Language: Japanese
Target group: Year 11 Japanese
Continuers
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 hobbies,
spare time and sporting activities
 we are part of a global community with diverse cultures and
languages.
Topic: Leisure
Indicative time: 4 weeks
Why does that learning matter?
The learning matters because:
 it is important that students learn to communicate with students
from other language backgrounds
 it is important for students to understand the diversity of cultures,
and how this is reflected in lifestyles.
Unit description: Students learn about the leisure interests and lifestyles of young Japanese people.
At the end of this unit, students will be able to:
 express their interests and preferences in Japanese
 express that they like doing various activities
 explain or clarify their preferences
 ask for and offer explanations
 talk about club activities in Japanese schools.
Key competencies:
The following key competencies are embedded in the Stage 6 syllabus to enhance student learning:
 communicating ideas and information
 working with others and in teams
 collecting, analysing and organising information
 using technology
 planning and organising activities
 solving problems.
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
Objective 1
The student will exchange information, opinions and
experiences in Japanese
Outcomes:
The student:
1.1 uses a range of strategies to maintain communication
1.2 conveys information appropriate to context, purpose and audience
1.3 exchanges and justifies opinions and ideas
Objective 2
The student will express ideas through the production of
original texts in Japanese
2.1 applies knowledge of language structures to create original text
2.2 composes informative, descriptive, reflective, persuasive or evaluative texts
appropriate to context, purpose and/or audience
2.3 structures and sequences ideas and information
Objective 3
The student will analyse, process and respond to texts that
are in Japanese
3.1 conveys the gist of texts and identifies specific information
3.2 summarises the main ideas
3.4 draws conclusions from or justifies an opinion
4.3 reflects upon significant aspects of language and culture.
Objective 4
The student will understand aspects of the language and
culture of Japanese-speaking communities.
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
Suggested teaching, learning and assessment activities:
Note: teaching and learning activities marked with an asterisk (*) could be
used as formal assessment tasks
Sub-topic: Interests, sports
Building the field:
Brainstorm and discuss interests and popular sport/leisure activities in
Australia and Japan.
Show video/DVD to introduce sub-topic (sport), for example:
o 高校生の日本語１ (Sumo, Interesting facets of Japan in Sydney)
o 高校生の日本語２ (Japanese dance, Kendo)
o Sumo do, Sumo don’t (しこふんじゃった)
Extract and identify useful cultural information, vocabulary and language
structures from the video/DVD.
1.
2.
3.
4.
Activities
It is suggested teachers and students use eHSC Unit 7, Hobbies, to
introduce and practise the language structures, vocabulary and cultural
background for this topic.
Note: To log on to the eHSC, government school teachers should email
sally.shimada@det.nsw.edu.au
Practise saying what you like/dislike doing using flashcards and eHSC
Unit 7 section 1 step 6.
Complete class survey: どんなスポーツをするのがすきですか。
~にきょうみがありますか。
Participate in whole class activity: Find someone who likes…”
Pairwork: ~たり~たり exercise from ALC 50 Games and drills p. 57
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
Evidence of learning and ongoing feedback for
students throughout unit of work
 Class discussion and teacher feedback on student
contributions
 Student use of appropriate vocabulary and
structures
 Student ability to sequence ideas
 Student use of culturally appropriate behaviour
 Teacher observation of level of participation in
class discussion and oral feedback.
Ongoing feedback through:
 teacher observation
 oral/written feedback
 student self-evaluation
 peer evaluation.
Listening activities: teacher observation and oral
feedback on audience, purpose and content
Speaking activities: teacher provides oral feedback on
correct pronunciation and vocabulary and ability to
maintain an interaction. Peer evaluation.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Registration/Date
5.
eHSC Unit 7 section 1 step 8.
6. Read Hobbies Mirai 5 pp. 88 and 89 to find out about Japanese students’
leisure activities. Complete activity book p. 74.
7.

eHSC Unit 7 section 3 step 2. Read about school clubs in Japan and
complete activities 15, 16 and 17 to reinforce vocabulary for club
activities. Record conversations based on Mirai 5 workbook p. 75 using
Audacity.
Conduct a class survey to find out about popular sports and interests.
Read the advertisements on Mirai 5 page 94 seeking pen friends, and
respond.*
Write a composition about popular Australian sports.*
eHSC Unit 7 section 3 step 4 – Read the role play scenarios and
complete the speaking task recording your response using Audacity.
Grammatical items
するのが好き/好きじゃないです




～にきょうみがあります
～たり～たりします
～た＋ことがあります
～と～とどちらのほうが



～は～より
～のほうが
一番

の/んです
Suggested kanji: 好
耳 手 元 気 足
8.
9.
10.
11.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
楽
持
外 買
読
聞
乗
体
心
目
口
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Discussion activities: teacher observation and oral
feedback on how well students participate, recognise
and use the vocabulary and structures.
Reading activities: teacher gives oral/written feedback
on identifying general or specific information, audience,
purpose and content.
Written activities: teacher observation and written
feedback on audience, purpose and content; and use
of language structures and script.
Laptops with Learning/ICT activities: use of online
learning site to consolidate and reinforce new
structures and to provide additional listening, speaking,
reading and writing activities that allow for independent
student progression
Resources
eHSC course
Games and drills pp. 57, 62
Japanese for everyone p. 225
Japanese for senior secondary students pp. 129–130
Japanese in modules 1 (p. 72) and 2 (pp. 16, 20)
50)
Mirai 5 Course book and activity book
Wakatta! pp. 254–255.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Registration/Date
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.
Date commenced:
Date completed:
Class teacher signature:
Head Teacher signature:
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