little.
4. Description, quotation, and connection (Chapters 18–19)
Purpose: to describe people with a modifying clause, report speech, and connect sentences into a story.
- これはお世話になった家族と撮った写真です。This is a photo I took with the family who took care of me.
- 先生は「がんばりましたね」と言いました。My teacher said, "You worked hard."
- 日本語を勉強しました。それから、たくさんの友だちができました。I studied Japanese. After that, I made many friends.
Error: *京都に行きました。とても楽しかった。それから、写真を撮ります。
Correction: 京都に行きました。とても楽しかったです。それから、写真を撮りました。 — Keep one consistent style, usually polite です／ます style, across a connected written passage unless you are quoting someone or writing a private diary note.
Grammar Review Practice
- Write two sentences introducing yourself and your origin, using です and から来ました.
- Write two sentences describing your daily routine or your host family's neighborhood.
- Write two sentences narrating one specific past event, using plain or polite past forms.
- Write one sentence comparing something about "then" and "now," using 前は／今は or なる.
- Write one sentence with a short modifying clause and one sentence quoting something someone said to you.
Model Dialogue
Setting: At the farewell gathering, Tom's teacher asks him a few questions before his presentation.
ないようりかい — Comprehension questions:
- How does Tom describe his Japanese ability at the beginning of the year, compared to now?
- What does Tom name as his favorite memory, and why?
- What are Tom's plans for continuing with Japanese?
Guided Practice
タスク１ — Interview a partner. Ask a partner the same four questions the teacher asks Tom in the Model Dialogue, and note their answers.
タスク２ — Outline your own answers. Before the Writing Workshop, write brief notes in English answering the same four questions for yourself, based on your own experience learning Japanese this year.
Listening Practice
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud at a clear, moderate pace.
きくタスク — Yuki's message to Tom
トムさん、一年間、ありがとうございました。さいしょはあまり日本語が話せませんでしたが、今はとても上手になりましたね。おきなわのりょこうのはなしも、たのしかったです。これからも、れんらくしてくださいね。またあいましょう。
聞くタスク — Listening task: Note what Yuki thanks Tom for, how she describes his progress, what she mentions about his trip, and what she asks him to do. Compare your notes with a partner or check them against the passage.
Speaking Practice
コントロールされた練習 — Controlled practice: Quick answers
- 日本での生活はどうでしたか。
- いちばんいい思い出は何ですか。
- これから何をしたいですか。
コミュニケーションタスク — The capstone interview
With a partner, take turns interviewing each other about your year of studying Japanese, using the four questions from the Model Dialogue. Ask at least one follow-up question after each answer.
ひとりでもできる練習 — Solo practice: Presentation rehearsal
Record yourself giving a two- to three-minute spoken version of your capstone presentation, including a self-introduction, a description of your daily life or town, one narrated experience, and a closing statement about connection.
Reading Practice
Read the following short capstone portfolio model and program note, then answer the questions below.
日本語で広がる世界 — Tom's portfolio model
私はトムです。アメリカから来ました。一年間、この町で勉強しました。毎日近所を歩いて、いろいろな店や人に出会いました。夏、沖縄に旅行して、そこで親切な人に出会いました。その人は「また来てください」と言いました。一年前は日本語が全然できませんでしたが、今は友だちと日本語で話すことができます。これからも、日本の友だちと連絡します。
プログラム — Farewell gathering program note
今日のプログラム：三時から学生の発表があります。四時からお茶とお菓子があります。五時に終わります。
ないようりかい — Comprehension questions:
- According to Tom's portfolio passage, what did he do every day, and what happened during the summer?
- How does Tom compare his Japanese ability one year ago to now?
- According to the program note, what time do the student presentations begin, and what time does the event end?
Writing Workshop
In this workshop you will write your final capstone portfolio piece, connecting description, narration, comparison, and a closing message about staying connected.
- Review your notes. Look back at your answers from Guided Practice Task 2 and your five extra vocabulary words from each unit.
- Write an opening self-introduction, including your name and origin, as in Chapter 1.
- Write two or three sentences describing your daily life, home, or town, recycling material from Units I and II.
- Write three or four sentences narrating one specific memorable experience, using plain or polite past forms and, if appropriate, たことがあります.
- Write one sentence comparing "then" and "now," using 前は／今は or なる, to show how your Japanese or understanding has changed.
- Write one sentence with a short modifying clause describing a person or photo connected to your experience.
- Write one sentence quoting something someone said to you, using 「 」, と, and 言いました.
- Write a closing sentence about staying connected, such as a plan to keep in touch or to continue studying Japanese.
- Revise and check using the checklist below before finalizing your portfolio piece.
チェックリスト — Editing checklist:
- I introduced myself clearly and consistently in one style (usually polite です／ます).
- I described my daily life, home, or town using vocabulary from Units I–II.
- I narrated at least one specific past experience with accurate past forms.
- I compared "then" and "now" at least once.
- I used at least one short modifying clause and one quotation with と and 言いました.
- I closed with a sentence about staying connected or continuing to study.
- I used furigana correctly according to this volume's schedule and checked my kanji.
- I ended each sentence with 。 and used consistent script and punctuation throughout.
Culture and Communication
Many schools, host families, and community groups mark the end of a stay or a course with a small gathering, a card, a shared meal, or an exchange of messages. Expressions of thanks, mention of specific shared memories, and simple statements about staying in touch are common ways to close such a gathering, though exact customs vary by school, family, and region.
Your particular host family, neighborhood, school, and friends reflect one set of experiences in one place. Other learners studying in different regions or communities in Japan may describe different routines, foods, dialect features, or customs. Volume II will continue to widen this picture with more regional and community variation.
A farewell presentation to teachers, host families, and classmates in a somewhat formal setting calls for the ordinary polite です／ます style you have used throughout this volume, rather than the plain forms you have learned to recognize. Save plain-form practice for informal writing, private notes, or conversations with close friends, as your future volumes will clarify further.
Common Mistakes to Avoid
Error: *京都に行きました。お寺を見ました。買い物をしました。
Correction: 京都に行って、お寺を見ました。それから、買い物をしました。 — Use て-form linking or discourse connectors such as それから to connect events into one account rather than presenting a flat list of separate sentences.
Error: *わたしは、わたしの先生に、わたしの経験について話しました。
Correction: 先生に自分の経験について話しました。 — Once the topic is established, omit repeated instances of わたし where the subject remains clear from context, and avoid あなた toward your teacher or host family; use their title or name instead.
Error: Guessing a reading for a name or place not covered in this volume and writing it without furigana.
Correction: Keep furigana on any name, place, or kanji outside this volume's schedule, and check unfamiliar readings with your instructor or a reliable dictionary rather than guessing.
Chapter Review
Section A — ごい (Vocabulary)
1. Give at least three vocabulary items from each of the four units of this volume (twelve items total).
Section B — もじ (Script)
1. Write ten kanji from across the volume from memory, with their readings, choosing at least two from each unit.
Section C — ぶんぽう (Grammar)
1. Write a self-introduction of two or three sentences.
2. Write three connected sentences narrating a past event.
3. Write one sentence comparing "then" and "now."
4. Write one sentence with a short modifying clause and one sentence quoting speech with と and 言いました.
Section D — どっかいりかい (Reading comprehension)
1. Look again at Tom's portfolio model in the Reading Practice section. Write three sentences summarizing his year in your own words.
Section E — かくこと (Writing)
1. Complete your final capstone portfolio piece, following the Writing Workshop steps.
Section F — はなすこと (Speaking)
1. With a partner or instructor, give your capstone presentation aloud and answer at least two follow-up questions.
Final Capstone Performance Task
さいしゅうパフォーマンスタスク
日本語で広がる世界 — Your world expands in Japanese
This capstone project draws on every unit of Volume I. Complete all four components below.
- Written portfolio piece: Write a connected passage of at least twelve sentences that includes a self-introduction, a description of your daily life or town, a narrated past experience, a comparison of "then" and "now," a short modifying clause, a quotation with と and 言いました, and a closing statement about staying connected.
- Spoken presentation: Present a spoken version of your portfolio piece to a partner, instructor, or small group, lasting approximately two to three minutes, adding at least one detail not included in your written work.
- Interactive conversation: Answer at least three follow-up questions about your presentation, and ask a partner at least two questions about their own year of study.
- Script and kanji check: Hand-write ten kanji from across the volume from memory, read aloud a short passage furnished by your instructor, and correctly identify at least one example each of hiragana, katakana, and kanji with furigana in a text you have not seen before.
Assessment focus: accurate and connected use of identity, description, and daily-life language; accurate past narration and comparison; correct formation of a short modifying clause and quotation with と; recognizable control of core particles, predicate forms, and counters from across the volume; accurate hiragana, katakana, and scheduled kanji, with furigana used appropriately; comprehensible pronunciation with attention to mora timing, vowel and consonant length, and phrase rhythm; consistent polite register appropriate to a semi-formal presentation; and an organized, connected account rather than a list of isolated sentences.
Answer Key
Grammar Review Practice
1. Model: わたしはトムです。アメリカから来ました。 2. Model: 毎日、近所を歩きます。ホストファミリーの家は駅の近くです。 3. Model: 夏休みに京都に行きました。お寺を見て、写真を撮りました。とても楽しかったです。 4. Model: 一年前は日本語が話せませんでしたが、今は少し話せます。 5. Model: これは京都で撮った写真です。友だちは「きれいですね」と言いました。
Model Dialogue — Comprehension
- At the beginning of the year Tom could not do Japanese at all; now he can speak Japanese every day.
- His favorite memory is his trip to Okinawa, because the person he met there talked with him about many things and was very kind.
- Tom plans to stay in touch with his friends in Japan and hopes to come back to Japan again next year.
Listening task — Model summary
Yuki thanks Tom for the past year. She says his Japanese has become very skillful compared to the beginning, when he could not speak much. She also says she enjoyed hearing about his trip to Okinawa, and she asks him to stay in touch and says they should meet again.
Reading — Comprehension
- Tom walked around the neighborhood every day and met various shops and people; during the summer he traveled to Okinawa and met a kind person.
- A year ago he could not do Japanese at all, but now he can speak Japanese with friends.
- Student presentations begin at 3:00, and the event ends at 5:00.
Chapter Review — Section A and B
Open-ended; check against the cumulative vocabulary tables and kanji grids above, and against the individual chapter tables and kanji grids in Chapters 1–19.
Chapter Review — Section C
Open-ended; models follow the patterns shown in the Grammar Review section above.
Chapter Review — Section D
Model answer: トムさんは毎日近所を歩いて、いろいろな人に出会いました。夏に沖縄に旅行して、親切な人に出会いました。一年前より、今のほうが日本語が上手になりました。 (Other accurate answers accepted.)
Chapter Review — Section E and F, and Final Capstone Performance Task
These are open-ended production tasks. Evaluate written work against the Writing Workshop checklist above, and evaluate the spoken presentation, interactive conversation, and script and kanji check against the assessment focus listed under the Final Capstone Performance Task.
Looking Ahead
いまできること — What you can do now
You can introduce yourself and describe your daily life, narrate connected past events, compare "then" and "now," describe people and things with short modifying clauses, report speech, and write and speak a connected multi-sentence account in ordinary polite Japanese, supported by hiragana, katakana, and the scheduled Volume I kanji.