Japanese Beginners
Year 11 Preliminary
About me
Sub-topic: Me and my family
1 term
The key concepts I want students to learn are that:
 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
The learning matters because:
 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
This is the first unit of work in the Preliminary course. The unit has been divided into three parts, and this is the introductory part.
At the end of this unit students will be able to:
 introduce themselves
 introduce family members
 ask and talk about where they live
 ask and talk about ages
 ask about and state their telephone number
 ask and talk about what pets they have
 read and write hiragana and kanji numbers 1-10
The following key competencies are embedded in the Japanese Beginners Stage 6 Syllabus to enhance student learning:
 communicating ideas and information
 collecting, analysing and organising information
 planning and organising activities
 working with others and in teams
 using technology
 solving problems www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 1 -


 locating simple information identifying specific detail
 comparing and contrasting English with Japanese
 identifying grammatical patterns & features
www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 2 -

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
 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
 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 hiragana , katakana and kanji
 use visual mnemonics to memorise kana symbols www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 3 -

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 texts
 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 using hiragana , katakana and kanji
 apply the conventions of the writing system, e.g. stroke order and direction www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 4 -

Suggested teaching, learning and assessment activities: Skills
These are suggested activities and can be used to teach one or several language points. Teachers can sequence and modify these activities to suit their own classes and teaching environments.
1. Introductory activities
 Teaching script using ‘ Hiragana in 48 Minutes’ (students teach students)

Playing hiragana concentration, grab, bingo, completing hiragana grids,
S/L/R hiragana tai-chi or aerobics, writing hiragana on backs (race) etc.
 Playing “Fruit salad” to teach vocabulary (family members, pets etc.)

Playing vocabulary games using flashcards (ESP game, memory etc.)
 Playing “Round the class in 80 seconds” type vocabulary building games

Completing vocabulary and script quizzes*
 Songs (people counters’ song, making up a family rap song etc.)
Extension: Teaching katakana script
2. Assisted construction activities

Completing and constructing class surveys about:
R/W
S/L/R
S/L/R
S/L/R
R/W
S/L/R/W
S/L/R/W age, name, phone numbers and where you live

Completing Information Gap Activities (IGA) as pair work

Completing computer activities ( Sugoi!
S/L/R/W
S/L/R/W
Module 1, Topics 1,2 and 4; Module 2 Topic 4) R/W
3. Simple independent construction activities


Constructing and presenting a family tree (PowerPoint, collage, etc.)*
Activity “Perfect Match” : find your ideal partner by asking questions
 Short reading comprehensions from ‘
Nihongo no Benkyoo
’ Books 1 & 2 or
‘Excel Japanese Beginners’ or ‘A First Course in Japanese’ - Theme 1
S/L/R/W
S/L
R
Evidence of learning for students:
Evidence of learning would be gathered by the demonstration of outcomes in all class activities including the following:
 Teacher observation

Script recognition/vocabulary quizzes
 Presentation of a self-introduction using
 appropriate vocabulary and structures
 Presentation of the family tree

End-of-topic tests
 Hiragana writing activities

Continuous informal class assessment
 Written and oral presentation about family
(formal)
Feedback

Informal teacher observations in class – all skills

Verbal feedback in class – all skills
 Written annotations on written work

Peer assessment of speaking via checklist
 Parent teacher night – all skills

Student interviews – all skills www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 5 -

 Listening comprehension tasks from ‘ Nihongo no Benkyoo ’ Books 1 & 2’ or
‘Excel Japanese Beginners’ or ‘A First Course in Japanese’ - Theme 1
Suggested teaching, learning and assessment activities (continued):
4. “Bringing it all together” independent construction activities

Creating and presenting role plays (introducing family using toys, at a party, interviewing someone famous)

Presenting a self-introduction ( jikoshookai ) using appropriate vocabulary and structures

Writing a self-introduction on the computer using script

Completing topic/unit tests*
L
Skills
S/L
S/L/W
R/W
R/W
Assessment Task: Creating and presenting information about My Family (10%) - see attached sheet
*Indicates optional/suggested class assessment
Evaluation and variation
Date completed:
Signature:
www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 6 -

Introducing oneself: eg わたしは～です。 eg 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 eg 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。 eg シドニーのボンダイにすんでいます。
Joining sentences with ~ で eg わたしはまさみで１６さいです。
Introducing family members and family vocabulary eg おとうとのなまえは～です。 eg 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 birthdays
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) *
( 私 ) ( 何 ) ( 才 ) ( 父 ) ( 母 ) ( 名 ) ( 前 ) ( 住 )
( 好 ) ( 中 ) ( 国 ) ( 電 ) ( 話 ) ( 日 ) ( 本 ) ( 人 )
* Recognition kanji only at this stage www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 7 -

Coursebooks/reference books
‘A First Course in Japanese – Acclerated Level’ (Fudeko Reekie)
‘Excel: Japanese Beginners’ (Fudeko Reekie)
‘
Kookoo Seikatsu
’
Book 1 (pp.5-7)
Supplementary resources
BOS syllabus and support documents
‘
Nihongo no Benkyoo Books 1 & 2’ (CLI formerly LMP)
2UZ Senior Secondary Resources (BOS 1996)
Technology & audio-visual resources
Sugoi!
CD-ROM (Module 1, Topics 1, 2 & 4, Module 2, Topic 1 )
ALS Video – ‘ Kanji stories’
Video: ‘Japanese for Junior Secondary Students’
Realia
Meishi
Maps of Japan
Toys
Menus
Script resources
‘
Hiragana & Katakana in 48 Minutes’
Kanji cards (The Japan Foundation)
ALS video ‘ Kanji stories’
Socio-cultural resources
Setsubun
Hinamatsuri
‘Japanese Culture Resources & Activities’ volume 1 (Karan
Chandler - Volume 2, Segment 14 – Birthday party)
Websites
Japanese Writing Tutor: www.members.aol.com/writejapan/
ChipChat Japanese Training for Hiragana and Katakana: www.chipchat.com/NihonGo/
Comparing Hiragana and Katakana: www.sf.airnet.ne.jp/%7Ets/japanese/shape_k.html
Java game of hiragana and katakana: www.sf.airnet.jp/%7Ets/japanese/javagame1.html
Katakana and Hiragana table: www.apricotweb.com/bbschat/lang/japanese/kana/kana.html
Different fonts and tables for Hiragana and Katakana: www.cvjlang.com/Writing/writsys/hiragkatak.html
Online stroke order practice: www.umich.edu/%7Eumichjlp/kana.html
Stroke order practice: www.nihonweb.com/kana.html
Listening quizzes for hiragana, katakana, time and numbers: www.okayama-u.ac.jp/user/int/study/gakusyu/
Hiragana and Katakana romaji quiz: www.gyford.com/japanese/
Quizzes and flashcards: www.manythings.org/japanese/kana www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 8 -

www.aisnsw.edu.au/languages
This sample unit of work was developed collaboratively by teachers, consultants and advisers from the Association of Independent Schools NSW and the NSW
Department of Education and Training. The development of these materials was guided by the Board of Studies NSW document, Stage 6 Languages Beginners
Syllabuses, Advice on Programming and Assessment.
© NSW Department of Education and Training 2007 - 9 -