あじみ

味見をしよう!
TASK To decide what brand of a product people like best. You will each take turns staffing your “taste test” booth. You will interview a total of about 9 clients about which foods they prefer. You will each visit 4-5 other booths and be interviewed. This is a ‘blind’ taste test meaning you do not identify the product in any way to the ‘taster’. Liquids will be in cups and food items on plates. The ‘labels’ will be hidden from the tasters. SELECT a product made by 3 different companies to compare. You will compare 3 producers of the same item (eg Choc. Chip cookies by No Name, President’s Choice, Dare) tea coffee types potato chips candy granola bars pretz water iced tea pudding chocolate pop *****Please alert the class if any of you have any food allergies.***** 味見のアンケットのヒント As you design your surveys please keep in mind the following for the taste test: - you and your partner will be interviewing 10-11 people over the course of the taste-test - you will need to have 10-12 questions to obtain information such as:
o purchasing habits/experience/frequency of use with the product prior to tasting o thoughts on the product after tasting- preferences/reactions o future plans related to the product – buying? Why? Why not?

- your samples will be marked ‘1,2,3’ or ‘あ、い、う’ - all survey questions will be written in English only - you will be administering the questions orally in Japanese - you will need to record answers for each question - you will need to find out other information that may help you to ‘understand’ who likes/dislikes your product. Typical classification can include:
o age/gender o ethnic background o activities preferred/work situation/who does the ‘buying’

SAMPLE QUESTIONS All words/headings/questions on the survey sheet are to be in English. All speaking will be in Japanese. May I ask you some questions about ______? Have you ever heard of ___________? Would you like to try the ____________? Have you ever ate/drank ______________? Have you ever bought______________? What flavour of ______do you like? How often do you eat/drink___________? Do you ever buy __________? Where do you buy_________? How often in a month________? Would you taste / sample __________? Please tell me which is the most ___________? Of all of the _________ which would you decide to eat/drink? Do you intend to buy/eat this product in the future? Evaluation Oral Interaction (individual) Written Report (individual / in-class)
Extra Vocabulary report レポート survey アンケット do taste tests 味見をする type/variety しゅるい to compare (と)くらべる(くらべます) X は Y と くらべると…

to ask a question (person に)しつもんする

to answer

先生にしつもんしました。
We asked the teacher a question. to choose snack Item おやつ をえらぶ(えらびます)

「 」と こたえる(こたえます) 先生は「はい」とこたえました。
The teacher answered “yes”.

meal 食事(しょくじ)

レポート
This is essentially 2 paragraphs about why you chose what you did, what and what you would recommend. It is designed to use the grammar/vocabulary that you have learned. Paragraphs are around 5-6 sentences. You will be allowed to bring a result sheet (on a notecard) with you for this part. You will prepare the notecard the day before the report writing. You will not be allowed to take the notecard home.

THREE sections

味見の前に (before the taste test) Pre-Test –at least 5-6 sentences about what you thought might happen Type of food at Pinetree Cafeteria now Why you choose what you chose What did you think the results would be What happened? Who came to see you? What did a couple of them say? 味見の後で(what happened and what we recommend) Conclusions What happened? Who came to see you? What did a couple of them say Were things as you expected? What did you learn about customers and this product - What brands was most/least popular - Who liked/disliked it ? If you recommended selling this product – which one would you sell and why?

NEW Structures you may want to include
flavour description quotes he said “ “ vs. he said.... have had the experience thoughts I think “ “ quotes vs. i think that... to compare to decide on plain volitional 〜てみる to try__ 〜てしまう to do (and finish) intend ~つもり・~こうと思っています

Your name: ________________

TASTE TEST Evaluation

Partner’s name:______________

MY FLUENCY/PHRASING
(from memory)

Asking/responding with Japanese

CIRCLE THE APPROPRIATE WORD
always often sometimes never

Understood the other person’s response (did not need information clarified)
(when needed) Points: ‘always’ – 5 points

MY COMMUNICATON SKILLS

always often sometimes never

Assisted the other person in understanding always often sometimes never
‘often’ – 4 points ‘sometimes’ – 3 points ‘never’ – 0 points

Used English during the Taste Test activity 5words
Points: never ( 0 points)

never

less than 5words more than

less than 5 (-1 point) more than 5 (-2 points)

TOTAL POINTS

/15

Why I gave myself this assessment in English (if you don’t support your mark you will not have a mark recorded) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Preparation Work % by you____ % by partner____

Criteria

1. The student respects the instructions

1

No. the student did not follow instructions

2

Yes, but in a very minimal way.

3

Yes, the student generally followed the directions. Satisfactory vocabulary.

4

Yes. The student completely followed directions. Good vocabulary.

5

2. The student uses vocabulary appropriate to the situation and level. 3. The student demonstrates knowledge of the grammar concepts learned 4. Spelling

Not really.

Basic vocabulary only.

Yes, the student went above and beyond the instructions asked for. Excellent vocabulary.

Very limited knowledge.

Limited knowledge.

Satisfactory knowledge.

Good knowledge. Student takes risks with the language.

Excellent knowledge Minor errors do not impede meaning

5. The student can produce a logical and coherent text appropriate for the level

Misspelling very common. Difficult to read Not really.

Frequent Errors in errors can words are a prevent distraction understanding The student produces a text with very simple sentences and minimal organization. Yes, the text is logical and the ideas flow. Some variety in sentence structures.

Errors in high Few errors frequency do not words don’t distract distract
Yes, the text is logical and the reader can follow the ideas. There’s a variety of simple and complex sentences.

W ritt e n R e p or t Ru bri c

Yes, the reader can easily follow the ideas. The student uses a variety of sentence structures.