Course Profile International Languages,
Level 2, Academic, Public
Unit 1: Friends
Time: 18 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
In this unit, students use the language of study to explore and gain knowledge and skill about organizing and holding a party. Students use a variety of media to learn about Japanese recipes, seasonal festivals, popular games, and music played at celebrations. Using vocabulary associated with celebrations, students advance from discussing preparations to the execution of their plans. The teacher uses a variety of assessment tools to measure students’ communication and comprehension skills.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08, GL1.09, GL1.10.
|
Activity 1 |
Getting to Know My Friends |
180 minutes |
|
Activity 2 |
Planning a Party |
180 minutes |
|
Activity 3 |
Shopping for the Party |
240 minutes |
|
Activity 4 |
Decorating |
240 minutes |
|
Activity 5 |
Party Time |
240 minutes |
· Hiragana alphabet/writing
· vocabulary involving family
· cardinal/ordinal numbers
· idiomatic expressions for daily life
· basic nouns, pronouns, adjectives
· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the criteria checklist for the assessment and evaluation of student learning throughout the unit.
· The teacher considers expectations and prepares materials required for teaching and evaluation prior to introducing the unit.
· The teacher pre-teaches/reviews the language expectations required for successful completion of the tasks in the unit.
· The teacher prepares required materials and vocabulary.
· The teacher prepares rubric/assessment and evaluation materials for the unit.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit, students engage in a wide variety of learning activities such as questioning and answering, pre-writing (e.g., brainstorming, talking, role-playing), co-operative learning, decision making, problem solving and presenting to the class. Students actively participate in evaluating their peers and themselves. With the help of the teacher, students organize and host a party.
· Observation: formal and informal
· Performance (oral, written, visual): presentations, role-playing
· Tools: rubrics, tests, quizzes, activity sheets, rating scales
· paper and pencil assessment, teacher-made
· written assignments, oral presentations, comprehension tests
· rubric assessments
· conferencing
80 Communication Games for Japanese Language Teachers. Tokyo: The Japan Times, 1993.
ISBN 4-7890-0690-5
Japan – Profile of a Nation. Tokyo: Kodansha Publishing, 1993. ISBN 4-7890-0690-5
Japanese for Busy People. Tokyo:
Association for Japanese Language Teaching, 1990.
ISBN 0-87011-599-5 Cassette tapes ISBN 087011-637-1
Maynard, Sendo K. An Introduction to Japanese Grammar and Communication Strategies. Tokyo: The Japan Times, 1993. ISBN 4-7890-0542-9
Mizutani, Osamu and Nobuko. An Introduction to Modern Japanese. Tokyo:
The Japan Times, 1991.
ISBN 4789000 583
Motohashi, Fujiko and Satoko Hayashi. 24 Tasks for Basic Modern Japanese 1 & 2. Tokyo: The Japan Times, 1990. ISBN 4-7890-0499-6
Stewart, Anne Matsumoto. All About Katakana. Vancouver: Pacific
Rim Publishers, 1993.
ISBN 4-7700-1696-4
Yoich, Sugiura and John K. Gillespie. Traditional Japanese Culture & Modern Japan. Tokyo: Natsume Publications, 1993. ISBN 4-8163-1566-7
Nipponia
http://jin.jcic.or.jp/nipponia
The Japan Foundation
http://www.japanfoundationcanada.org/
Wu, Joseph. Origami: A Brief History of the Ancient Art of Paper Folding. http://www.origami.vancouver.bc.ca/info/history.html
Masao, Okamura. The history of Origami in Japan (Online).
http://origami.gr.jp/People/OKMR/hostory-e.html
Japan – The land and it’s people (video
tape series available through The Japan Foundation.
Telephone: 416-966-2935) Produced by:
Nippon Steel Co. www.nkk.co.jp/en/indexhtml
Tape 4 “A Taste of Japan (The tradition of hospitality)”, Tape 7 “Customs and Manners (The fabric of Japanese society)”, Tape 12 “Annual Festivities and Ceremonies (Beliefs in daily life)” (30 minutes each), distributed by: Itochu Pulp and Paper Corp., 2-7-1 Nihonbashi, Chuoo-ku, Tokyo, Japan. Telephone: (03) 3639-7146 Web site: www.itochu.com
Mr. Yan and the Japanese people (video series), Toronto: The Japan Foundation, 131 Bloor St. W., Suite 213, Toronto, Ontario, M5S 1R1. Telephone: (416) 966-1600
www.japantravelinfo.com
Japan National Tourist Organization
Association for Japanese Culture,
6 White Leaf Cres., Scarborough, Ontario, M1V 3G2.
Telephone: (416) 298-7657
The Japan Foundation of Toronto,
131 Bloor St. W., Suite 213, Toronto, Ontario, M5S 1R1.
Telephone: (416) 966-1600.
Japan Information Centre, Consulate General of Japan, 33rd Floor, Suite 3300, Royal Trust Tower, TD Centre, 77 King St. W., Toronto, Ontario, M5K 1A1. Telephone: (416) 363-7038
Japan National Tourist
Organization, 165 University Ave., 5th Fl., Toronto, Ontario, M5H 3B9.
Telephone: (416) 366-7140
Japanese Canadian Cultural Centre, 6
Garamond Court, North York, Ontario, M3C 1Z5.
Telephone: (416) 441-2345
Mizutani, Nobuko. Karuta: A Game For Students of Japanese. Tokyo: Bonjinsha Publishing Co.
Time: 180 minutes
In this activity, students describe themselves and others using Hiragana and Katakana. Through a variety of interactive strategies, they consolidate the vocabulary and grammar structures necessary to discuss personalities, likes and dislikes, and appearance. Evaluation involves a variety of rubrics, a rating scale for an oral interview, and a three-skill test in listening, reading comprehension, and writing.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
Oral Communication: Listening
OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).
Oral Communication: Speaking
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations).
Reading
RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);
RE1.02 - read aloud with expression to further develop standard pronunciation, intonation, and tones;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentences structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., retell stories);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., festival, historical sites).
Writing
WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);
WR1.02 - write a variety of questions and answers;
WR1.03 - write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);
WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen pal or key pal in another country).
· Hiragana alphabet/writing
· vocabulary associated with family
· cardinal/ordinal numbers
· basic nouns, pronouns, adjectives, particles
· Katakana alphabet/writing
· vocabulary to describe people
· The teacher finds/prepares listening, reading comprehension, and writing exercises involving describing friends.
· The teacher prepares Katakana alphabet chart.
· The teacher photocopies the oral presentation, group oral presentation and group writing rubrics.
· The teacher prepares games and word-search sheets to practise new vocabulary.
· The teacher arranges Japanese word-processing and Internet access for students.
· The teacher finds bilingual and/or visual dictionaries.
· The teacher establishes the key pal link with a school in Japan or another Japanese class.
· The teacher prepares questions for the student conference.
· The teacher prepares a three-skill test (listening, reading comprehension, writing).
1. Whole class: The teacher presents a student in the class, using vocabulary and grammar structures associated with introducing friends, describing personalities, likes and dislikes, and appearance. Then, students from the class introduce other students to the class, while the teacher writes sample sentences onto an overhead for reference.
2. Individual/Whole class: Students complete listening, reading comprehension, and writing exercises involving describing friends.
3. Individual/Whole class: The teacher presents a secondary alphabet of Katakana. With the teacher’s assistance, students use this new alphabet to write the sample sentences from the board into their notes.
4. Whole class: Students complete listening exercises using the new Katakana alphabet.
5. Pair work: Students prepare to introduce their partners to the class orally. These introductions will be evaluated using an oral presentation rubric already familiar to the students.
6. Whole class: Students draw a simple portrait based on a written description. The teacher displays student drawings on the wall and students circulate to look at each other’s artwork. The teacher then reveals the original drawing for students to compare to their products.
7. Small group: Students bring pictures of their favourite figures (actors, movie stars, singers, sports figures, etc.) and groups select one figure for the group to write about. In groups, students write the description of their favourite figure. If the class already has key pals in Japan, students can ask their key pal for information about a Japanese-speaking celebrity or look for web-sites about Japanese celebrities. As well, bilingual and/or visual dictionaries are on hand for vocabulary enrichment.
8. Small group: Each group introduces one selected figure with the description to the class, and the class guesses who the favourite figure is. Students can use audio-visual material to make their presentation interesting. This presentation is evaluated using a group oral presentation rubric and a group writing rubric already familiar to the students.
9. Individual: Students answer questions about their friends in a conference with the teacher.
10. Individual: Students write a three-skill test (listening, reading comprehension, writing) involving describing friends.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01,
OL1.02 |
Observation |
Students learn to discuss friends, both orally and in written form. |
|
Application |
OL1.01, OL1.02, OL1.03 |
Observation, checklists, activity sheets |
Students complete listening, reading comprehension and writing exercises. |
|
Communication |
OL1.01, OL1.02 |
Observation |
Students complete listening exercises to practise Katakana. |
|
Application |
OL1.01, OL1.02 |
Oral presentation rubric |
Students introduce partners to the class. |
|
Application |
RE1.01, RE1.03, RE1.04 |
Self-assessment through comparison with original drawing |
Students draw based on a written description. |
|
Thinking/Inquiry |
RE1.03 |
Group writing rubric |
Students write a description about a favourite figure/celebrity. |
|
Communication |
OL1.01, OL1.02 |
Group oral presentation rubric |
Student groups present the description of a figure/celebrity. |
|
Communication Application |
OL1.01, OL1.02 |
Rating scale: Pronunciation 1- 4 Vocabulary 1- 4 Structure 1- 4 Flow 1- 4 |
Students answer questions about their friends in a conference. |
|
Application |
OL1.01, OL1.02, OL1.03 |
Pencil and paper test |
Students write a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary so students can compare oral and written Japanese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work, with an advanced technology student in each group, where possible.
Motohashi, Fujiko and Satoko Hayashi. 24 Tasks for Basic Modern Japanese 1 & 2.
CAG. 80 Communication Games for Japanese Language Teachers.
Association for Japanese Language Teachers. Japanese for Busy People.
Stewart, Anne Matsumoto. All About Katakana.
Technological
www.asahi.com
www.yomiuri.co.jp/index-j.html
www.mainichi.co.jp/index-e.html
www.japanfoundationcanada.org
www.panix.com/~tn/j-lang.html
www.sla.purdue.edu/fll/JapanProj/FreePhoto/p-pictures.html
Mr. Yan and The Japanese People – Video Series
Community (to establish key pal links)
Consulate General of Japan, Suite 3300 Royal Trust Tower 77 King St. W., Toronto
Japan Information Centre, Suite 3300 Royal Trust Tower 77 King St. W., Toronto
Japan National Tourist Organization, 165 University Ave. 5th Fl., Toronto
The Japan Foundation of Toronto, 131 Bloor St. W. Suite 213, Toronto
Japanese Canadian Cultural Centre, 6 Garamond Court, Don Mills, Ontario
Time: 180 minutes
In this activity, students learn how to invite friends to various occasions. They further develop their communicative skills through phone conversations. They learn to read a map and give basic directions. As a concluding activity, students create and respond to party invitations. Evaluation involves a variety of rubrics and a three-skill quiz.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different level.
Specific Expectations
Oral Communication: Listening
OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).
Oral Communication: Speaking
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);
OS1.03 - express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations).
Reading
RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);
RE1.02 - read aloud with expression to further develop standard pronunciation, intonation, and tones;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentences structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., retell stories);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., festival, historical sites).
Writing
WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);
WR1.02 - write a variety of questions and answers;
WR1.03 - write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);
WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen pal or key pal in another country).
· vocabulary associated with time, days, months
· expressions describing likes and dislikes
· idiomatic expressions associated with greetings and opening a conversation
· vocabulary associated with inviting someone to go to see a movie, etc. (Kabuki, Onsen hot spring, flower viewing, etc.) and direction-related words (right, left, next to, in front of, etc.) and particles
· adjectives – interesting, boring, beautiful, enjoyable, quiet, noisy, etc.
· use of idiomatic phone conversation expressions
· The teacher assembles necessary maps, video equipment, audio-tape material, magazines, and calendars.
· The teacher finds/prepares listening, reading comprehension, and writing exercises.
· The teacher prepares sentences for the charades game.
· The teacher prepares a word search using party-related words in Katakana.
· The teacher prepares a model for the dialogues.
· The teacher prepares necessary construction paper, markers, etc. for the invitation activity.
· The teacher finds photographs and videotapes of seasonal festivals in Japan.
· The teacher prepares worksheets and vocabulary game sheet for students to practise new vocabulary and compose simple sentences.
· The teacher prepares the rubrics and the three-skill quiz.
1. Whole class: Pretending to invite a famous celebrity to a party, the teacher presents vocabulary associated with parties, seasonal festivals, invitations, giving directions, and speaking on the telephone. Then, students from the class pretend to phone another famous celebrity to invite them to the same party, while the teacher writes sample sentences onto an overhead in Japanese for reference.
2. Individual: Students complete listening, reading comprehension, and writing exercises involving inviting people to parties.
3. Small group: Students play charades, using teacher-made sentences about parties (e.g., There is a party for Mary’s birthday on Friday at 7:30 at Kai’s house). One student sees the sentence written out, then tries to act it out (gestures only, no speaking) for his/her team. If the team guesses the entire sentence and writes it out correctly in less than two minutes, they score the number of seconds it took them. The next team proceeds in the same fashion. At the end of the game, once all teams have tried the same number of sentences, the team with the lowest number of seconds wins.
4. Individual: Students practise Katakana with party-related words using a word search.
5. Whole class: Students complete a checklist about Japanese seasonal festivals based on a video (e.g., Japan – the land and its people).
6. Pair work: Using a model, students create and present a dialogue about a party invitation. An oral presentation rubric already familiar to the students is used to evaluate performances.
7. Individual: Using a model, students design a party invitation using various media (e.g., brush, origami, washi, etc.). The invitations are then sent randomly to students in the class.
8. Pair work: Students respond to one of their invitations by phone. Students are encouraged to use bilingual and/or visual dictionaries for vocabulary enrichment. Students present their phone conversations to the class and are evaluated using an oral presentation rubric already familiar to them.
9. Individual: Students write a three-skill test (listening, reading comprehension, writing) involving inviting people to parties and giving directions.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation |
Students learn to invite people to parties, both in oral and written form. |
|
Knowledge/ |
OL1.01, OL1.02 |
Observation Checklists |
Students complete listening, reading comprehension and writing exercises. |
|
Communication |
OL1.02 |
Observation |
Students play charades. |
|
Application |
OL1.01, OL1.02 |
Checklist |
Students complete a checklist about a video on festivals. |
|
Communication |
OL1.01, OL1.02 |
Oral presentation rubric |
Students create and present a dialogue about inviting someone to a party. |
|
Application |
WR1.01, WR1.03, WR1.05 |
Writing rubric |
Students create a party invitation with directions to get to the party. |
|
Communication Thinking/Inquiry |
OL1.01, OL1.02 |
Oral presentation rubric (peer evaluation) |
Students create and present a dialogue about responding to one of the student-produced invitations. |
|
Application |
OL1.01, OL1.02 |
Pencil-and-paper quiz |
Students write a three-skill quiz (listening, reading comprehension, writing). |
· Consult student’s Annual and/or Individual Education Plan.
· Run through the charades sentences before playing the game.
· Provide scripts and audiotapes of new vocabulary, so students can compare oral and written Japanese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
Technological
Japan – The land and it’s people (videotape). Produced by: Nippon Steel Co.
Mr. Yan and the Japanese people (video
series)
www.japantravelinfo.com
Japan National Tourist Organization
Community
Japanese Canadian Cultural Centre
Time: 240 minutes
In this activity, students learn to shop for party supplies in Japanese. They learn the Japanese counting system and how to count general goods using counters. Activities include role-playing, a dialogue, a computer search, and learning a Makizushi (rolled sushi) recipe. Evaluation involves a self-evaluation, an oral presentation rubric, a computer information search rubric and checklist, an oral rating scale, and a three-skill test (listening, reading comprehension, writing).
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
Oral Communication: Listening
OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).
Oral Communication: Speaking
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);
OS1.03 - express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations).
Reading
RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);
RE1.02 - read aloud with expression to further develop standard pronunciation, intonation, and tones;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentences structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs, and the Internet);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., festival, historical sites).
Writing
WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);
WR1.02 - write a variety of questions and answers;
WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen pal or key pal in another country).
· vocabulary associated with directions, numbers
· expressions describing colours, size, days, etc.
· regular verbs and idiomatic expressions associated with shopping situations
· vocabulary associated with shopping such as shapes, textures, volume, etc.
· nouns – a variety of things required for a party (glasses, plates, cakes, candles, etc.)
· verbs – Te form + kudasai (requesting), Te form + kuremasuka (asking for a favour )
· use of idiomatic general shopping expressions
· The teacher prepares photographs and videotapes of the traditional Japanese stores such as kimono stores, fish stores, rice cracker stores, and craft stores.
· The teacher finds/prepares listening, reading comprehension, and writing exercises and answer keys involving shopping for party supplies, the Japanese counting system, Japan’s economy, and Makizushi.
· The teacher finds/prepares a model for the dialogue.
· The teacher photocopies the oral presentation rubric.
· The teacher prepares the computer information search assignment and arranges for Internet access.
· The teacher makes arrangements to prepare Makizushi with the class.
· The teacher prepares questions for the conference.
· The teacher prepares the three-skill test.
1. Whole class: The teacher presents vocabulary associated with shopping (names of merchandise and types of stores), by placing an item (e.g., napkins, plastic glasses, paper plates, etc.) on a student’s desk and role-playing with her/him (e.g., How much do these napkins cost? Student: They cost 10 Yen.). Then, students are given an item and they role-play the shopper by placing the item on another student’s desk, while the teacher writes the sample sentences onto an overhead for reference. The teacher uses his/her collection of photos and videos of traditional Japanese stores to complement this activity.
2. Individual: Students complete listening, reading comprehension, and writing exercises involving shopping for party supplies.
3. Whole class: The teacher reviews the Japanese counting system and eight commonly used counters for general objects (nin, mai, satsu, hon, nichi, hitotsu, ko, dai). Students learn large numbers and the Japanese number system (100, 1,000, 10,000, 100,000,000).
4. Pair work: Students complete exercises involving the Japanese counting system and large numbers.
5. Whole class: Students complete a reading exercise about the Japanese currency and economy and Japan’s business relationship with Canada.
6. Pair work: Using a model, students create and present dialogues about ordering a birthday cake at a department store. These dialogues are evaluated using an oral presentation rubric already familiar to students.
7. Small group: Using an assignment sheet, students find information about Japanese party supply stores on the Internet. The group’s results are evaluated using a computer information search rubric and checklist.
8. Whole class: The teacher demonstrates how to make Makizushi to practise counting and to introduce them to a dish they can serve later on at their party in Activity 5. Students eat Makizushi with Japanese tea.
9. Individual: Students discuss planning a party with the teacher.
10. Individual: Students write a three-skill test (listening, reading comprehension, writing) involving shopping for party supplies, the Japanese counting system, and making Makizushi.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation, checklist, true-false, multiple choice |
Students learn to discuss shopping for party supplies, both in oral and written form, and complete listening, reading comprehension, and writing exercises. |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation |
Students learn about the Japanese counting system and complete exercises involving large numbers. |
|
Application |
RE1.01, RE1.02, RE1.05 |
Self-evaluation using answer key |
Students read about the Japanese economy. |
|
Communication |
OL1.02 |
Oral presentation rubric |
Students create and present a dialogue about ordering a cake. |
|
Application Thinking/Inquiry |
RE1.03 |
Computer information search rubric and checklist |
Students find information about Japanese party supplies on the Internet. |
|
Communication Application |
OL1.01, OL1.02, OL1.03 |
Rating scale: Pronunciation 1- 4 Vocabulary 1- 4 Structure 1- 4 Flow 1- 4 |
Students discuss planning a party at a conference with the teacher. |
|
Application |
OL1.01, OL1.02, OL1.03 |
Pencil and paper test |
Students write a three-skill test (listening, reading comprehension, writing). |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary, so students can compare oral and written Japanese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· Allow private performances of the dialogue.
Motohashi, Fujiko and Satoko Hayashi. 24 Tasks for Basic Modern Japanese 1 & 2.
Yoich, Sugiura and John K. Gillespie. Traditional Japanese Culture & Modern Japan.
Technological
Mr. Yan and the Japanese People (Video series)
Japan – The Land and it’s people (Video)
http://www.asahi-jc.com/sushi.htm
www.mainichi.co.jp/index-e.html
www.japanfoundationcanada.org
www.panix.com/~tn/j-lang.html
www.sla.purdue.edu/fll/JapanProj/FreePhoto/p-pictures.html
Community
Japanese Canadian Cultural Centre
Time: 240 minutes
In this activity, students learn the essential vocabulary and expressions involved in decorating and setting up a party room. Students practise calligraphy, Hiragana, and Katakana. In a group reading activity, they also learn how to do/make Origami. Evaluation involves a rating scale, an oral presentation rubric, and a three-skill test (listening, reading comprehension, writing).
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
Oral Communication: Listening
OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).
Oral Communication: Speaking
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);
OS1.03 - express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations);
Reading
RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);
RE1.02 - read aloud with expression to further develop standard pronunciation, intonation, and tones;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentences structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., retell stories);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., festival, historical sites).
Writing
WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);
WR1.02 - write a variety of questions and answers;
WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen pal or key pal in another country).
· Katakana reading/writing
· Japanese calligraphy (shodo)
· vocabulary associated with food, decoration, party and festivals
· regular verbs and idiomatic expressions associated with requests and suggestions and invitations
· vocabulary: animals, shapes, colours (nouns and adjectives)
· particles: introduction of new particles and a different way of using particles learned
· transfer from Hiragana/Katakana to English
· The teacher assembles necessary materials for decorating (origami paper, scissors, glue sticks, etc.).
· The teacher finds/prepares listening, reading comprehension, and writing exercises.
· The teacher prepares Japanese calligraphy utensils.
· The teacher prepares student name list in Hiragana.
· The teacher prepares instruction sheets for the Origami activity.
· The teacher photocopies the oral presentation rubrics.
· The teacher prepares a three-skill test.
1. Whole class: Using pictures of rooms decorated for parties and samples of Origami, the teacher introduces new vocabulary and grammar structures in oral and written form. Using a large blank floor plan of the classroom on chart paper, students come forward and label where they would like decorations to go for a class party.
2. Individual: Students complete listening, reading comprehension, and writing exercises involving Hiragana and vocabulary and grammar structures involving decorating for a party.
3. Individual: Students rewrite the Hiragana name list into Katakana, then into English, so that they can write name cards.
4. Whole class: The teacher dictates Japanese calligraphy to students. Students write their name with a brush on blank bookmark paper.
5. Small group: Using teacher-prepared instruction sheets with a different product for each group, students make Origami.
6. Small group: Some groups decorate the room with Origami and bookmarks made by students. Others write names of food and animals with a brush and label the pictures around the room.
7. Whole class: Small groups show their Origami work and give hints (e.g., This animal flies, lives in the jungle, and eats fish). The class guesses what the Origami represents. Oral presentation rubrics, familiar to the students, are used to evaluate.
8. Individual: Students write a three-skill test (listening, reading comprehension, writing) involving party decorations and Origami instructions.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ Application |
OL1.01, OL1.02, OL1.03 |
Observation, activity sheets, true-false, checklist, multiple-choice |
Students discuss party decorations and complete activity sheets in Hiragana, Katakana, and English. |
|
Application |
OL1.01, OL1.02 |
Observation |
Students practise Japanese calligraphy. |
|
Application |
RE1.01, RE1.04 |
Rating scale: Neatness 1- 4 Likeness 1- 4 |
Students follow written directions to make Origami. |
|
Thinking/Inquiry |
RE1.04 |
Observation |
Students decorate the room with labels, pictures, and bookmarks. |
|
Thinking/Inquiry |
OL1.01, OL1.02 |
Oral presentation rubric |
Students point to their Origami, giving aural hints, and others guess what it represents. |
|
Application |
OL1.01, OL1.02, OL1.03 |
Pencil and paper test |
Students write a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary, so students can compare oral and written Japanese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· Assist students with creating hints for their Origami presentations.
Technological
Wu, Joseph. Origami: A Brief History of the Ancient Art of Paper Folding.
http://www.origami.vancouver.bc.ca/info/history.html
Masao, Okamura. The History of Origami in Japan (Online).
http://origami.gr.jp/People/OKMR/hostory-e.html
Time: 240 minutes
Students learn new vocabulary and expressions from Japanese songs. Through playing popular Japanese games and music, students become more familiar with the Japanese culture. Simulating a party ultimately consolidates the preparation students have practised in earlier activities. Evaluation involves an oral presentation and a three-skill unit test (listening, reading comprehension, writing).
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
Oral Communication: Listening
OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).
Oral Communication: Speaking
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);
OS1.03 - express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations).
Reading
RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);
RE1.02 - read aloud with expression to further develop standard pronunciation, intonation, and tones;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentences structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs, and the Internet);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., festival, historical sites).
Writing
WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);
WR1.02 - write a variety of questions and answers;
WR1.05 - apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen pal or key pal in another country).
· vocabulary associated with friends, games and music
· expressions describing yourself and your friends
· expressions to explain games
· simple question making (when, where, who, why, and what?)
· The teacher prepares cassette player, cassette tapes, and copies of cloze versions of songs.
· The teacher prepares listening, reading comprehension, and writing exercises.
· The teacher prepares the model dialogue.
· The teacher arranges the room for the party simulation.
· The teacher arranges ingredients, utensils, dishes, cutlery, etc. for making and eating Makizushi at the party.
· The teacher photocopies the oral presentation rubric.
· The teacher prepares the three-skill unit test.
1. Whole class: Using cassette tapes or CDs and an overhead of the lyrics in Japanese, the teacher introduces a couple of popular songs. Once the students are comfortable singing along, a student is chosen to come forward and lead the class, while the teacher highlights new and useful vocabulary and grammar structures by writing them onto the front board. The questions when, where, who, why, and what are used to review the content of the songs. A few additional useful expressions for hosting a party are included (e.g., Please have a seat. Would you like something to drink?)
2. Individual: Using a cloze version of the same songs, students fill in blanks with words while listening to the tape again.
3. Individual: Students complete listening, reading comprehension, and writing exercises about hosting a party, popular songs, and question words.
4. Pair: Using a model, students prepare a dialogue about good manners to be evaluated with an oral presentation rubric already familiar to the students.
5. Whole class: (Party simulation for a period) The teacher and students conduct Japanese music games like Kagome Kagome. Students present their dialogues about good manners. Students prepare Makizushi for themselves and eat it with Japanese tea. Students sing along with cassette tapes of popular songs.
6. Individual: Students write a three-skill test (listening, reading comprehension, writing) involving preparing for and hosting a party and party activities.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation |
Students learn to use vocabulary and grammar structures imbedded in popular songs, as well as expressions needed for hosting a party, in oral and written form. |
|
Knowledge/ |
OL1.01, OL1.02 |
Fill-ins |
Students fill in blanks while listening to songs. |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation, activity sheets, true-false, multiple-choice |
Students complete listening, reading comprehension, and writing exercises about hosting a party, popular songs, and question words. |
|
Application |
OL1.02, OL1.03 |
Observation |
Students listen to and sing Japanese songs. |
|
Thinking/Inquiry |
OL1.01, OL1.02, OL1.03 |
Pencil and paper test |
Students write a three-skill unit test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary and songs, so students can compare oral and written Japanese.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the dialogue.
Technological
Nipponia
http://jin.jcic.or.jp/nipponia
The Japan Foundation
http://www.japanfoundationcanada.org/
Community
Association for Japanese Culture. Telephone: (416) 298-7657
Japan Information Centre, Consulate General of Japan. Telephone: (416) 363-7038
Japanese Canadian Cultural Centre. Telephone: (416) 441-2345
Other
Mizutani, Nobuko. Karuta: A Game For Students of Japanese. Tokyo: Bonjinsha Publishing Co.