Language: Japanese
Target group: Stage 5 (Year 9)
Unit of work: Shopping
Duration: 4 weeks
What are the key ideas or concepts you want the students to
learn?
The key concepts I want students to learn are that:
 there is a range of language in Japanese to talk about shopping
 there are differences and similarities between shopping in Japan
and shopping in Australia.
Why does that learning matter?
The learning matters because:
 it is important that students learn to communicate with Japanese
people in an everyday context
 it is important that students understand and appreciate the differences
and similarities between Japanese and Australian cultures.
Targeted outcomes
5.UL.1, 5.UL.2, 5.UL.3, 5.UL.4, 5.MLC.1, 5.MBC.2
Socio-cultural content
 Japanese department stores
 100 yen shop
 different products available in Japan
 different approaches to advertising.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Students learn about:
 ways in which texts are constructed for specific purposes
 the manipulation of structure, format and choice of
vocabulary to achieve specific purposes
 ways in which texts are constructed for specific purposes
 cultural attitudes that add meaning to text.
Building the field (e.g. the connections to background knowledge and
cultural knowledge)
 Look at sample advertisements for various products in Australia
and Japan
 View Japanese explorers and the In the neighbourhood
segment on Japanese shops
<www1.curriculum.edu.au/nalsas/explorers/japanese/explorers.html>
 Compare shopping in Japan and Australia
 Gift giving in Japan (Hai 5/6 page 40)
 View video Arigato learning object, Stage 5 Japanese
<lrr.dlr.det.nsw.edu.au/Web/arigato/>
 Brainstorm the language they might use for shopping.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Students learn to:
 identify purpose and distinguish between main points and
specific detail in texts, e.g. in an advertisement
 select and incorporate particular structures to achieve
specific purposes, e.g. in a product description, in a
conversation in a store
 make linguistic choices to enhance their intended meaning
 identify and discuss cultural influences in specific texts, e.g.
advertisements, videos.
Cross-curriculum content and policies
 Literacy – advertisements, choosing appropriate language
register, constructing a meaningful text
 Numeracy - prices and numbers, counters.
Abbreviations
LR Listening and responding
RR Reading and responding
W Writing
S Speaking.
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested
resources
Teaching and learning activities
Introductory activities
Hai 5/6 chapter 4
1. Introduce vocabulary using shopping bags of items.
2. Ask for and receive items – pair work.
3. View Segment 11 of Video: Japanese for junior
secondary students. Complete worksheet p. 159
4. Complete vocabulary quizzes*.
5. Use Japanese magazine advertisements and
menus to practise 〜はいくらですか。
Kimono 2 chapter
7
Mirai 2, U8
Skills
S,LR
S,LR
LR,RR,W
LR,S,W
S,RR
Moshi Moshi p. 54
Obentoo 2 U7 and
8
TaLe
<www.tale.edu.au/>
Assisted construction activities
1. Create and present simple dialogues at a variety of
shops.
2. Complete Information gap activities (IGA) as pair
work.
3. Match pictures to text: classifiers, vocabulary.
4.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Complete online activities Sugoi! 1,2,3: Prices;
Sugoi! My clothes, buying clothes
<www.tale.edu.au/>
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
S,LR,RR,
W
S,LR,RR,
W
S,RR,LR
Evidence of learning:
Evidence of learning
would be gathered by the
demonstration of
outcomes in all class
activities including the
following:
Teacher observation
Vocabulary
Katakana quizzes
Role plays
Continuous informal class
assessment
Writing a report
Formal assessment.
RR,LR
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Grammar/
Structures
〜をください。
はい、どうぞ。
いくらですか。
〜はいくらです
か。
いらっしゃいませ
(まいど)ありがとう
ございます。
5. Translate the prices at the school canteen into
Japanese.
6. Create an advertisement.
7.
View Japanese space voyage games learning
object on TaLe and complete SOS to purchase the
required articles
<www1.curriculum.edu.au/nalsas/explorers/jap
anese/games.html>
8. Read shopping scenarios, Moshi Moshi, Saburo
and Yukari shopping trips
S,LR
S,RR,W
RR,S,LR
LR,R,W
RR
Feedback:
Informal teacher
observations in class – all
skills
Verbal feedback in class –
all skills
Written annotations on
written work
Peer assessment of roleplay via checklist
Parent teacher night – all
skills
Student interviews – all
skills.
Simple independent construction activities
S,LR,RR
1. Play shopping games using the Japan Foundation
コンビニ mat
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
なんぼんですか。
いっぽんです。
いくつですか。
むっつです。
なんまいですか。
にまいです。
Script
Kanji for numbers
円
Bringing it all together independent construction activities
1. Write a report:今日デパートへいきました。*
2. Create a Japanese department store scene in the
classroom. In groups, students set up うりば and
go shopping (video presentations).
3.
Japanese virtual shopping activity on Japanese
Stage 5
<lrr.dlr.det.nsw.edu.au/Web/arigato/>
Assessment strategies:
Activities above marked * could be used for assessment.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
W
本
katakana
S,LR,RR,
W
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Evaluation and variation
Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student
reflection; suitability of resources; suitability of ICT/laptop activities; literacy/numeracy links.
Teacher’s name and signature: ______________________________
Date:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
______________________________
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative