発表するPresenting Information
Chapter Objectives
By the end of this chapter, you will be able to:
- Organize a short oral presentation into an opening, body, and closing using standard presentation transitions.
- Introduce a chart, survey result, or set of numbers clearly enough for listeners to follow without seeing the visual in detail.
- Cite a survey, report, or source in simple terms appropriate to a classroom or community presentation.
- Compare two or more results or options using previously learned comparison patterns.
- State a result or conclusion clearly, distinguishing it from supporting detail.
- Respond to a listener's question during or after a presentation.
- Complete listening, speaking, reading, and writing tasks built around a short presentation.
Communication Scenario
After summarizing the recycling article for the community center newsletter, Emma has been asked to present a short update at the next volunteer meeting. She has a simple survey of how many households in the neighborhood have started using the new sorting method, and she wants to explain the results clearly, compare this month's numbers with last month's, and be ready to answer questions from volunteers. This chapter's Practical Performance Task asks you to plan, organize, and deliver a short presentation of your own, using a simple visual or set of numbers.
- The presenter opens by stating the topic and purpose of the presentation.
- The presenter introduces a chart, survey, or set of numbers using clear presentation language.
- The presenter compares results and states a conclusion.
- The presenter closes the presentation and responds to listener questions.
Core Vocabulary
This chapter's vocabulary supports presenting charts, survey results, local issues, learning reports, and small projects to a classroom or community audience.
| Japanese | Reading | English meaning |
|---|---|---|
| 発表 | はっぴょう | presentation; announcement |
| 研究 | けんきゅう | research; study |
| 調査 | ちょうさ | survey; investigation |
| 結果 | けっか | result |
| グラフ | グラフ | graph; chart |
| 割合 | わりあい | proportion; rate |
| 比べる | くらべる | to compare |
| 質問 | しつもん | question |
| 回答 | かいとう | response; answer |
| 以上 | いじょう | that is all (closing a report); the above |
These items recur in the model dialogue, reading passage, and assessment tasks below, combined with this chapter's presentation and citation grammar.
れんしゅう — Practice: Choose four words from the table above and write one sentence for each describing a presentation you might give at school, work, or a community meeting.
Script and Kanji Focus
This chapter introduces kanji for presentation, research, survey, and result. Furigana continues to be reduced, following the Furigana / Reading-Support Matrix; it remains available for names and any unscheduled readings.
Presentation slides and handouts often use short noun phrases and numbers rather than full sentences, similar in some ways to the headline style you practiced in Chapter 11. When you see a slide with just 調査結果 or 参加者の割合, expand it mentally into a full sentence before speaking, just as you expanded headlines.
Kanji from this chapter and Chapter 11, such as 調査, 結果, and 報道, often appear together in the same presentation or report, so continue to recycle earlier readings rather than treating each chapter's kanji as separate from the last.
れんしゅう — Practice: Write the readings for 発表, 研究, 調査, and 結果 from memory. Then write one sentence using 調査 together with 結果.
Pronunciation and Listening Focus
A clear oral presentation groups words by phrase, pauses briefly at each transition word, and slightly emphasizes the number or result being reported. Unlike ordinary conversation, a short pause after words such as まず, 次に, and 以上です helps listeners follow the structure of the talk.
- まず、調査の目的についてお話しします。 (まず、ちょうさのもくてきについておはなしします。): pause briefly after まず.
- 以上です。ご質問はありますか。: keep 以上です as one phrase group, then pause before inviting questions.
Practice reading the Reading Assessment passage aloud as if giving the presentation yourself, pausing at each transition word and slightly emphasizing the reported numbers.
Grammar: Presentation Structure and Citation
This chapter authorizes presentation transitions, simple source citation, comparison using previously learned patterns, result language, and Q&A response, building on the source-marking and attribution systems developed in Chapter 11.
Presentation transitions
Purpose: to signal the structure of a presentation so listeners can follow the opening, body, and closing without seeing a written outline.
- それでは、発表を始めます。Now then, I will begin the presentation.それでは opens a formal presentation
- まず、調査の目的についてお話しします。次に、結果をご紹介します。最後に、まとめをお伝えします。First, I will talk about the purpose of the survey. Next, I will introduce the results. Finally, I will share a summary.まず / 次に / 最後に mark opening, body, and closing
- 以上です。That is all. (closing a report or presentation)formulaic closing phrase
Introducing a chart or number simply
Purpose: to describe a chart, survey, or set of numbers clearly enough for a listener who cannot see the visual.
- このグラフは、参加者の割合を表しています。This graph shows the proportion of participants.このグラフは〜を表しています as a description frame
- 調査によると、住民の約六十パーセントが新しい分別に協力しています。According to the survey, about sixty percent of residents are cooperating with the new sorting method.によると (from Ch. 11) marking the survey as source
Comparison and result language
Purpose: to compare two results and state a conclusion clearly, using comparison patterns already active from earlier volumes.
- 先月より今月のほうが、参加者が多いです。Compared to last month, this month has more participants.〜より〜のほうが comparison, already active
- この調査の結果、参加者が増えていることが分かりました。As a result of this survey, it became clear that the number of participants is increasing.〜の結果 introducing a stated conclusion
Simple source citation
Purpose: to tell listeners where information comes from, without using specialized academic citation conventions.
- この調査は、先月、ボランティアが行いました。This survey was conducted last month by the volunteers.simple statement of who conducted the source
- 市の発表によると、来月から新しい分別が始まります。According to the city's announcement, new sorting rules will begin next month.によると, recycled directly from Chapter 11
Responding to a question (Q&A)
Purpose: to respond politely and clearly to a listener's question during or after a presentation.
- ご質問ありがとうございます。Thank you for your question.formulaic Q&A opener
- その点については、来月また調査する予定です。Regarding that point, we plan to survey again next month.その点については as a formal way to acknowledge a question before answering
Grammar Practice
- Arrange まず, 次に, and 最後に into a short three-step outline for a presentation about your own weekly schedule.
- Complete このグラフは＿＿＿＿＿を表しています。 with a result of your choice.
- Rewrite 参加者が増えました。（先月より今月） as a comparison sentence using 〜より〜のほうが.
- Write one sentence stating who conducted a survey, following the pattern of この調査は、先月、ボランティアが行いました。
- Write a short Q&A exchange: one question about a chart or survey, and one polite response using ご質問ありがとうございます and その点については.
Model Dialogue
Setting: Emma rehearses her volunteer-meeting presentation with her supervisor, 田中さん, before delivering it.
ないようりかい — Comprehension questions:
- What three transition words does Emma use to organize her presentation?
- Who conducted the survey Emma is presenting?
- How does Emma respond when 田中さん asks a practice question?
Guided Practice
タスク１ — Outline building. Given a short topic, write a three-part outline using まず, 次に, and 最後に.
タスク２ — Chart description. Given a simple chart or set of numbers provided by your instructor or partner, describe it aloud using このグラフは〜を表しています or a similar frame.
タスク３ — Comparison sentences. Given two related numbers (for example, last month and this month), write one comparison sentence using 〜より〜のほうが.
タスク４ — Citation practice. Write two sentences stating the source of a piece of information: one using この調査は〜が行いました, and one using によると.
タスク５ — Building a short presentation. Using the Building Block pattern from the Grammar section, write a short presentation script that includes an opening, a purpose statement, a source, a comparison or result, and a closing.
Listening Practice
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud at a clear, moderate pace, as if giving a presentation.
きくタスク — A short presentation opening
それでは、発表を始めます。まず、調査の目的についてお話しします。この調査は、先月、ボランティアが行いました。次に、結果をご紹介します。調査によると、住民の約六十パーセントが新しい分別に協力しています。先月より今月のほうが、参加者が多いです。最後に、まとめをお伝えします。この調査の結果、参加者が増えていることが分かりました。以上です。
聞くタスク — Listening task: Identify (1) the topic and purpose of the survey, (2) who conducted the survey and when, (3) the reported percentage of residents cooperating with the new sorting method, (4) the comparison made between last month and this month, and (5) the presenter's stated conclusion.
This script combines presentation transitions, simple source citation, comparison, and result language, assessing this chapter's listening comprehension cumulatively with Chapter 11's attribution systems.
Speaking Practice
コントロールされた練習 — Controlled practice: Quick transformation prompts
- 「参加者が増えました。（先月より今月）」を、比べる文にしてください。
- 「このグラフは＿＿＿＿＿を表しています。」を完成させてください。
- 「ご質問ありがとうございます。＿＿＿＿＿については、来月また調査する予定です。」を完成させてください。
コミュニケーションタスク — Presentation and Q&A exchange
With a partner, take turns delivering the short presentation script you wrote in Guided Practice Task 5. After each presentation, the listener should ask at least one question, and the presenter should respond using ご質問ありがとうございます and その点については.
ひとりでもできる練習 — Solo practice: A rehearsed presentation
Choose the Listening Practice passage above, the Reading Assessment passage below, or your own presentation script from Guided Practice. Prepare and record a thirty-to-sixty-second spoken presentation that includes an opening, a source, a comparison or result, and a closing. Listen back and check your pacing and emphasis on transition words and numbers.
Reading Practice
Read the following short presentation handout, then answer the questions below.
分別調査の結果について
この調査は、先月、地域のボランティアが行いました。目的は、新しいごみの分別に協力している住民の割合を調べることでした。調査によると、住民の約六十パーセントが新しい分別に協力しています。先月より今月のほうが、参加者が多いです。この調査の結果、住民の関心が高くなっていることが分かりました。一方で、まだ分別の方法が分かりにくいという声もあります。来月も同じ調査を続ける予定です。
This handout combines simple source citation, a reported percentage, comparison, and a stated result, assessing this chapter's reading comprehension cumulatively with Chapter 11's article-reading systems.
ないようりかい — Comprehension questions:
- Who conducted this survey, and what was its purpose?
- What percentage of residents are reported to be cooperating with the new sorting method?
- How does this month compare with last month, according to the passage?
- What result does the passage state, and what concern is also mentioned?
- What does the passage say will happen next month?
Writing Workshop
In this workshop you will draft the written portion of your Practical Performance Task: a short presentation script and simple handout text based on a chart, survey, or set of numbers of your choice.
- Choose a topic and a simple chart, survey, or set of numbers you can describe, real or invented for practice.
- State the purpose of your presentation in one sentence.
- Cite the source of your information using a simple citation pattern from this chapter.
- Describe the chart or numbers and include at least one comparison.
- State a result or conclusion clearly, distinguishing it from supporting detail.
- Close your presentation using 以上です and prepare one anticipated question and response.
- Revise your script using the checklist below.
チェックリスト — Editing checklist:
- My script uses まず, 次に, and 最後に (or similar transitions) to organize the presentation.
- My script states the purpose of the presentation clearly.
- My script cites the source of the information using a pattern from this chapter.
- My script includes at least one comparison and one clearly stated result.
- My script closes with 以上です and includes a prepared Q&A response.
- My script would be understandable to a listener who cannot see my chart.
Culture and Communication
Short presentations of survey results, learning reports, and project updates are common in schools, workplaces, and community organizations. The structure taught in this chapter, an opening, a body with cited information, and a formulaic closing such as 以上です, reflects a widely used pattern in these settings rather than a single fixed national convention.
The level of formality expected in a presentation can vary by setting, audience, and organization. A classroom presentation to classmates may use somewhat less formal language than a report to a workplace supervisor or a public institution, even when the overall structure remains similar. Adjust vocabulary and closing phrases to the audience rather than assuming one fixed register for every presentation.
Many languages use similar three-part presentation structures, with an opening, body, and closing, though the specific transition words differ. Comparing how your own language signals "first," "next," and "in conclusion" can help clarify why Japanese presentations consistently mark these transitions with words such as まず, 次に, and 最後に.
Common Mistakes to Avoid
Error: Moving directly from the purpose statement to the results without any transition, leaving listeners unsure whether the speaker has finished the opening.
Correction: まず、調査の目的についてお話しします。次に、結果をご紹介します。 — mark each new part of the presentation with a transition word such as まず or 次に.
Error: *これがグラフです。 stated alone, without explaining what the chart represents.
Correction: このグラフは、参加者の割合を表しています。 — always state what a chart or number represents, since listeners cannot see the visual in detail.
Error: Answering a listener's question immediately with only the answer, which can sound abrupt in a formal presentation setting.
Correction: ご質問ありがとうございます。その点については、来月また調査する予定です。 — briefly acknowledge the question before answering, especially in formal or institutional presentations.
Chapter Review
Section A — ごい (Vocabulary)
1. Use 発表, 研究, 調査, 結果, and 割合 each in one original sentence about a presentation or report.
Section B — もじ (Script)
1. Write the readings for all four new kanji words in the Script and Kanji Focus section from memory, then check them against that section.
Section C — ぶんぽう (Grammar)
1. Complete the five Grammar Practice items above, if you have not already done so.
2. Explain, in your own words, the difference between how によると is used in Chapter 11's article and how it is used in this chapter's presentation, and give one original example.
Section D — どっかいりかい (Reading comprehension)
1. Look again at the handout in the Reading Practice section. Write two sentences summarizing its main result and one comparison, using at least one presentation transition of your own.
Section E — かくこと (Writing)
1. Complete your presentation script following the Writing Workshop steps, as part of the Practical Performance Task below.
Section F — はなすこと (Speaking)
1. Deliver your rehearsed presentation and complete the presentation and Q&A exchange task, as part of the Practical Performance Task below.
Practical Performance Task
パフォーマンスタスク
発表する — Planning, organizing, and delivering a short presentation
Using a chart, survey, or set of numbers of your choice, real or invented for practice, complete all four components below.
- Presentation outline: Write a short outline using まず, 次に, and 最後に (or similar transitions) that lists the purpose, source, comparison or result, and closing of your presentation.
- Written script and handout text: Write a presentation script of at least six sentences, following the Writing Workshop steps, including a source citation, a comparison, and a stated result.
- Spoken presentation: With a partner, instructor, or recording, deliver a thirty-to-sixty-second spoken presentation based on your script, including at least one prepared response to a listener's question.
- Peer or self-audit: Exchange your script with a partner, or review your own after a break, and check specifically that the chart or numbers are clearly described, the source is cited, and the closing and Q&A response are included.
Assessment focus: clear presentation structure with recognizable transitions; accurate and natural description of a chart or numbers; correct use of a simple source citation; accurate comparison and clearly stated result; and comprehensible, appropriately paced spoken delivery with a polite Q&A response.
Answer Key
Core Vocabulary and Script Review
Open-ended; check readings and sentences against the Core Vocabulary table and the Script and Kanji Focus section above.
Grammar Practice
- Model answer: まず、朝の予定についてお話しします。次に、午後の予定をご紹介します。最後に、夜の予定をお伝えします。
- Open-ended; model answer: このグラフは、参加者の割合を表しています。
- Model answer: 先月より今月のほうが、参加者が多いです。
- Model answer: この調査は、先月、ボランティアが行いました。
- Open-ended; model answer: Q: 来月はどうなりますか。 A: ご質問ありがとうございます。その点については、来月また調査する予定です。
Model Dialogue — Comprehension
- Emma uses まず, 次に, and 最後に to organize her presentation.
- Local volunteers conducted the survey last month.
- Emma responds with ご質問ありがとうございます followed by その点については, then gives her answer.
Listening Practice — Model summary
The survey's purpose was to find out what proportion of residents are cooperating with the new sorting method. Local volunteers conducted the survey last month. About sixty percent of residents are reported to be cooperating. This month has more participants than last month. The presenter concludes that the number of participants is increasing.
Reading Practice — Comprehension
- Local volunteers conducted the survey last month; its purpose was to find out the proportion of residents cooperating with the new sorting method.
- About sixty percent of residents are reported to be cooperating with the new sorting method.
- This month has more participants than last month.
- The passage states that residents' interest is increasing; it also mentions a concern that the sorting method is still hard to understand for some residents.
- The passage states that the same survey will continue next month.
Chapter Review — Sections A and B
Open-ended; check against the Core Vocabulary and Script and Kanji Focus sections above.
Chapter Review — Section C
Open-ended for item 1; see Grammar Practice guidance above. For item 2, a correct explanation notes that によると functions the same way in both contexts, marking a source of reported information, but that a presentation typically states the citation aloud as part of a structured opening or body section, while an article embeds it directly within written narration.
Chapter Review — Section D
Model answer: まず、調査の結果についてお話しします。先月より今月のほうが、参加者が多いです。 (Other accurate answers accepted.)
Chapter Review — Sections E and F, and Practical Performance Task
These are open-ended production tasks. Evaluate the written script against the Writing Workshop checklist above, and evaluate the spoken presentation, Q&A exchange, and peer or self-audit against the assessment focus listed under the Practical Performance Task.
Looking Ahead
いまできること — What you can do now
You can organize a short presentation into an opening, body, and closing, introduce a chart or number clearly, cite a simple source, compare results, state a conclusion, and respond politely to a listener's question. This continues Unit III, 情報と表現, and prepares you to move from spoken presentations into formal written communication.