復習３：つながった説明Unit III Assessment
Chapter Objectives
By the end of this chapter, you will be able to:
- Report on a project's progress and assign or accept tasks, using patterns from Chapter 11.
- Understand the main idea of a short news item or media post and respond to it appropriately, using patterns from Chapter 12.
- State an opinion with a supporting reason, and agree or disagree politely, using patterns from Chapter 13.
- Explain a process in order, describe a general result, a special case, and a purpose, using patterns from Chapter 14.
- Combine reporting, opinion, and explanation into one connected spoken or written text.
- Demonstrate control of Unit III vocabulary, kanji, and furigana reduction expectations.
- Complete an integrated listening, reading, writing, and speaking assessment covering Chapters 11 through 14.
Communication Scenario
The community event that Emma and Yuki have been organizing since Chapter 11 is now one week away. The volunteer team meets to check progress, share a short news item about a related event in the area, discuss opinions about a last-minute change, and finalize instructions for the day. This chapter brings together everything from Unit III: reporting on a project, responding to media, giving supported opinions, and explaining a process clearly. You will use all four systems together, the way real communication actually combines them, and demonstrate what you can do with Volume II's Unit III language.
- The team reports on what has been done and what is still 「ところです」 or still needs to be finished.
- Someone mentions a short news item about a similar local event, and the team responds with an opinion.
- The team finalizes step-by-step instructions for volunteers on the day of the event.
Vocabulary Review
The following table reviews key vocabulary from Chapters 11 through 14: projects and teamwork, news and media, opinions, and process explanation. All items are productive at this stage.
| Japanese | Reading | English meaning | Chapter |
|---|---|---|---|
| 担当 | たんとう | charge; being in charge of something | 11 |
| 進む | すすむ | to progress; to move forward | 11 |
| 締め切り | しめきり | deadline | 11 |
| 記事 | きじ | article; news item | 12 |
| 情報 | じょうほう | information | 12 |
| 意見 | いけん | opinion | 13 |
| 理由 | りゆう | reason | 13 |
| 賛成する | さんせいする | to agree | 13 |
| 方法 | ほうほう | method; way of doing something | 14 |
| 場合 | ばあい | case; situation; occasion | 14 |
| 目的 | もくてき | purpose; goal | 14 |
This table samples Unit III vocabulary rather than repeating every item from Chapters 11 through 14. Review your Chapter 11–14 vocabulary lists directly for full coverage before the performance task.
れんしゅう — Practice: Choose five words from the table above and use each one in a full sentence that also uses at least one grammar pattern from Chapters 11 through 14.
Script and Kanji Review
This chapter assesses the kanji introduced across Unit III. Chapter 14 kanji, including 方法, 場合, 結果, and 押, keep furigana in this chapter's texts, since they are still new. Chapter 13 kanji such as 意見 and 理由 appear with reduced furigana, shown only at first mention. Chapter 11 and 12 kanji, such as 担当 and 記事, appear without furigana in this chapter, following the reduction schedule established across the unit.
A single Unit III paragraph may now contain kanji at three different support levels at once: brand-new Chapter 14 kanji with furigana, Chapter 13 kanji with reduced furigana shown only once, and Chapter 11–12 kanji with no furigana at all. This layering is intentional and mirrors how real Japanese texts mix familiar and newer vocabulary. Use context, word shape, and the furigana that is provided to read smoothly rather than expecting every kanji to carry the same support.
れんしゅう — Practice: Write each of the eight kanji above once from memory, and identify which chapter introduced each one, based on this chapter's furigana pattern.
Pronunciation Review
Review the following contrasts using vocabulary from Chapters 11 through 14:
- 結果 (けっか) and 記事 (きじ): keep the geminate っ in 結果 distinct from an ordinary short vowel sequence.
- 担当 (たんとう) and 賛成する (さんせいする): keep moraic ん as its own timing unit before the following consonant.
- 情報 (じょうほう): a long vowel in both the first and third syllables; do not shorten either one.
Practice reading the Model Dialogue below aloud, paying attention to phrase-level rhythm across longer, connected sentences rather than isolated words.
Grammar Review
This chapter reviews and integrates the grammar systems introduced across Unit III: task and progress reporting (Chapter 11), hearsay and source labeling (Chapter 12), opinion and reason (Chapter 13), and process explanation (Chapter 14).
1. Reporting progress — ところです／までに／ので
Purpose: to state what stage a task has reached and why.
- 今、チラシを作っているところです。Right now, I'm in the middle of making the flyers.
- 金曜日までに終わらせなければなりません。I have to finish it by Friday.
- 時間がないので、手伝ってもらえますか。Since there isn't much time, could you help me?
2. Responding to media — hearsay そうです／について
Purpose: to relay information from a source and to specify what a piece of information is about.
- その記事によると、来月も似たイベントがあるそうです。According to that article, I hear there is a similar event next month too.
- そのイベントについて、もっと知りたいです。I want to know more about that event.
Hearsay そうです attributes information to a source rather than the speaker's direct experience; always be ready to name where the information came from, as in 記事によると (according to the article) or 友達によると (according to a friend).
3. Giving opinions — と思います／から・ので／かもしれません
Purpose: to state a personal opinion, support it with a reason, and soften a guess when appropriate.
- 私はその日にした方がいいと思います。理由は、天気がいいからです。I think it would be better to do it on that day. The reason is that the weather is good.
- その方法は少し難しいかもしれません。That method might be a little difficult.
4. Explaining a process — まず／次に／最後に、procedural と、場合、ために／ように
Purpose: to sequence steps, describe automatic results, note special cases, and state purposes.
- まず、受付で名前を書きます。次に、席を選んで座ります。First, write your name at the reception desk. Next, choose a seat and sit down.
- 雨の場合は、イベントは室内になります。In the case of rain, the event will be indoors.
- みんなが楽しめるように、いろいろな活動を用意しました。So that everyone can enjoy it, we prepared various activities.
Grammar Practice
- Write one sentence reporting on a task's progress, using ところです or ので.
- Write one sentence relaying information from a source, using そうです or について.
- Write one opinion sentence with a supporting reason, using と思います and から or ので.
- Write three sentences explaining a short process, using まず、次に、最後に、and one instance of 場合は or ように.
- Combine your sentences from items 1 through 4 into one connected paragraph, following the Building Block pattern.
Model Dialogue
Setting: The volunteer team, including Emma, Yuki, and a new volunteer, サトウさん, meets one week before the event.
ないようりかい — Comprehension questions:
- What stage has Emma reached with the invitations, and by when will she finish?
- What did Satō learn from a news article?
- What are the three steps in the day-of procedure that Emma describes, and what should Satō do if he does not understand something?
Guided Practice
タスク１ — Report progress. Write two sentences reporting on the progress of an imagined project, using ところです and ので or までに.
タスク２ — Respond to a news item. Write one sentence relaying information using そうです, and one opinion sentence responding to it with と思います and a reason.
タスク３ — Explain a short process. Write three to four sentences explaining a short procedure related to your imagined project, using まず、次に、最後に, and at least one of 場合は or ように.
タスク４ — Combine. Combine your sentences from Tasks 1 through 3 into one connected paragraph, in the order of the Building Block pattern from the Grammar Review section.
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 — A team update
今、会場の準備をしているところです。友達の記事によると、来月も近くで似たイベントがあるそうです。私はこのイベントも成功すると思います。理由は、みんなが早くから準備をしているからです。当日は、まず受付で名前を確認して、次に席を案内します。分からない場合は、スタッフに聞いてください。最後に、みんなが楽しめるように、いろいろな活動を用意しました。
聞くタスク — Listening task: Identify the current stage of preparation, the speaker's opinion and reason, and the three steps in the day-of procedure.
This script combines all four Unit III systems in one connected passage, as expected on the Practical Performance Task.
Speaking Practice
コントロールされた練習 — Controlled practice: Quick answers
- 今、何をしているところですか。
- その記事によると、何がありましたか。
- あなたはこのイベントが成功すると思いますか。理由も言ってください。
コミュニケーションタスク — Team meeting role-play
In a group of three, take the roles of Emma, Yuki, and a new volunteer. Report on a task's progress, mention a piece of news, share an opinion with a reason, and explain a short procedure for the day of the event, using at least one pattern from each of Chapters 11 through 14.
ひとりでもできる練習 — Solo practice: Recorded team update
Record yourself giving a two- to three-minute team update covering progress, a piece of news, an opinion with a reason, and step-by-step instructions. Listen back and check your use of gemination, moraic ん, and long vowels, along with the accuracy of the four grammar systems.
Reading Practice
Read the following short notice, then answer the questions below.
地域イベントのお知らせ — Notice about the community event
来週の日曜日、公園でボランティアの方法を紹介するイベントを行います。地域の記事によると、去年も似たイベントがあり、たくさんの人が参加したそうです。私たちはこのイベントも成功すると思います。理由は、参加者がすでに五十人以上いるからです。当日は、まず受付で名前を確認します。次に、席を案内します。分からない場合は、担当のスタッフに聞いてください。最後に、みんなが楽しめるように、いろいろな活動を用意しています。
Notice that 記事 and 担当, from Chapters 12 and 11, appear without furigana here, while 場合 and 方法, from Chapter 14, keep furigana, matching this chapter's furigana schedule.
ないようりかい — Comprehension questions:
- What happened at a similar event last year, according to the notice?
- Why does the writer think this year's event will be a success?
- What should a participant do if they don't understand something on the day of the event?
Writing Workshop
In this workshop you will write a short connected update that combines all four Unit III systems, following the Building Block pattern from the Grammar Review section.
- Report on progress for an imagined project, using ところです or ので.
- Mention a piece of information from a source, using そうです or について.
- Give your opinion with a reason, using と思います and から or ので.
- Explain the steps of a related process, using まず、次に、最後に, and at least one of 場合は or ために／ように.
- Check your writing by reading it aloud in order, checking that each part connects naturally to the next.
- Revise and check using the checklist below before finalizing your text.
チェックリスト — Editing checklist:
- My text reports progress using ところです or ので.
- My text relays a piece of information using そうです or について.
- My text gives an opinion with a reason using と思います and から or ので.
- My text explains a process using まず／次に／最後に and at least one 場合は or ために／ように sentence.
- I kept furigana on Chapter 14 kanji, reduced furigana on Chapter 13 kanji, and removed furigana on Chapter 11–12 kanji, following the reduction schedule.
- I ended each sentence with 。 and used consistent script and punctuation.
Culture and Communication
Community organizations in Japan, like similar organizations in many countries, often coordinate volunteers through a combination of spoken updates at meetings and short written notices posted for reference. Combining a spoken team update with a written notice, as this chapter's dialogue and reading passage do, reflects a common practical pattern for keeping a volunteer team informed, though exact practices vary by organization, region, and the size of the event.
Local news sources and community bulletins vary widely by region and neighborhood in Japan, just as they do elsewhere. The pattern of citing a source with によると, as practiced in this chapter, is broadly useful across regions and registers, but the actual content, tone, and level of detail of local news can differ significantly from one community to another.
The Model Dialogue in this chapter moves between reporting, responding to news, giving an opinion, and giving instructions, all within one polite team conversation. This kind of register consistency, staying in polite です／ます style throughout a single conversation with colleagues, is a common and appropriate choice in many workplace and volunteer settings, even as the communicative function of each sentence changes.
Common Mistakes to Avoid
Error: *去年も同じイベントがありました。 stated as direct personal knowledge, when the information actually came from an article.
Correction: 記事によると、去年も同じイベントがあったそうです。 — attribute information from a source using によると and そうです rather than presenting it as your own firsthand experience.
Error: *このイベントは成功すると思います。 left as a bare opinion with no supporting reason, in a context that calls for one.
Correction: このイベントは成功すると思います。理由は、参加者がもう五十人以上いるからです。 — Chapter 13's pattern of supporting an opinion with 理由は〜からです remains expected whenever an opinion is presented for discussion.
Error: *受付で名前を確認します。席を案内します。片づけを手伝います。 presenting three steps with no sequencing words connecting them.
Correction: まず、受付で名前を確認します。次に、席を案内します。最後に、片づけを手伝います。 — as in Chapter 14, まず、次に、and 最後に keep a multi-step explanation clear for a listener or reader encountering it for the first time.
Chapter Review
Section A — ごい (Vocabulary)
1. Use 担当, 記事, 意見, and 方法 each in one sentence.
Section B — もじ (Script)
1. Write 担当, 記事, 意見, 理由, 方法, and 場合 from memory, and identify which chapter introduced each one based on this chapter's furigana pattern.
Section C — ぶんぽう (Grammar)
1. Write one sentence reporting progress, using ところです or ので.
2. Write one sentence relaying information from a source, using そうです or について.
3. Write one opinion sentence with a reason, using と思います and から or ので.
4. Write three sentences explaining a process, using まず、次に、最後に, and at least one of 場合は or ために／ように.
5. Explain, in your own words, why hearsay そうです is not the same as stating something as your own firsthand experience.
Section D — どっかいりかい (Reading comprehension)
1. Look again at the community event notice in the Reading Practice section. Write two sentences summarizing it in your own words.
Section E — かくこと (Writing)
1. Complete your own connected update, following the Writing Workshop steps.
Section F — はなすこと (Speaking)
1. With a partner or instructor, give a team update combining reporting, news response, opinion, and process explanation.
Unit III Performance Task
パフォーマンスタスク
つながった説明 — An integrated team update
Imagine you are coordinating a project, event, or activity of your choice. Complete all four components below, combining every system practiced in Unit III.
- Written update: Write a connected update of at least eight sentences that reports on progress (ところです／ので), mentions a piece of information from a source (そうです／について), gives an opinion with a reason (と思います／から), and explains a short procedure (まず／次に／最後に、場合は、ために／ように), following the Building Block pattern from the Grammar Review section.
- Spoken update: With a partner, instructor, or recording, present the same update aloud as though speaking to your team.
- Listening check: Listen to a partner's or instructor's update on a different project and correctly identify its progress report, source-based information, opinion and reason, and procedure steps.
- Reading check: Read a short notice provided by your instructor or partner and summarize its main points in your own words.
Assessment focus: accurate and natural integration of Chapter 11–14 grammar; correct kanji recognition with appropriate furigana at each chapter's reduction level; clear step order and source attribution; and comprehensible pronunciation with attention to mora, gemination, and phrase rhythm across a longer connected text.
Answer Key
Grammar Practice
1. Model: 今、資料を準備しているところです。時間がないので、急いでいます。 2. Model: 友達の話によると、来週も会議があるそうです。 3. Model: 私はこの方法がいいと思います。理由は、簡単だからです。 4. Model: まず、資料を印刷します。次に、みんなに配ります。分からない場合は、私に聞いてください。最後に、意見を集めます。 5. Open-ended; check that the explanation notes hearsay そうです marks information from another source, while direct experience does not require そうです.
Model Dialogue — Comprehension
- Emma is currently writing the invitations and will finish all of them by Friday.
- Satō learned from a news article that a similar event will happen at a nearby park next month.
- The three steps are: confirm names at reception, guide people to their seats, and help with cleanup at the end; if Satō does not understand something, he should ask Emma or Yuki at any time.
Listening task — Model summary
The speaker is currently preparing the venue. According to a friend's article, a similar event will happen nearby next month. The speaker thinks the event will succeed because everyone has been preparing early. The steps for the day are: confirm names at reception, guide people to seats, and, at the end, offer various activities so everyone can enjoy themselves; anyone confused should ask staff.
Reading — Comprehension
- According to the notice, a similar event happened last year and many people attended.
- The writer thinks this year's event will succeed because there are already more than fifty participants.
- If a participant does not understand something, they should ask the staff member in charge.
Chapter Review — Section A and B
Open-ended; check against the Vocabulary Review and Script and Kanji Review sections above.
Chapter Review — Section C
Open-ended; models follow the patterns shown in the Grammar Review section above. For item 5, a correct explanation notes that そうです marks information relayed from someone else's report or a written source, while a speaker's own firsthand experience is stated directly without そうです.
Chapter Review — Section D
Model answer: 来週の日曜日、公園でボランティアの方法を紹介するイベントがあります。去年も似たイベントがあって、たくさんの人が来たそうです。 (Other accurate answers accepted.)
Chapter Review — Section E and F, and Unit III Performance Task
These are open-ended production tasks. Evaluate written work against the Writing Workshop checklist above, and evaluate the spoken update, listening check, and reading check against the assessment focus listed under the Unit III Performance Task.
Looking Ahead
いまできること — What you can do now
You can report on a project's progress, understand and respond to a short news item or piece of media, give an opinion with a supporting reason, and explain a process step by step, describing purposes, general results, and special cases. You can combine all four of these systems into one connected update, spoken or written, and you can read and listen to mixed-script texts that use kanji at several different furigana support levels at once.