1/1 Unit of Work: Family life, home and Neighbourhood - About Me - Me and my Family
Language: Japanese Beginners | Target Group : Year 11 Preliminary | Topic: About me Sub-topic: Me and my family | Indicative time: 1 Term | ||
Key Concepts · there is a range of language in Japanese to talk about yourself and your family · we are part of a global community with diverse cultures and languages · 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 · introduce yourself · introduce your family members · ask and talk about where you live · ask and talk about ages · ask about and state your telephone number · ask and talk about what pets you have · read and write hiragana and kanji numbers 1- 10 | 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 for key words to assist understanding · links in communication · the purpose and context of communication · ways to support effective interaction · ways of identifying relevant details in texts · ways of inferring meaning from text · students learn about resources available to access, enhance or promote independent learning · register and common expressions in language use · features of the written language · the writing system, its purpose and function · ways to aid memorisation of kana symbols | Students learn to: · listen for meaning · use strategies to initiate, maintain and conclude and interaction · select and incorporate vocabulary and structures to achieve specific communication goals · use appropriate language features to enhance communication e.g. tone, intonation · 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 · recognise features of the scripted language as representations of sound and/or meaning · recognise differences between kanji and katakana, hiragana · 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 · ways of expressing sounds and meanings in print · 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 · identify specific features of the written language, e.g. voiced, semi-voiced and combination sounds · identify ways in which words can be written kanji and katakana, hiragana using · apply the conventions of the writing system, e.g. stroke order and direction | |||
Grammar – recognition and use: Introducing oneself e.g. わたしは～です。 e.g. はじめまして。どうぞ よろしく。 Asking and telling one’s name Q: おなまえはなんですか。 A: わたしのなまえは～です。 Greetings e.g. おはようございます Using numbers by asking and giving one’s age Q: なんさいですか。 A: ～さいです。 Using numbers by asking and giving one’s phone number Q: でんわばんごうは なんばんですか。 A: ～の～です。 Asking and saying where one lives Q: どこにすんでいますか。 A: ～にすんでいます。 e.g. シドニーのボンダイにすんでいます。 で Joining sentences with ~ e.g. わたしはまさみで１６さいです。 Introducing family members and family vocabulary e.g. おとうとのなまえは～です。 e.g. ははは～さいです。 Asking about people’s pets using pets’ vocabulary Q: ペットをかっていますか。 A: はい、～をかっています。いいえ、かっていません。 Extension: Small animal counters Extension: Months/dates/asking about birthday | Script Hiragana (read and write) Kanji numbers 1-10 (read and write) 一 二 三 四 五 六 七 八 九 十 Day and month *（日）（月） Other kanji (optional/extension) * 住 前 名 母 父 才 何 私 人 本 日 話 電 国 中 好 *Recognition kanji only at this stage | ||||
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