William Clarke College Year 9 Japanese Course

Year 9 Japanese Programme 2011 Main Text: Hai 4 Course Book and Work Book

Language: Japanese / Target Group: Stage 5 (Yr 9) / Unit of Work: School timetable, school year levels, weekend activities / Duration: 5 weeks
Text: Hai 4 Units 5&6
Key ideas and concepts for students to learn:talk a typical school day, school year levels, what time things start and go till and weekend activities. Jake’s school trip to Osaka, Kyoto and Nara. / Why does the learning matter? Students can talk about their own school year level, the subjects they are studying and weekend activities. This makes the learning directly related to their ‘personal world’ thus making it more interesting and relevant to them as learners.
Targeted Outcomes: 5UL1~4, 5MLC 1~2, 5MBC 1~2
Students learn about:
* ways in which texts are constructed for specific purposes
*ways of identifying relevant details when listening and reading for specific information
*manipulation of structure, format and choice of vocabulary to achieve specific purposes
*application of known linguistic structures in new contexts
* the need for consistent application of grammatical rules and conventions to achieve effective communication
* the importance of being aware of the choices that are made to convey precise meaning
* the value of developing respect for & appreciation of other cultures / Students learn to:
* identify purpose and distinguish between main points & specific and supporting details in text
*make judgements about the relevance of detail in understanding and analysing text eg: extracting ideas and issues from text
* select and manipulate particular structures to achieve specific communication goals, eg use appropriate tense, emotive language
*reconstruct information from a range of sources eg summarising
* use metalanguage to explain linguistic structures and textual features encountered in text
* evaluate the accuracy and appropriateness of structures when constructing and editing text
* discuss and compare the values and beliefs of diverse cultures
Grammar Structures, Katakana andKanji:
What year are you in? 何年生ですか。
School year levels: 中学二年生・高校三年生
Until ~: ～まで
From X till Y: X から Yまで
The past tense of verbs: ~ました
Where did you go? どこに行きましたか。
I went to ~: ～に行きました
What did you do? 何をしましたか。
I did ~: ～をしました。
With someone/alone: ～さんと・一人で
I stayed home: うちにいました。 / Tick when complete:
Building the Field:
What do learners do at school each day?
Identify –shita as past tense of verbs and explain how much easier this is to do than in English:
eg: see-saw, eat-ate, go-went Is there an easy way to work out the past tense in English? No!
Identify some similarities and differences between Japanese and Australian schools and students: uniforms, rules, length of school day, size of classes, learning styles, offers of electives etc
Teaching and Learning activities: Main Text: Hai 4 Course Book & Work Book and CD U5, 6
Learn About / Learn To / Teaching Strategies / Resources / Feedback & Assessment
1 / School years in Japan / Ask and say what year you are in in Japan / Play CD for model. Remind students of the middle & senior school setup of 3 years each. / CB, WB, CD / Activity on p48 and 49CB, speaking task in pairs to class
2 / School years in Australia / Ask and say what year you are in in Australia / Clarify how to say Years 7-9 and Yrs 10-12 in our school.
3 / From X to Y / Say it goes from X to Y (time) / Listen to CD model. Identify when and till the different activities take place in the comic. Use patterns given on p50CB to make own examples. / CB, WB, CD
Flashcards
Clock / Listen to p52CB and answer in full sentences. Explain own school day in Jp
4 / New Kanji / Read and write
‘year’ / Look at model in workbook and write out in boxes provided. Also practice writing Year 9, Year 11 etc with brushwriting / WB
Fudepens / Kanji and vocab test
Unit 5 Test
5 / Past tense / Ask someone where they went and what they did / Read through vocabulary for unit
Listen to and repeat model from CBp53. Replace place names and activities with alternatives using flashcards and own experience / CB, CD
Flashcards for places and activities / Students to practice in pairs and repeat to class
6 / Past tense 2 / Ask and say who you went with or who you did things with or on your own / Use models from p58-59CB. Write out patterns of with mum, with friend, on your own etc Read about Yuuka’s day / CB, WB, CD
Flashcards / Use Yuuka’s Day as model to write your own day’s activities when you were last at home on your own
7 / Jake’s school trip / Understand cultural and historical significance of Osaka, Kyot and Nara / Read through email and discuss at regular intervals / CB and WB. / Complete questions in WB related to email p50-61CB
8 / Kanji / Read and write to go行く
Alone 一人で
What 何 / Do activities and writing practice in WB and with fudepen / WB
Fudepen / Vocabulary and kanji tests for
Unit 6
Unit 6 Test
9 / Song “What, What, What” / Sing a song
About where, when and with whom did you go and what did you do there. / Sing song on p62CB
Identify key words and phrase, sentence structure, use & omission of particles depending on which question word is implemented. / CB
CD
Evaluation:

Year Japanese Programme 2011 Main Text: Hai 5/6 Course Book and Work Book

Language: Japanese / Target Group: Stage 5 (Yr 10) / Unit of Work: Locations and describing people / Duration: 6 weeks
Hai 5/6 Unit 1,2
Key ideas and concepts for students to learn:
Where are things located in relation to others - animate and inanimate objects and places.
How to label and describe people’s physical attributes
How to write more katakana and kanji / Why does the learning matter?
It prepares students for future travel, broadens their horizons & interests them in Japanese society, culturepeople.It allows students to differentiate between animate and inanimate objects & corresponding correct verb usage.
Targeted Outcomes: 5UL1~4, 5MLC 1~2, 5MBC1
Students learn about:
* ways in which texts are constructed for specific purposes
*ways of identifying relevant details when listening and reading for specific information
*manipulation of structure, format and choice of vocabulary to achieve specific purposes
*application of known linguistic structures in new contexts
* the need for consistent application of grammatical rules and conventions to achieve effective communication
* the importance of being aware of the choices that are made to convey precise meaning
* the value of developing respect for & appreciation of other cultures / Students learn to:
* identify purpose and distinguish between main points & specific and supporting details in text
*make judgements about the relevance of detail in understanding and analysing text eg: extracting ideas and issues from text
* select and manipulate particular structures to achieve specific communication goals, eg use appropriate tense, emotive language
*reconstruct information from a range of sources eg summarising
* use metalanguage to explain linguistic structures and textual features encountered in text
* evaluate the accuracy and appropriateness of structures when constructing and editing text
* discuss and compare the values and beliefs of diverse cultures
Grammar Structures, Katakana Kanji:
To be located in X: X にあります、にいます
There is X: X があります、がいます
Body part is adjective: Body part がadjective です。
口、目、耳、手、田and ア、ス、タ、ト、ナ、ハ、ム、ン / Socio-cultural Concepts:
Popular Hobbies in Japan
About Nagasaki city
A typical Japanese family / Tick & date when done
Building the Field:Brainstorm: What do they know about Nagasaki?What are some typical weekend activities in Japan? What is a typical Japanese family like?
Video: Families of Japan Powerpoint presentation: Mr.Miyashita’s trip to Japan in 2009.2010
Teaching and Learning activities: (Main Text: Hai 5/6 Course Book and Work Book)
Learn About / Learn To / Teaching Strategies / Resources / Feedback and Assessment
1 / Locations 1 / Ask and say where something is / Model where is Tokyo? It’s in Japan. Where’s Mary? She’s in the library. / Classroom objects
Map of Japan
Hai 5/6 Unit 1 / Students to reproduce orally in pairs
2 / Locations 2 / What is in a particular place / Model object on top of, under etc. Students then demonstrate & repeat in pairs / Classroom objects
Map of Japan
Hai 5/6 Unit 1 / Vocabulary Test on Unit 1 /10
3 / Locations 3 / Living or non-living? / Differentiate between animate and inanimate objects / Flashcards
Hai 5/6 Unit 1 / Assessment Task 1 Expose: My Home Stay 20%
4 / Describing People / Describe people using height, hair & eye colour etc / Describe magazine pictures
Describe family & friends
Model sentences / Magazines
Family & pet photos
Hai 5/6 Unit 1 / Small A4 poster – describing people: teacher edits draft before final draft is composed
5 / New kanji script / Read and write new kanji / Display flashcards
Practice page in activity book / Fudepen (brushwriting)
Games on board
Flashcards
Hai 5/6 Unit 1 / Kanji+ Katakana Test on unit 1
口、目、耳、手、田
6 / New katakana script / Read & write new katakana script / Display flashcards
Practice page in activity book / Flashcards
Boardgames
Snap Card Game / Katakana test
ア、ス、タ、ト、ナ、ハ、ム、ン、ズ、ダ、ド、バ, パ /20
7 / NagasakiCity / Better understand Japanese geography & culture / Discuss background knowledge of Nagasaki
Research Nagasaki city
1 postcard about Nagasaki & include 3 questions in English / Map of Japan
Internet Sites
Travel brochures
Design own postcard / Teacher to edit draft before final copy is done
8 / Looking for patterns in language / Read fluently & correctly pronounce postcard / Class to listen to postcard readings and respond to questions in English / Postcard and questions / Peer assessment
Unit 1 Test
Evaluation:

Year 9 Japanese Program 2011 Main Text: Hai 5/6 Course Book and Work Book

Language: Japanese / Target Group: Stage 5 (Yr 10) / Unit of Work:Clothing, Weather & Actions / Duration: 4 weeks
Text: Hai 5/6 Units1, 2 & 3
Key ideas and concepts for students to learn:
To make a telephone call
To ask and say what to wear
To talk about the weather
To make a polite request
To talk about what you do before & after other activities
To talk about actions in sequencehow often you do things / Why does the learning matter? It prepares students to discuss items of clothing to wear, differing weather conditions and how to ask for something politely. It allows them to discuss what they did last weekend and what they will do next weekend etc. Sequencing and frequency of activities will also be learned in time for our Japanese visitors coming from Nagoya.
Targeted Outcomes:5UL1~4, 5MLC 1~2, 5MBC 2
Students learn about:
* ways in which texts are constructed for specific purposes
*ways of identifying relevant details when listening and reading for specific information
*manipulation of structure, format and choice of vocabulary to achieve specific purposes
*application of known linguistic structures in new contexts
* the need for consistent application of grammatical rules and conventions to achieve effective communication
* the importance of being aware of the choices that are made to convey precise meaning
* language used to express cultural values, to represent people & cultures in texts / Students learn to:
* identify purpose and distinguish between main points & specific and supporting details in text
*make judgements about the relevance of detail in understanding and analysing text eg: extracting ideas and issues from text
* select and manipulate particular structures to achieve specific communication goals, eg use appropriate tense, emotive language
*reconstruct information from a range of sources eg summarising
* use metalanguage to explain linguistic structures and textual features encountered in text
* evaluate the accuracy and appropriateness of structures when constructing and editing text
* explain cultural references in texts eg: おふろ、スリッパ
Grammar Structures, Katakana, Kanji:
What are you wearing?なにをきますか・はきますか・かぶりますか？
How is the weather? どんなてんきですか・でしょうか？ゆき・あめ・はれ・くもりetc
Present continuous tense and please do: ています・てください
Before/After doing X: Xのまえに～ます・ました X のあとで～ます・ました
でmeaning ‘at’ a place (an action takes place) & にmeaning ‘to’ a person
Frequency of activities: まい日、よく、時々、あまり、ぜんぜん
Kanji: U2 雨、天、気、時、々
U3 前、女、男、子、友
Katakana: U2カ、コ、シ、セ、ツ、ニ、フ、レ and how to make long vowels in katakana
U3 イ、オ、キ、ク、テ、ヒ、ホ、リ / Socio-cultural Concepts:
Making phone calls
Clothing: kimono, geta, yuukata etc
Weather & nature
Hobbies in Japan
Building the Field:
Brainstorm: What kind of clothing do they wear in Japan? When do they wear kimono?
What do Australians wear in different seasons?
What are the seasons like in Japan/Australia? What is each season known for? (Cherry blossoms, snow etc)
Gun Gun Pera Pera video segments on weather forecasts
Video on Japanese passtimes
Discuss hobbies of students and how many times per week they do them
Teaching and Learning activities:
Learn About / Learn To / Teaching Strategies / Resources / Feedback & Assessment
1 / Phone calls / Make a phone call / Listen to model p13 Unit 2CB
Model making and receiving a phone call in pairs. Learn to say who you are and who you’d like to speak to. / Text book CBp14
2 phones / Students to practice orally in pairs
2 / Clothing(including new katakana) / Ask and say what to wear / Listen to model p13 Unit 2CB
Read through vocab
Practice vocab with flashcards Recognise new katakana (clothing) / Phones
Vocabulary p14 CB
Grammar p14CB
Clothing flashcards / Test vocab recall using ball game
3 / Seasons / Ask and say what you wear in a particular season / Differentiate between what is worn in each season. What is worn in Australia in each season?
Do activities from workbook / Clothing & seasons flashcards
Course& Work books
4 / Weather / Talk about the weather / Go through vocab & grammar p17CB
Practice weather using flashcards
Recognise a weather chart CB p18, 19 Create own & describe to class / Season & weather flashcards / Create own weather chart and explain it to the class
Vocab Test on Clothing, seasons & Weather /15
5 / New Kanji / Read & write new kanji / Read through new kanji CB p18
Do writing activities in work book
Do extra practice with fude pens / Course & Work books
Fude pens
Extra paper / Assessment 2:
Letter from Japan 20%
6 / Polite Requests / Use the –te form / Teach the song on p21CB for the –te form of the verb for Group One verbs
Learn pattern for Group Two and irreg verbs shimasu & kimasu
Read email p20 CB and recognize use of –kudasai for ‘please’ (request) / Course & Work books
Flashcards
Hai 2 –te o agete song
Work book activities / Students can apply the rules to any verb given to make –te form
Unit 2 Test /20
7 / Nagasaki Love Story / Recognise the links between Nagasaki & West / Read through p24-26CB and answer questions on the story / Course Book / Reading Comprehension p26
Mark /20
8 / Before and after / Talk about when they do things / Listen to p27CB and read p28 CB
Talk about before/after school p30,31 / Course & Work books
Flashcards / Kanji and katakana test for Unit 2 /10
9 / Frequency / How often do they do things? / Listen to and read p35 CB & p36 / Course & Work books
Flashcards / Practice p36 in pairs for the class
10 / How was X? / Asking & saying what something was like / Listen to p33 after reading vocab
Read through p34 in pairs
Listen to p37, 38 in CB / Course & Work books
Flashcards
Hai 5/6 CD / Unit 3 test
Evaluation:

Year 9 Japanese Program 2011

Language: Japanese / Target Group: Stage 5 (Yr 10) / Unit of Work:Counting objects, gifts, negative adjectives, compliments / Duration: 5 weeks
Text: Hai 5/6 Units 4 & 5
Key ideas and concepts for students to learn:Ask and say how many of an item, to say someone or something is not using ‘i’ and ‘na’ type adjectives, give and respond to compliments, gift giving in Japan and to count in the thousands / Why does the learning matter?Students can distinguish between counting different types of objects. Students learn how to react to, receive and reciprocate compliments and about the culture of gift giving.
Targeted Outcomes:5UL1~4, 5MLC 1~2, 5MBC 1~2
Students learn about:
*ways of identifying relevant details when listening and reading for specific information
*manipulation of structure, format and choice of vocabulary to achieve specific purposes
* application of known linguistic structures in new contexts
* the need for consistent application of grammatical rules and conventions to achieve effective communication
* the importance of being aware of the choices that are made to convey precise meaning
* cultural concepts and ways they are reflected in language and behaviour
* the value of developing repect for and appreciation of other cultures
* language used to express cultural values, to represent people & cultures in texts / Students learn to:
*make judgements about the relevance of detail in understanding and analysing text eg: extracting ideas and issues from text
* select and manipulate particular structures to achieve specific communication goals, eg use appropriate tense, emotive language
*reconstruct information from a range of sources eg summarising
* use metalanguage to explain linguistic structures and textual features encountered in text
* evaluate the accuracy and appropriateness of structures when constructing and editing text
* identify & analyse ways in which culture is reflected in language use in diverse contexts
* discuss & compare the values & beliefs of diverse cultures
* explain cultural references in texts eg: おふろ、スリッパ
Grammar Structure, Katakana, Kanji:
Counters: ～まい、～ほん、～つ
To take/bring object: もっていきます・もってきます
Negative adjectives: あかい あかくない・へん へんじゃない
To be good/poor at: ～が じょうずです・～が へたです
Counting in thousands: ～せん・～ぜん
People counter: ～人
Where were you born? どこで生まれましたか？
I was born in ~: ～でうまれました
What language do you speak? 何語 を はなしますか？
I speak ~: ～語 を はなします
Please repeat what you said: もういちどいってください・もういちど おねがいします
Present Continuous – What are you doing? 何をしていますか？
I am ~ing ～を～ています
Kanji: U4 赤、白、青、黒、円
U5 英、住、今、生まれ
Katakana: U4 ケ、ソ、チ、マ、ヤ、ユ、ヨ、ロ small ヤ、ユ、ヨ
U5 ウ、エ、ネ、ヘ、ミ、メ、ラ、ル / Tick on completion
Building the Field:
What do the students know about the Japanese tradition of giving gifts?
When do we give gifts here in Australia? What are good gifts to take to Japan?
What are the students good/poor at?
What languages can they speak?
What countries were they born in?
What is a compliment? How do you respond to them in Australia? Mention National Compliment Day in Australia (mid-April) – is this a good idea or is it something we should do automatically?
Do they receive/give compliments at home/school themselves? Where/when do they think more compliments could be given and why? What is the effect of a compliment?
Teaching and Learning activities:
Learn About / Learn To / Teaching Strategies / Resources / Feedback & Assessment
1 / Counting items / Count differently shaped objects / Listen to CD p39CB & read through p40CB as model. Use props to demonstrate and practice counting differently shaped objects / Long thin thing – pencil, pen
Flat thing – paper, jumper
General thing - ball / Students to put number with item and count appropriately
2 / Counter Rap song / Sing new song implementing new counting forms / Play CD and sing together / CD
As above
3 / New Katakana / Read and write new katakana / Read p42CB then do activities in WB
Practice further by using fudepens / CB, WB
Fudepen / Is correct stroke order used with the brush pens?
4 / Is not 1 / Say something or someone is not using i-type adjectives / Read grammar notes on i-type adjectives and practice using flashcards. Do activities in WB. / Adjective flashcards / Oral individual and pair work
5 / Is not 2 / Say something or someone is not using na-type adjectives / Read grammar notes on na-type adjectives and practice using flashcards. Do activities in WB. / Adjective flashcards / Oral individual and pair work
6 / Compliments / Give and respond to compliments / Listen to and read models on p45 and 46CB / CB, WB
magazines / CBp46 – make A4 poster as a food, clothing, car or other critic
7 / Kanji / Read and write red, white, blue, black and yen / See kanji on p47CB and look at the suggested ways to remember each. Do practice in WB and then with fudepen. / CB, WB
Fudepen
8 / Gift giving and receiving and visiting a home / Give and receive a gift, behave appropriately in a Japanese home / Read and respond to P48,49CB / CB
WB / P50CB Read and respond as minitest
9 / Count 1000s / Count thousands / See and practice model / CB, WB, CD
Japanese paper money / Practice in pairs
10 / Nationality & Language / Talk about nationality, birthplace and languages you speak / Link countries and language by adding ‘go’ p52CB. Do grammar practice p53 & 55CB / CB, WB, CD
11 / Present tense / Asking & saying what someone is doing now / Model p56, 57CB
Speaking task p58CB
Read email & respond to questions p59CB & activities in WB / CB
WB / Unit Test (4 & 5)
12 / Letter / Read letter and answer in full sentences / CB / P60CB as minitest.
2 marks each Q1-4 and Q5 /6
Total: /14
Evaluation:

Year 9 Japanese Program 2011 Main Text: Hai 5/6 Course Book and Work Book