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味見あ じ み

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 clientsabout 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 hiddenfrom 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 chipscandy granola bars pretzwater 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’ 

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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 Vocabularyreport to compare

レポート  （と）くらべる（くらべます） 

Xは   Yと  くらべると…

survey アンケット 

do taste tests 味見をする type/variety しゅるい 

to ask a question to answer 

（  person

に）しつもんする 

「   

」と  こたえる（こたえます） 先生にしつもんしました。  先生は「はい」とこたえました。 

We asked the teacher a question. The teacher answered “yes”.

to choose Item をえらぶ（えらびます） 

snack おやつ meal 食事（しょくじ） 

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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 youhave learned. Paragraphs are around 5-6 sentences. You will be allowed to bring aresult sheet (on a notecard) with you for this part. You will prepare the notecard theday 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 mighthappen

 Type of food at Pinetree Cafeteria nowWhy you choose what you choseWhat did you think the results would be

What happened? Who came to see you? What did a couple of themsay?

味見の後で(what happened and what we recommend) 

ConclusionsWhat 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 selland why?

NEW Structures you may want to includeflavour 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 

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 Your name: ________________ Partner’s name:______________ 

TASTE TEST Evaluation

MY FLUENCY/PHRASING CIRCLE THE APPROPRIATE WORDAsking/ responding with J apanese always often sometimes never(from memory)

 

MY COMMUNICATON SKILLSUnderstood the other person’s response always often sometimes never(did not need information clarified)

Assisted the other person in understanding always often sometimes never(when needed)Po ints: ‘a lwa ys’ – 5 po ints ‘o ften ’ – 4 p o ints ‘som e tim es’ – 3 p o ints ‘ne ve r’ – 0 p o ints 

Used English during the Taste Test activity never less than 5words more than

5wordsPoints:  never ( 0 points) 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 youwill not have a mark recorded) _________________________________________________________________________  _________________________________________________________________________  _________________________________________________________________________  _________________________________________________________________________ 

Preparation Work % by you____ % by partner____ 

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WrittenR

eportRubrc

Criteria 1 2 3 4 51. Thestudentrespects theinstructions

No. thestudent didnot followinstructions

 Yes, but in avery minimalway.

 Yes, thestudentgenerallyfollowedthedirec tions.

 Yes. Thestudentcompletelyfolloweddirec tions.

 Yes, thestudentwent aboveandbeyond theinstructionsasked for.

2. Thestudent usesvocabularyappropriateto thesituation andlevel.

Not really. Basicvocabularyonly.

Satisfactoryvocabulary.

Goodvocabulary.

Excellentvocabulary.

3. Thestudentdemonstratesknowledgeof thegrammarconceptslearned

Very limitedknowledge.

Limitedknowledge.

Satisfactoryknowledge.

Goodknowledge.

Studenttakes riskswith thelanguage.

Excellentknowledge

Minor errorsdo notimpedemeaning

4. Spelling Misspellingvery

common.Difficult toread

Frequenterrors can

preventunderstanding

Errors inwords are a

distraction

Errors in highfrequency

words don’tdistract

Few errorsdo not

distract

5. Thestudent canproduce alogical andcoherent textappropriatefor the level

Not really. The studentproduces atext with verysimplesentencesand minimalorganization.

 Yes, the textis logicaland theideas flow.Somevariety insentencestructures.

 Yes, the text islogical andthe readercan followthe ideas.

 There’s avariety of simple andcomplex

sentences.

 Yes, thereader caneasily followthe ideas. The studentuses avariety of sentencestructures.