Products and services
Stage 1
Connected Outcomes Group (E)
Connection focus: investigating how we generate and use products and services that meet our needs and wants.
Literacy connections:
Texts that instruct and explain
Talking and listening: describing simple processes
Reading: a range of visual texts which explain processes
Writing: creating a visual text to demonstrate a process
KLA Outcomes
Connections
Content
Existing KLA resources
1.UL.1 Recognises and responds to
words, phrases and simple sentences in
spoken Japanese
Students identify basic services and products.
1.UL.2 Identifies and responds to features
of written Japanese
Students develop an understanding of how money is
used to purchase goods and services.
Students learn to:
• identify commonly used products and where they can
be purchased, e.g. パン / パンや
• discuss likes and dislikes of certain products, e.g. food
and drink items
• match food and drink items with mealtimes
• identify key features of packaging
• go shopping in Japanese
• compare aspects of their own lifestyle and food with
those of Japanese people
Realia, e.g. grocery items, shopping
catalogues, samples of Japanese food
packaging
Play money
Japanese coins
Niko Niko teachers’ resources: pp. 77-86
Niko Niko student book: pp. 80-83
1.UL.3 Uses known words in Japanese to
interact in everyday activities
LANGUAGES
Numeracy connections:
Three-dimensional Space: recognise three-dimensional objects in the environment. Design
and construct a container for a nominated product.
Volume and capacity: identify and describe the attributes of volume and capacity. Fill and
empty containers using comparative language to describe them as being half full, full or
empty.
Students explore design features of food packaging.
1.UL.4 Demonstrates developing writing
skills by recognising and copying
Japanese
1MLC.1 Recognises the diversity of
language systems
1.MLC.2 Explores ways in which meaning
is conveyed in Japanese
DET resources:
Sugoi CD-ROM (Module 3, topic 3, level
1)
Languages Continuity Initiative, Japanese
5-8 program (Year 6 unit: Eating well,
eating better)
Japanese for Junior Secondary Students
(video: Lunchtime at school)
Teaching Literacy in Languages
Japanese: pp. 20-21
1.MBC.1 Demonstrates awareness of
cultural diversity
1.MBC.2 Identifies cultural practices in
Japanese-speaking communities
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006)
COGs Languages S1 Products and services (E)
Version published 29/5/06
Page 1 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Unit of work
Outcomes
Learning experience
Planned assessment
Languages
Products we need (Building the field)
• Ask students to bring an empty box/package from home of an item they use each day, e.g.
cereal box, (シリアル) milk carton (ミルク) bread (パン) These items should be kept, as they
can be used later for a shopping role-play.
• Practise the vocabulary using realia, flashcards.
• Match the products with the appropriate hiragana/katakana flashcard.
Assessment strategies
1.UL.1 Recognises and responds to words,
phrases and simple sentences in spoken
Japanese
• listens actively to aid comprehension
• associates language with known objects
• responds to questions in verbal/nonverbal
ways in familiar social interactions such as
role-plays.
1.UL.2 Identifies and responds to features of
written Japanese
• recognises symbols, words and phrases of the
language in print
• demonstrates comprehension e.g. by
answering questions.
1.UL.3 Uses known words in Japanese to
interact in everyday activities
• develops pronunciation and intonation skills
by repeating words and phrases in context
• uses Japanese in classroom activities, e.g.
role-plays.
1.UL.4 Demonstrates developing writing skills
by recognising and copying Japanese
• reproduces symbols, words and phrases by
copying and colouring in.
1MLC.1 Recognises the diversity of language
systems
• recognises the sounds and meanings of signs
and symbols in everyday life.
1.MLC.2 Explores ways in which meaning is
conveyed in Japanese
• uses nonverbal communication such as
gestures, facial expressions in role-play and
mime.
1.MBC.1 Demonstrates awareness of cultural
diversity
• identifies local places of cultural significance,
e.g. shops, markets, restaurants, places of
worship.
1.MBC.2 Identifies cultural practices in
Japanese-speaking communities
• compares aspects of their own lifestyle (e.g.
food choices and mealtimes) with those of
Japanese-speaking communities.
Where can we buy these products?
• Brainstorm where these products can be purchased, e.g. パンや、スーパー、にくや、やおや
Encourage students to identify the use of the suffix や to indicate the name of a shop by
giving further examples, e.g. はなや、さかなや.
• Divide the class into groups of 3–4. Each group is responsible for 1–2 type/s of shop/s,
designing a poster of goods which can be purchased there. Students can draw their own
pictures or cut them out of magazines. Teacher to assist in labelling each item, e.g. パン、
ケーキ, にく etc. Display posters in the classroom to use later in the class shop.
Likes and dislikes
• Introduce structures: すきですか。はい、すきです。いいえ、きらいです。
• Using the posters as stimulus, ask students e.g. りんごがすきですか。
• Class survey: display 6–8 items of food on a poster. The poster should have three columns –
one with the pictures of food, one with すき at the top, and one with きらい at the top. Have
a number of smiley faces and sad faces with Blu-tak on the back. Ask students e.g. さかな
がすきですか。Each student has a turn to stick a smiley/sad face on the poster, and then to
say how they feel, e.g. さかながすきです・さかながきらいです。
1. Students survey each other
about their food and drink
choices.
2. Students role-play a shopping
situation.
Assessment criteria
The student:
• identifies the meaning of key
words and phrases in
Japanese
• participates in meaningful
exchanges with classmates
• asks and answers simple
questions in Japanese, using
known structures and
vocabulary
• uses appropriate pronunciation
and intonation.
•
These criteria relate to outcomes
1.UL.2, 1.UL.3, 1.MLC.2
Mealtimes
• Introduce mealtimes: あさごはん、ひるごはん、ばんごはん using pictures and hiragana
flashcards.
• Have students match the Japanese words with the pictures.
• Ask students what they can hear in common in each of the words, and what they think that
word might mean. Discuss why the word for rice and meal might be the same in Japanese,
and why there might be several different words for rice in Japanese.
• Using a template, students interview three classmates on their food and drink choices for
each mealtime (see Assessment strategy 1), e.g. あさごはんになにをたべますか。
シリアル
トースト
たまご
• Discuss results as a class, collating them on a graph: Are we eating healthy food? See
Healthy Food Pyramid in Japanese 5-8 program, additional resource 6.1.
NSW Department of Education and Training
COGs Languages S1 Products and services (E)
Version published 31/07/06
Page 2 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
Planned assessment
• Lunch box activity: choosing items from a worksheet, students cut and paste pictures which
they think comprise a healthy lunch. See Niko Niko p. 79.
What do Japanese eat?
 Brainstorm with the class to work out what they know about Japanese food. Talk about
traditional and western foods that are popular in Japan. Use realia such as food packets.
menus etc. Discuss the sorts of Japanese foods available in their area. It is important that
they realise that Japanese children eat many of the same things they eat.
 Optional: Show the video, Lunchtime at school from the Japanese for Junior Secondary
Students series (DET). Alternatively, view the restaurant scene from the Japanese 5-8 video.
(DET).
 Discuss and practise using chopsticks. For ideas, see Japanese 5-8 program, Niko Niko
p. 80, Teaching Literacy in Languages Japanese: pp. 20-21 (making origami chopstick
holder)
The class shop
• If possible, look through Japanese shopping catalogues/advertisements for commonly used
products. Ask students to guess the meanings of frequently used words.
• Choose 10–14 items to include in a class shop. As a class, look at the design features of the
packaging for 3–4 items, e.g. colours, wording, slogans etc. Compare the packaging of
Japanese products.
• Working in pairs, students are to design new packaging for a chosen item, in Japanese. This
design can then be glued over the original packaging before the item is added to the class
shop.
Going shopping
• Brainstorm expressions students will need to use when shopping, e.g. なににしますか。
いくらですか。…をください。 … えんです。etc. Include the joining word そして so
they can ask for a number of things. Categorise into customer/shop assistant.
• Revise numbers 1-1,000 and look at yen (Japanese currency). Students can find information
on coins, such as the kanji for Japan, 日本, the kanji for yen (en) 円 and numbers. Students
can do coin rubbings to reproduce these kanji.
• Shopping role-play: assign each student a budget, e.g. 900 yen, and write a series of targeted
shopping needs on cards, e.g. apples, bread, milk etc. Students pull a card out of a bag and
need to buy the appropriate item/s, staying within their set budget. Students should take turns
being the shop assistant and the customer.
NSW Department of Education and Training
COGs Languages S1 Products and services (E)
Version published 31/07/06
Page 3 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach