MEDOWIECHRISTIANSCHOOL

JAPANESE PROGRAM STAGE 1 2005

CHRISTIAN FOCUS: God calls us to be bold and make a stand for Him. At times this is as simple as being courageous enough to approach someone you do not know with a friendly self-introduction and the basic skills necessary to communicate. Being able to do this in Japanese expands our ability to serve God further.

TERM ONE –2005 / DURATION 11 WEEKS / DATE COMMENCED: DATE COMPLETED:
Topics – CORE and CLOUDS / Core Text: Ohisama connect (CORE and CLOUDS) by Mary Taguchi / Key Ideas: CORE –Greetings, getting to know each other, counting, juunishi (clouds), classroom commands, festivals (clouds)
Topic Summary: Students will learn the CORE language needed to be able to communicate in the classroom environment. The core introduces basic daily working language, tools of the trade. Students will also learn about cultural connections of Japan (CLOUDS) in relation to the CORE material that is being taught. The teacher will use as much spoken Japanese as possible to encourage students’ learning of these everyday words used in Japanese classrooms
Outcomes:
MBC.1 – Demonstrate awareness of cultural diversity
MBC.2 – Identify cultural practices in Japanese-speaking communities and relate these to personal experiences
MLC.1 – Recognise the diversity of language systems
MLC.2 – Identify ways in which meaning is conveyed by the sounds and symbols in Japanese
UL.1 – Recognise and respond to words, phrases and simple sentences in Japanese
UL.2 – Identify and respond to features of written Japanese
UL.3 – Use Japanese to interact in everyday activities
UL.4 – Develop writing skills by recognising and copying Japanese / Knowledge and Skills
Students learn about:
  • The identity of Japan
  • Significant aspects of the Japanese culture
  • Specific customs and traditions in social interaction, eg/ greetings and farewells and useful classroom expressions
  • Saying their name in Japanese and asking someone for theirs
  • Juu ni shi – The year of the …
  • Asking “who is it?” and responding
  • Common classroom requests
  • Numbers 1-5
Students learn to:
  • Recognise geographical locations of Japan and to brainstorm as much as they can about Japan
  • Greet the teacher and others at different times of the day
  • Bow correctly according to the situation
  • Listen actively to aid comprehension
  • Participate in social exchanges with the teacher and peers, eg/sensei, ohayoo
  • Reproduce kana symbols by tracing, and colouring
  • Identify key words and phrases through songs
  • Demonstrate comprehension of keywords through answering questions and matching words to pictures and actions
  • Recognise and reproduce sounds in Japanese
  • Develop pronunciation and intonation skills by singing and reciting and repeating words and phrases in context
  • Identify the animals associated with the years they were born
  • Identify which years represent which animals
  • Make craft items of the animals that represent their year of birth
  • Identify people in various situations and respond with their correct names
  • Ask “who is it” in Japanese
  • Use watashi and boku in the correct context
  • Identify classroom request and act accordingly
  • Recognise kanji for numbers 1-5
  • Verbally express numbers 1-5 in Japanese
  • Trace and colour numbers 1-5 in Japanese
  • Identify numbers when used in spoken context
/ Assessment:
Teacher Observations of Student Progress
Oral questioning / Assessment Outcomes
MBC.1
MBC.2
UL.1
UL.2
UL.3
UL.4
UL.1
UL.2
UL.3 / References
Taguchi, M., 2003. Ohisama Connect CORE, CLOUDS 1 & CLOUDS 2
Asou, R. 1997. Playful Origami
Culture Content / Resources
  • Origami
  • Al about Japan
  • Toys and Crafts
  • Festivals - Setsubun, hinamatsuri
  • Symbols – hands on craft activities
  • Quack Quack – Sounds of animals
  • Folklore
  • Cooking
  • Songs
/ -Ohisama CLOUDS 1 Containers Pg 22
-Playful Origami by Reiko Asou
-Ohisama CLOUDS 1 Pg 48-74
-Ohisama CLOUDS 1 Pg 125-186
-Ohisama CLOUDS 1 Pg 189-203.
-Ohisama CLOUD 2 Pg 3-18
-Ohisama CLOUDS 2 Pg 21-30
-Ohisama CLOUDS 2 Pg 33-102
-Ohisama CLOUDS 2 Pg 104-119
-Ohisama CLOUDS 2 Pg 137- end
Greetings, Name, Year of the…, Classroom Commands, Counting
COURSE STRUCTURE / VOCAB/GRAMMAR / TEACHING STRATEGIES / REG / OUTCOMES / RESOURCES
Introduction to the study of languages
Hajimete / Sensei /
  • Teacher introduction
  • All about Japan – What do you know? Where is Japan? Brainstorm as much as you can about Japan and Japanese.
  • What we will be doing this year in Japanese
  • Lets learn our names – game
  • Reproducing a Japanese classroom – through greetings, bowing and gestures
/ MBC.1
MBC.2 / Map of Japan
Greetings
Aisatsu / Sensei…
Anna san…
konnichiwa
ohayoo gozaimasu
sayoonara
ja mata
mata ashita
oyasumi nasai
minasan
…kudasai/doozo
doozo/arigatoo /
  • GREETINGS - Konnichiwa, Show cue card according to the word being taught
  • Discuss the meaning
  • Display how it is written in Hiragana
  • Students trace word on blackboard or on paper -colour
  • Show students how to address the teacher and how the teacher addresses students as in Japanese classrooms
  • Children in line or circle, each speaking the word saying konnichiwa to a specific person and that person then saying konnichiwa to someone else
  • Stand up greeting each other
  • Begin and end each lesson with the correct greetings and farewells as in tradition Japanese classroom
Ohayoo, Sayoonara, ja mata, mata ashita separately – follow the same steps above for the rest of the greetings and farewells
Oyasumi – refer to ohisama connect (goodnight) / MBC.2
UL.1
UL.3
UL.4 / Ohisama Pg 14
  • Teach children Ohayoo song
  • Karuta game – vocabulary greeting cards
  • Doozo and Arigatoo –prepare a wrapped pass the parcel…children are seated in a circle, each passing the parcel in turn
Sue doozo. Arigatoo. Tom doozo. Arigatoo etc
  • Nan deshoo game – pile of vocabulary cards face down, draw form the top, one by one with children asking in chorus “Nan deshoo” first to call out the correct card claims the card – the winner is the person with the most cards – have students say “doozo” as they receive their cards
/ UL.1
UL.2
UL.3
UL.2 / Ohisama CLOUDS 2 Songs Pg 9
Ohisama Pg 20
Name
Namae? / Namae?
Sue desu /
  • NAMAE – on board, round the circle name asking and responding, namae tracing and writing of our names in English (with lovely illustrations and colours)
Eg/
Namae (hiragana) ….Sue desu – have prepared names ready to be traced for kindergarten
  • Song I am Tom
  • Origami - Make a finger puppet for each child, decorate and practice using them to revise the new words we have learnt
  • Activity Sheet -Colouring revision, practice writing the hiragana for sensei, konnichiwa, arigatoo, namae – prepare tracing sheet
  • Songs – ohayoo, I am Tom, moshi moshi anone, sayonara
/ UL.1
UL.4
UL.1, UL.3
MBC.2
UL.4
UL.1, UL.3 / Refer to Ohisama Pg 19
Ohisama
CLOUDS 2 Songs Pg 3
Ohisama Pg 19
Teachers own activity sheet
Ohisama CLOUDS 2 Songs Pg 9, 3, 4,10
Year of the …
Juu ni shi
(This topic is taught with a Christian focus)
Letter to parents? / nani doshi desu ka
…doshi
tori /
  • ANIMAL OF THE YEAR Explanation of Japanese people and their belief in naming the years after animals (this is done with a Godly perspective) – Try to bring in real animal (CHICKEN) and display hiragana on cage and kanji for the year
  • Display animal of the year chart with dates and animals names in hiragana and English – work out what animal the children represent
  • Use the sentence “nani doshi desu ka” (What animal is supposed to represent you”). Students reply with their animal and “doshi”
  • Activity – Kubi ningyoo (stick puppets) or Hachimaki (head band – depending on budget)
/ MBC.1
MBC.2
UL.1, UL.3
MBC.1
MBC.2 / Ohisama CLOUDS 1
Pg 25
Ohisama CLOUDS 1
Pg 31
Ohisama CLOUDS Pg 26-27
Whose there?
Ton Ton… dare deshoo? / dare deshoo?
Sue desu
boku
watashi
iie
hai /
  • DARE DESHOO? Using the grid sheet – each child draws his portrait to fit the space provided (attach each portrait to the A3 sheet, leave lower section blank this will later be filled in with Katakana, write their English names in there first)
Sensei says – dare deshoo? (pointing to a face)
Children say the name of the portrait – this should be done regularly so when their names are attached in Katakana children recognise quickly their names even when the names are detached.
  • Lucky dip – Children’s portraits can be photocopied and laminated, fill a deep box with portraits
Sensei says taking a portrait card “dare deshoo? Students respond with the answer. Children can soon take over and ask the questions
  • Watashi and Boku – using the face and name grid
Sensei says – dare deshoo? Only when someone’s face appears can boys and girls say (watashi or boku – me)
  • Curtain Call – hang an old dark cloth across part of the room, cut eye holes in it at correct height for children, one or more children stand behind sheet, looking through eye holes
Sensei says – dare deshoo?
Children respond
Song – I am Tom / UL.1, UL.3, MLC.2
UL.1, UL.3 / Ohisama Pg 2
Ohisama Pg 2
Ohisama Pg 2
Ohisama Pg 3
Ohisama CLOUDS 2 Songs Pg 3
Classroom Commands
Te kudasai / suwatte
tatte
kiite
mite
shizuka ni shite
akete
shimete
haitte
narande
hanashite
matte
uttate
…te kudasai /
  • Teach children commands such as (suwatte, tatte, kiite, mite, shizuka ni shite), using actions and blackboard
  • Simon says – commands
  • Group Simon says -Children in a group take turns in telling each other a command and then responding
  • Use flashcards to revise the commands taught
  • Karuta (game) – flashcards are spread over the floor, teacher calls a command, students need to find the corresponding flashcard
  • Round Room Karuta - Put flashcards in several places around the room, teacher calls a command and students go to the correct flashcard, students with correct answer stay in the game, students with wrong answer are out of the game
  • Repeat as above with commands such as akete, shimete, haitte, narande, hanashite, matte, uttate
  • Make a big book of classroom commands
/ UL.1
UL.2
UL.3
UL.4
MLC.1
MLC.2 / Ohisama Pg 120-121
Ohisama Pg 123-124
Ohisama PG 126

This document has been produced by the Languages Staff at Medowie Christian School with funds provided by the Australian Government through the School Languages Program.

Medowie Christian School 2005