Japanese Term Overview – 2015
School name
Year Level: 6
Unit title
Duration of unit
Itadakimasu! Let’s Eat!
9 weeks
Term: 3, 2015
Teacher: Jane Everett
Unit outline
Food is an important part of Japanese culture, and indeed, much can be learned about Japanese culture through food. In this
unit, students will be introduced to a variety of popular Japanese dishes through a ‘food safari’, prepare a pair role play discussing
one of these foods, participate in a ‘Wasabi Challenge’ that introduces flavour vocabulary, and finally, translate a simple recipe
then create a ‘mini masterchef’ video including three elements – self introduction, sequence of steps and convseration about the
dish. This unit also aims to reinforce and follow up on the sentence patterns and verbs learnt in the previous unit – ‘omusubi
kororin’.
Vocabulary and Sentence patterns:
Sequence word,
Noun を
Verb.
Eg. まず、
Noun に Noun を Verb.
にんじん
を
きります。
Eg. フライパン に
を
玉ねぎ
たべたことがあります
を
いれめす。
Q. Food
を
たべたことがありますか。
A:（はい、Food
Q. Food
を
たべたいですか。
A:（はい、たべたいです。
Q. Food
Q: Food
は
が
おいしいですか。
すきですか。
A:（はい、おいしいです。
OR
いいえ おいしくないです。
A:（だいすきです。 すきです。 まあまあです。 すきじゃないです。
Q: あじ
は
どうですか。
A: からい、しおからい、あまい、すっぱい、にがい、
OR
いいえ
Sequencing language.
まず、そして、それから、そのあと、つぎに、さいごに、できあがります。
Weather conversation.
今日 は （Weather word）
Languages Term Overview
ですね。
そうですね。
（Weather word）ですね。
OR
いいえ、Food
を
たべたことがありません。
たべたくないです。
きらいです。
だいきらいです。
Weather vocabulary.
Languages Term Overview
くもり、さむい、あつい、はれ、あめ、ゆき、ありあし
Content descriptions to be taught
Communicating
Understanding
Socialising
Participate in everyday classroom activities and routines
such as asking how to say or write something, asking for
help or repetition, praising or complimenting one another,
thanking, apologising and expressing preferences
(nicchoku, wasabi game)
Systems of Language
Engage with authentic spoken language, recognising how
words blend and understanding the relationship between
sounds, words and meaning (noticing that certain
combinations of two moras make one rhythm unit (foot), for
example, the copula です and the verb suffix ます – recipe
verbs.)
Informing (Yr 4,5)
Locate and process specific points of information in
familiar types of written, spoken, multimodal and digital
texts associated with people, places and objects
(chocolate cake recipe)
Creating
Create and present or perform imaginative texts for a
variety of purposes and audiences (mini masterchef film)
Recognise some single and whole word katakana and
develop the ability to use hiragana and kanji in a single text
(katakana for food ingredients that are borrowed from
English - understanding the use of basic Japanese
punctuation marks such as まる(。) and てん(、), and
katakana long vowel marks, for example, in a food words
such as チョコレート)
Translating
Create bilingual texts and learning resources such as
displays, websites, posters, picture books, games, word
banks and menus (good copy of recipe for display)
Recognise the systematic nature of Japanese grammatical
rules and apply these to generate new language for a
range of purposes (which particle to include for each verb
and using conjunctions such as そして、それから to link
ideas in recipe instructions.)
Language Variation and Change
Recognise that the Japanese language is both influenced
by in turn influences other languages and cultures
(borrowed words for food – make a list of borrowed words
in katakana)
Languages Term Overview
General capabilities and
cross-curriculum priorities
Literacy
(comparing Japanese and English words
and usage, generic structure of folk
tale)
ICT competence
(PPT skills, Japanese typing skills)
Critical and creative thinking
(adapting base rap to make it original)
Personal and social
competence
(teamwork when working in groups to
create new rap)
Intercultural understanding
(discussing values evident in Omusubi
Kororin folk tale)
Achievement standard – Year 5 and 6
By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about
daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete
sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow instructions. They
extend their answers by using conjunctions such as そして、それから. They show concern for and interest in others by making enquiries such as だいじょう
ぶ？, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double
いぬ
あめ
consonants and blends, and high-frequency kanji, for example, 犬 , 小さい、 雨 . Students locate specific information and some supporting details in a range of
spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, や
さしい 人 です。. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for
うえ
example, へ、で、を、が and prepositions, for example, の 上 に, and apply the rules of punctuation when writing. They describe and recount events and
み
experiences in time, for example, adjective です。noun です/でした。 and present/past/negative verb forms, for example, のみます、たべます、見ました、いき
ません. They use counter classifiers in response to questions such as いくら です か。なんびき？なんこ？. Students translate familiar texts, recognising
formulaic expressions and culturally specific textual features and language use. They comment on similarities and differences in ways of expressing values such
as politeness, consideration and respect in Japanese compared to other languages and cultures.
Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as を、へ、は, and です.
They understand and apply the rules and phonetic changes related to counter classifiers, such as さんぜんえん、いっこ、はっぴき. They apply their knowledge
of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by other languages and cultures.
They identify words from other languages used in Japanese, such as パソコン、メール、パスタ, and how the pronunciation, form and meaning of borrowed
words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own
language use, such as ways of deflecting praise, for example, じょうず です ね。いいえ。
Assessment (Overview)
Make judgments
Describe the assessment
Assessment date/period
Pair role play. Language focus – weather, have you tried ___ before, do you want
to try it?
Term 3, Week 7
Wasabi game – Interviewer and Taster – speaking assessment
Term 3, Week 10
Mini-Masterchef video – self introduction, recipe with sequencing language,
conversation
Term 4, Week 5
Languages Term Overview


Learning Sequence
Focus
Week 4
Learning Activities including details of modifications to programme to cater for
individual needs.
(Support and Extension)
L1
*Explain Gold Coast MLTAQ speech competition – hand out speeches.
*Brainstorm foods that we know – record on Triptco’s Word Magnets
*Play ‘I have ____, who has ___?’ with Japanese foods and descriptions. Play twice
and show pics of food on ppt the second time. When showing last page of ppt, focus
on names of each food and the hiragana labels. Any tricky words?
L2
*Hand out safari sheets and put up last page of ppt on screen. Students practise
writing the food words, and write an English description. They then tick the column
for whether they have eaten the food or not, and whether they want to eat it or not.
*Whole class discussion and practise of saying sentences using ‘tabetakoto ga arimasu
/ arimasen, tabetaidesu / tabetakunaidesu.
Orientating
Remembering
&
Understanding
Week 5
L1
Hand out mini books and make together.
Quizlet – Japanese food and translations
L2
(Away – mapping)
Week 6
Languages Term Overview
Year 6 students in Canberra
Resources
laminated ‘I have’
cards
PPT
safari sheet
dictionaries
Quizlet activity
Assessment
Focus and
Scope
Learning Sequence
Week 7
L1
*Introduce weather words with pictures
*Explain pair task - random pairs -- students won't know who they're going to be with.
*Hand out the criteria sheet and discuss - students to practise the sentence structures
individually or with the person next to them.
(I will be handing them a food card from our safari to use as the conversation base.)
L2
*Practise as whole class, focussing on correct pronunciation.
*Discuss extra language that could be included – how old are you? Where do you live?
Me too! I can’t believe it! No!
*Students in pairs to practise the conversation. – use the Japanese students to
demonstrate and help.
Week 8
Pair conversation
criteria sheet
Extra language
cards for display
L1
*Have students work on preparing for their pair conversation by practising in pairs.
Call students in two at a time, to work through the speeches.
*When finished, students work on the food and eating crossword puzzle.
*If finished crossword early, students play hangman with the food words
L2
Continue with pair role plays
Week 9
Enhancing
Applying
&
Analysing
Languages Term Overview
L1
Introduce flavours - amai, suppai, karai, shiokarai, nigai using actions.
Amai - ammma too much sugar! Suppai - super sour, karai - hot like curry, shiokarai
, nigai – bitter
*Students write English meanings in mini book.
*Practise wasabi o tabeyou with mini food cards in pairs
*Practise in particular 'oishiidesuka' - hai oishiidesu / iie oishikunai desu
food crossword
puzzle
mini food cards
Rubric –
Speaking
Assessment
Learning Sequence
Aji wa dou desu ka.
L2
Revise wasabi tabeyou game and demonstrate.
Last practice of conversation
Week 10
Languages Term Overview
L1
Wasabi Tabeyou – use Triptico Flip to choose players
1. Player has mini food card or spinner in front of them.
2. Interviewer greets the player appropriately and asks name. Ohayou gozaimasu.
Onamae wa nan desu ka?
Player answers. Ohayo gozaimasu. Watashi no namae wa ________ desu.
3. Interviewer asks…Have you eaten ____ before? "_______ o tabeta koto ga
arimasuka?"
4. Player answers. Either "hai ______ o tabeta koto ga arimasu." OR "iie tabeta
koto ga arimasen."
5. Interviewer says 'here you go, please eat" "Douzo, tabete kudasai."
Player says grace before meals "itadakimasu" , pretends to eat the food, then
says 'grace after meals' 'gochisou sama deshta.'
7. Interviewer asks "do you like ____". ________ ga suki desu ka?
8. Player answers. Daisukidesu / sukidesu / maamaa desu / sukijanai desu /
kiriai desu / daikirai desu.
9. Interviewer asks "is it delicious?" oishii desu ka?
10. Player answers. Either 'hai oishii desu. OR 'iie, oishiku nai desu.'
11. Interviewer asks "how does it taste?"
Aji wa doudesuka?
12. Player answers - amai desu / suppai desu / karai desu / nigai desu / shio
karai desu.
13. Interviewer and player say "thank you". Arigatou arigatou
L2
Complete Wasabi tabeyou game
Spinner
Dark Chocolate
Senbei
Lemon
Chips
Wasabi
Lolly
observation of
speaking ability
- checklist
Learning Sequence
Term 4
Week 1
L1
*Introduce sequencing language with actions, write meanings in mini books, practise
with partner.
*Hand out task sheet with chocolate cake recipe in Japanese. Students to write the
correct Japanese ingredients beside the words in English and roomaji.
Chocolate cake
recipe
L2
Revise sequencing words
Students write the sentences into their correct positions.
Week 2
Synthesisin
g
L1
*Highlight the verbs from recipe. What is their position in each sentence? Write
English for verbs in mini book.
*Playing with sentences.
Chop the onion. Etc. Students to look up the nouns in dictionary to write the
sentence in Japanese. Emphasise verbs go at the end of the sentences.
L2
Demonstrate how to simplify a recipe into simple English steps.
Students begin to simplify their recipes.
Evaluating
&
Designing
Week 3
L1
*Show examples of previous years’ videos.
*Go through criteria sheet carefully and explain sections.
*Students begin to translate their sentences into simple Japanese sentences.
L2
*continue translating
Week 4
Languages Term Overview
dictionaries
L1
Complete translating
*Students to rehearse
Criteria sheet
Minimasterchef
rubric – focus
on speaking
and writing
Learning Sequence
L2
*rehearse - film during the week / over the weekend.
Week 5
L1
*hand in films on usb
L2
*Cooking activities – omusubi / yakisoba
Week 6
L1
View ‘Master Chef’ fims
hand written or
digitally created
recipes.
L2
*Watch remaining Master Chef films.Students write up good copies of recipes for
display.
Week 7
L1
Hand Back Criteria Sheets discuss.
L2
Begin recipe write-ups for display
Week 8
L1
Continue writing up recipe for display
L2
New Year Cards
Languages Term Overview
observe use of
script