4.1 Education & Work – School and Part Time Jobs – About My School
Language: Japanese Beginners | Target Group : Year 12 Preliminary | Topic: School & Part-time jobs Sub-topic: About my School | Indicative time: 2-3week | ||
Key Concepts · there is a range of language in Japanese to talk about school and school life · we will build on language we have already studied · there are differences and similarities between the Japanese school system and the Australian system · reading and writing Japanese incorporates the use of three different scripts | Purpose · it is important that students learn to communicate with students from other language backgrounds · it is important that students understand and appreciate different cultures · script is an essential part of Japanese language | ||||
Objectives · talk about your school – where is it? What type of school? What facilities does it have etc · talk about your Japanese studies · talk about your favourite/least favourite subjects/teachers · compare schools and school life in Japan and Australia | Competencies: · communicating ideas and information · collecting, analyzing and organizing information · planning and organizing activities · working with others and in teams · using technology · solving problems | ||||
Outcomes: Objective 1 – Interacting (S/L/R/W) A student: 1.1 establishes and maintains communication in Japanese 1.2 manipulates linguistic structures to express ideas effectively 1.3 sequences ideas and information 1.4 applies knowledge of the culture of Japanese-speaking communities to interact appropriately Objective 2 – Understanding texts (L/R) A student: 2.1 understands and interprets information in texts using a range of strategies 2.2 conveys the gist of and identifies specific information in texts 2.3 summaries the main points of a text 2.5 identifies the purpose, context and audience of the text 2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts | Students learn about: · the importance of listening and reading for key words to assist understanding · the importance of reading for key words to assist understanding · the purpose and context of communication · formal and informal language and when and where it is used · sociolinguistic conventions relating to everyday activities · ways of identifying relevant details in texts · ways of inferring meaning from text · resources available to access, enhance or promote independent learning · register and common expressions in language use · language used to express cultural values · ways to aid memorisation of kana symbols | Students learn to: · listen and read for meaning · use strategies to initiate, maintain and conclude and interaction · select and incorporate vocabulary and structures to achieve specific communication goals · maintain an interaction by responding to and asking questions and sharing information · structure information and ideas coherently · make judgements about the relevance of detail in understanding texts · use contextual and other clues to infer meaning from texts · access available resources to assist comprehension e.g. word lists · explain the use of words and expressions with particular cultural significance · identify and discuss cultural influences in specific texts · use visual mnemonics to memorise kana symbols | |||
Objective 3 – Producing texts (S/W) A student: 3.1 produces texts appropriate to audience, purpose and context 3.2 structures and sequences ideas and information 3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas 3.4 applies knowledge of the culture of Japanese-speaking communities to the production of text | · the structure and format of particular texts · the logical sequencing of ideas in extended texts · the application of known linguistic structures in known contexts · register in language use · diverse aspects of the writing system · conventions of the writing system | · present and organise information in ways appropriate to audience, purpose and context · sequence ideas and information in texts · apply a range of vocabulary and linguistic structures across a range of contexts · use culturally appropriate language when creating and present texts · evaluate the accuracy and appropriateness of structures when constructing and editing text · identify specific features of the written language, e.g. voiced, semi-voiced and combination sounds · apply the conventions of the writing system, e.g. stroke order and direction | |||
Grammar – recognition and use: Revision: 。。。がすき／すきじゃないです。 ここで。。。ができます。 学校は九時から三時までです。 Comparisons Joining adjectives Times and days Indicating location Asking about school years Q：何年生ですか。 A: 高校三年生です。 Describing your school 。。。という学校に行っています。 私の学校に大きいプールがあります。 としょかんの前にばいてんがあります。 私の学校にはせいとが千人ぐらいいます。 Talking about your studies 何をべんきょうしていますか。 一ばんすきなかもくは何ですか。 どのぐらい日本語をべんきょうしていますか。 Giving a reason Q: どうしてすうがくがすきですか。 A: 先生はしんせつだからすうがくがすきです。 Expressing your thoughts せいぶつはむずかしいと思います。 川田先生はきびしいと思います。 | Script Kanji: 学、校、先、生、年、間、思 Katakana reading and writing Vocabulary Types of School Buildings School Subjects Types of Schools | ||||
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