Pre-Reading Activity
Form five small groups and assign each group statistical information on various topics on the Japanese music industry from the web site, http://www.meti.go.jp/policy/demid_contents/downloadfiles/0313music.pdf. For example: Group A: p. 2, (1) 音楽ソフト産業市場規模 Group B: p. 3, (2) 音楽CD・レコード①、② Group C: p. 4, ③、④、p. 5, ⑤ Group D: p. 6, (3)音楽配信 Group E: p. 7, (4) CDレンタル、(5) カラオケ Ask each group to interpret the data by making at least three sentences in Japanese. このデータからどんなことがわかりますか、グループで話し合い、文を最低三つ作ってください。 (As a group discuss and analyze what you find in the data/information and make at least three sentences in Japanese.) Then, each group describes and shares the information with the rest of the class. As each group presents one’s information, teacher monitors and provides feedback on the information. Teacher also introduces new vocabulary for the music industry. Based on all of the statistical information (as provided through the group presentations), students discuss and synthesize the characteristics, problematic issues and/or reasons for the data’s results on the Japanese music industry. For example: The number of CD rentals is declining (p.7, (4) CDレンタル) possibly due to the increase in number of companies offering services to download music directly through the internet (p.6, (3) 音楽配信). Teacher can facilitate the discussion through direct questions and by inclusion of information from the Issues of Japanese Music Industry (pp. 8-9, 2. 課題, http://www.meti.go.jp/policy/demid_contents/downloadfiles/0313music.pdf. ). For example: According to the data on p.3 (2) 音楽CD・レコード①CD生産額は米国に次ぐ世界第２位の音楽大国、 日本の音楽は日本以外にどこに市場を見つけることが出来るでしょうか。(“What other markets besides (answer: