Y9 COURSE OUTLINE
Levels 1 and 2
Proficiency Descriptor
At these levels, students can understand and use familiar expressions and everyday vocabulary. They can
interact in a simple way in supported situations.
Achievement Objectives
Communication at these levels means that, in selected linguistic and socio-cultural contexts, students will:
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receive and produce information;
produce and respond to questions and requests;
be able to show social awareness when interacting with others.
Language Knowledge and Cultural Knowledge at these levels means that, in selected linguistic and socio-cultural
contexts, students will:
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recognise that Japanese is organised in particular ways;
make connections with their own language(s);
recognise that Japanese cultures are organised in particular ways;
make connections with known culture(s).
How to integrate the strands:
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By introducing and using script from the outset;
By integrating language and culture from the beginning;
By using Japanese for genuine social interaction;
By providing a variety of opportunities for listening, speaking and presenting and performing Japanese;
By viewing, reading, and producing Japanese script in supported situations;
By creating a supportive environment in which students can take risks;
By encouraging students to use Japanese, focusing on communication with the understanding that
accuracy will develop as students gain confidence.
(1) NEW ZEALAND CURRICULUM PRINCIPLES RELEVANT TO YEAR 9 JAPANESE:
High Expectations – students are encouraged to aim high and aim for excellence in all skills
Treaty of Waitangi – connections are made to the Treaty of Waitangi through comparing relevant aspects of Japanese
culture with aspects of the Maori culture
Cultural diversity – this is an integral part of learning a language, where students are encouraged to accept and
understand aspects of another culture
Inclusion – all students are encouraged equally to perform regardless of their sex, race or ability
Learning to learn – all students are encouraged to take responsibility for their own learning and provided with a variety of
ways to learn Japanese
Community engagement – students are encouraged to involve parents and siblings in their learning of Japanese.
Coherence – where appropriate, links are made across subject areas
Future focus – students are encouraged to value the Japanes language and how it could be useful to them in a future
career or simply for travel purposes in the future
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(2) VALUES RELEVANT TO THIS COURSE
Excellence – students are encouraged at all times to aim high, persevere and aim for excellence
Diversity – an interest in cultural diversity is fostered through teaching and talking about aspects of the
Japanese culture
(3) KEY COMPETENCIES:
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Thinking in language learning involves students being encouraged to be curious, reflective, exploratory, and to
notice language and make appropriate connections
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Managing Self involves students being encouraged to take opportunities to learn, use and practice Japanese, and
to set and meet learning goals.
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Relating to others is about interacting effectively with a range of people in a variety of contexts. Students have
opportunities to engage with their peers, and are able to recognise different points of view and practices.
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Participating and Contributing involves students learning to contribute appropriately as a group member e.g.
by interacting with and encouraging others
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Using language, symbols and text is the core of Japanese language learning at St Andrew’s across all three
strands. Students encounter a variety of text-types as part of their Japanese learning.
TOPIC1:
INTRODUCING MYSELF AND OTHERS
OVERVIEW:
Students are able to introduce themselves and ask for and give basic information on a variety of subjects
TIME PERIOD: 12 weeks
ACHIEVEMENT OBJECTIVES:
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learn correct pronunciation
to greet & farewell people
to recognise & respond to classroom expressions & simple instructions
to recognise & respond to greetings, farewells & introductions
introduce oneself & others
express & respond to apology and thanks
use numbers
ask for & give a telephone number
use formal greetings & appropriate responses
ask for & give one’s age
ask someone their nationality & give one’s own
ask where & say where one lives or was born
recognise & say simple household expressions
talk about members of one’s family
express how many people there are in one’s family
CULTURAL OBJECTIVES:
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gain an understanding of levels of politeness or formality
the origin of & the different writing scripts
learn about Japan’s position in the world & its basic geography
bowing formality
greetings, gestures & body language
business card etiquette
family structure
SCRIPT WRITING:
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students will learn to write & recognise the Hiragana script and how to write double consonants
double sounds う and the particle は
Students will learn to write the numbers in kanji
LEARNING OUTCOMES: students will be able to
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introduce themselves to others in both formal and informal situations
say farewell in both formal and informal situations
count up to 1,000,000
つ
&
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exchange & receive items using relevant expressions (e.g. meishi)
ask for & give one another their telephone numbers
ask each other about their nationality
say or ask others where they live i.e. their country & city
introduce someone else
use family terms
ask about & comment about their family
say who is in their family
TEXT:
Teacher produced text and teacher created Hiragana writing book
ACTIVITIES:
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cultural activities
aural exercises
paired speaking exercises
reading exercises
writing exercises
hiragana script writing & reading exercises
AUDIO / IT ACTIVITIES
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Language Market part A
BBC video: Introductions and All in the Family
Relevant language practice sites e.g. kids web japan
Mirai 1 CD
ASSESSMENT:
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x3 short topic tests, including hiragana recognition, aural & writing questions
Speaking test – self introduction
Written self introduction in both roomaji & hiragana
TOPIC2:
THE CLASSROOM
OVERVIEW:
Students will be able to point out and label objects in the classroom, ask for objects, learn to tell the time, give
their level of schooling and discuss their timetable
TIMING: 8 weeks
ACHIEVEMENT OBJECTIVES:
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point out or identify people & things
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recognise & express the relationship between people & things
express the negative form
express agreement
express that something belongs to someone/thing
ask for something
be able to tell the time
learn about the school system in Japan
ask & respond to, what year someone is in at school
talk about one’s timetable & subjects learned
say what subjects one likes
LEARNING OUTCOMES: students will be able to
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ask what something is
point & locate objects
politely tell someone that they are mistake / wrong about something
agree that something is correct
express that something belongs to them or someone else
express that there are living objects somewhere
express that non-living things are somewhere
ask for and give the time
say what year of schooling they are in
talk about their timetable & what subjects they are learning
talk about their favourite subject
TEXT:
Teacher created resource
ACTIVITIES:
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written exercises
hiragana exercises
tongue twisters
vocabulary match up
word find & crossword
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Language related sites e.g. genki.japan.com
IT:
ASSESSEMENT:
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topic test: vocabulary, sentence translation & hiragana recognition
Cultural project
TOPIC3:
SHOPPING
OVERVIEW: students will learn the relevant phrases associated with shopping, how to ask for the price
and number of items and the names of various shops and associated verbs
TIMING: 9 weeks
ACHIEVEMENT OBJECTIVES:
 Recognise & use relevant expressions
 Ask for something
 Ask to be shown something
 Recognise, talk about the existence of things
 Recognise & express the relationship between things & people
 Ask for a price
 Ask for a number of items
 Demonstrative pronouns
 Verbs associated with shopping
 Locating items
 Asking for items
LEARNING OUTCOMES: students will be able to
 Respond to set expressions
 Point to an item
 Ask to be shown a particular item
 Ask how much an item costs/ items cost altogether
 Ask to be given a particular item
 Ask for more than one item
 Use the counting systems for long, flat & general items
 State the cost of an item
 Ask someone / state what they will buy
 Ask someone / state where they are going
 Ask someone / state where they will buy something
 Ask where they can find something
 Ask / state on which floor something is
 Ask / state where something is sold
 Ask whether the shop has a certain item
TEXT:
Teacher created resource
ACTIVITIES:
 Written exercises
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Paired speaking exercises x4
Aural exercises x3
Extension exercises
Hiragana practice e.g. word finds
Canta-Japa
Vocabulary activities
Writing exercises
Paired writing activity
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Language Perfect
Language related sites e.g. genki.japan.com
IT:
ASSESSEMENT:
 Vocabulary tests
 Counters test
 Oral test
 Written test inc. aural section
TOPIC4:
LOCATIONS
OVERVIEW: students will learn how to give the location of various objects: living & non-living, or places, using a
variety of prepositions & relevant verbs
TIMING: 5 weeks
ACHIEVEMENT OBJECTIVES:
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Recognise & ask about the location of people, places & things
Stating what a place is
Giving the location of a place
Relative positions / prepositions
Asking if a place is in the local area
LEARNING OUTCOMES: students will be able to
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Say that this place is a certain place
Use the particle が as appropriate
Use the prepositions, word order & related particles correctly
Use a variety of particles as appropriate i.e.は、が、と、も、に
Give locations of shops
Shorten the ending if sentences using です
Asking whether certain shops are in the area
TEXT:
Teacher created resource
ACTIVITIES:
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Vocabulary activities
Hiragana writing practice
Aural exercises
Oral paired exercises
Puzzles “where is..?” & “who is at the dinner table?”
Extension exercises
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Language Perfect
Relevant language & script sites
IT:
ASSESSEMENT:
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Vocabulary tests
Topic test inc. aural, reading & writing