Unit outline Japanese Unit 2B Cell 1
私の町 My town
Assessment type
Notional hours
Oral communication
10
ふるさとは、どんなところですか。 – What is your home town like?
Outcome 1
Listening and responding
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
Outcome 4
Writing
私の町
Model text: ‘My town’
旅行（りょこう）のアドバイザー
Travel advisor
私の町
Model text: ‘My town’
私のふるさと
My home-town
Students view and listen to a
West Australian senpai nihongojin introducing her town of
Esperance to Japanese friends.
Students make notes to help
them answer questions orally.
Using information provided by
senpai, students respond to
questions posed by a Japanese
student who is interested in
visiting Esperance.
Students view a video and read
the audio script of an interaction
between a senpai and her
Japanese-speaking friend.
Students identify the important
features of language used, eg
language elements for clarifying
and comparing.
Using the senpai’s presentation
script as a model, students write
an entry to the communication
website, describing features of
their own town.
Assessment task
Students respond to questions
posed by Japanese speakers
who are interested in visiting
their town, demonstrating an
understanding of Japanese
culture and Japanese people’s
point of view.
Linguistic resources
Textual conventions
Forms and features of language


Vocabulary and useful expressions for

format of oral presentation
conversation/oral protocols of organising and maintaining
communication
conventions associated with making comparisons
Language learning and communication strategies








seeking opportunities to interact with background speakers
reviewing the evaluation points for oral presentation
shadowing for practising speech
guessing meaning from text
note-taking
dictionary skills including use of online tool
decoding meanings of kanji
learning grammar points through examining common errors
Intercultural understandings





describing characteristics of a locality
Grammar




review/reinforce useful 2A grammar structures eg ～たことが
ある, ～することができる, ～なければならない, ～と思いま
す, ～たいと思います, ～く/ になります、～と言います,
common sentence final particles
noun って/というのは: clarifying
noun は noun とくらべて: comparing
～そう: hearsay
Sound and writing system

Kanji for words related to nature: 雪、雨、花、風、海
everyday social interactions
landscape/tourism/recreation
degree of formality in different texts
diversity of and pride in local culture in Japan
© WestOne Services 2010
Unit outline
1
Unit outline Japanese Unit 2B Cell 2
オーストラリアの人々 Australian people
Assessment type
Notional hours
Response (Reading)
10
オーストラリア人って、どんな人ですか。 – What kind of people are Australians?
Outcome 1
Listening and responding
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
Outcome 4
Writing
はだしのオージー
Model text: ‘Barefoot Aussie’
どちらが好きですか
Which do you like better?
はだしのオージー
Model text: ‘Barefoot Aussie’
くつとはだしとどちらが好きですか
Which do you prefer, shoes or
barefoot?
Students listen to a Japanese
person living in Australia
speaking about his experience of
culture shock as well as the
comments from his Australian
friend.
Students summarise the points
discussed regarding Australian
and Japanese lifestyle/points of
view.
Students interview Japanesespeaking friends and exchange
views about Australian lifestyle.
Students read a blog by a
Japanese person describing
her/his observations and
experience of culture shock living
in Australia, as well as the
comments from his Australian
friend.
Students write a journal/blog
entry describing an aspect of
Australian lifestyle, indicating
their preferences.
Assessment task
Students respond to a comment
posted in a Japanese blog,
demonstrating their language
skills and understanding of the
Japanese point of view as well
as their skills of sharing their own
point of view.
Students make notes in
Japanese in preparation for
writing.
Linguistic resources
Textual conventions
Forms and features of language


Vocabulary and useful expressions for

journal/blog entry
conversation/oral protocols of organising and maintaining
communication
conventions associated with making comparisons
Language learning and communication strategies






seeking opportunities to interact with background speakers
writing diary/journal entry
guessing meaning from text
note-taking
dictionary skills
decoding meanings of kanji
Intercultural understandings
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



describing the character of people and lifestyle
making comparisons
indicating possibility
Grammar


comparing: noun と noun と, noun は noun とおなじ(indicate
similarity), noun は noun とちがう (indicate difference), noun
より noun のほうが
でしょう, かもしれません: possibility
Sound and writing system

kanji: 国(country)、物(things)
stereotyping
degree of formality in different texts
© WestOne Services 2010
Unit outline
2
Unit outline Japanese Unit 2B Cell 3
Assessment type
Oral communication
Response (Listening)
けんこう Staying fit
Notional hours
10
おすすめのアクティビティは？ – What outdoor activities do you recommend in Australia?
Outcome 1
Listening and responding
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
Outcome 4
Writing
海のスポーツの楽しみ方
Model text: ‘Enjoy water sports!’
べんりな一言
Have a go!
海のスポーツの楽しみ方
Model text: ‘Enjoy water sports!’
私のけいけん
My experiences
Students listen to a West Australian
senpai nihongo-jin, giving some
advice and recommendations to her
Japanese friend about how to enjoy
outdoor activities and promote health
and safety in Australia.
Students make notes and
summarise the main points.
Using information provided,
students respond to different
statements, choosing
suitable expressions to keep
conversation flowing
naturally.
Students read the model text and
identify the important features of the
language used, eg language
elements for comparing, expressing
conditions.
Students write a journal/blog
entry giving their experiences
about leisure activities in
Australia.
Assessment task
Students respond to questions
posed by a Japanese student
who is interested in outdoor
activities in Australia, giving their
recommendations as well as
providing appropriate safety
precautions. Students record
their response to submit for
assessment.
Linguistic resources
Textual conventions
Forms and features of language

Vocabulary and useful expressions for

conversation/oral protocols of organising and maintaining
communication
conventions associated with making comparisons
Language learning and communication strategies







seeking opportunities to interact with background speakers
shadowing for practising speech
guessing meaning from text
note-taking
dictionary skills
decoding meanings of kanji
learning vocabulary using word association
Intercultural understandings






describing outdoor activities and safety precautions
keeping conversation flowing naturally
giving one’s advice and recommendations on things to do
Grammar



plain form verb より、plain form verb ほうが: comparing
plain form verb のと、plain form verb のと: comparing
～たら: conditional
Sound and writing system

kanji for words related to body and mind/health : 目、口、手、
体、耳、心、薬、病
preferences for leisure activities in Japan and Australia
everyday social interactions
degree of formality in different texts
© WestOne Services 2010
Unit outline
3
Unit outline Japanese Unit 2B Cell 4
日本からのおきゃくさま Entertaining a guest
Assessment type
Notional hours
Response (Reading)
9
オーストラリア料理をおしえてくれませんか。 – Can you teach me about Australian food/cooking?
Outcome 1
Listening and responding
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
おいしいベジマイト・トーストの作り方
Model text: ‘How to make yummy
Vegemite on toast’
おいしいベジマイト・トーストの作り方
Model text: ‘How to make yummy
Vegemite on toast’
Students listen to a West Australian
senpai nihongo-jin, teaching how to
make yummy Vegemite on toast to her
Japanese friend.
Students make notes and summarise
the main points.
Students view a video and read the
audio script of an interaction
between a senpai and her
Japanese-speaking friend.
Students identify the important
features of language used, eg ～は、
はじめてです.
Outcome 4
Writing
ありがとう
Thankyou card
Students think of one person
who has done something for
them and write a thankyou card,
using ～てくれて、ありがとう.
Assessment task
Students read questions from a
Japanese visitor who is
interested in Australian food
culture and respond in Japanese
providing him/her with simple
instructions, in writing, on how to
prepare a particular Australian
dish.
Linguistic resources
Textual conventions
Forms and features of language


Vocabulary and useful expressions for
instructions/recipe
conversation/oral protocols of organising and maintaining
communication
Language learning and communication strategies








seeking opportunities to interact with background speakers
shadowing for practising speech
guessing meaning from text, aural and visual clues
jotting down key words and phrases
note-taking
dictionary skills
decoding meanings of kanji
learning vocabulary using word association


describing food and recipe
making instructions to teach how to make things
Grammar



～は、はじめて: something is new to someone
～と: conditional, expressing consequences
～てくれる、～てあげる、～てもらう: giving and receiving
favour
Sound and writing system

kanji for verbs and adjectives: 聞、始、終、楽、好
Intercultural understandings



everyday social interactions
Japanese food culture
degree of formality in different texts
© WestOne Services 2010
Unit outline
4
Unit outline Japanese Unit 2B Cell 5
ネットでのけいかく Making plans on the net
Assessment type
Notional hours
Response (Listening)
8
一番いい行きかたをおしえてくれませんか。 – What is the best way to get there?
Outcome 1
Listening and responding
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
Outcome 4
Writing
ウェブサイトのつかい方
Model text: ‘Website navigation’
あきおのりょこうけいかく
Model text: ‘Aki’s travel itinerary’
ホリデーのけいかく
Plans for next holiday
Students listen to a West Australian
senpai nihongo-jin explaining how to
use a government tourism website.
Students make notes and
summarise the main points.
Students view and read a Japanese
student’s travel itinerary and
respond to questions to check their
comprehension.
Students are also required to provide
suggestions for the itinerary.
Students select some places of
interest and write a short
paragraph explaining their plans
and give reasons for their
choice.
Assessment task
Students listen to a conversation
between Japanese visitors and
complete an itinerary based on
the ideas discussed.
Linguistic resources
Textual conventions
Forms and features of language


Vocabulary and useful expressions for
format and layout of travel itinerary
conversation/oral protocols of organising and maintaining
communication
Language learning and communication strategies







seeking opportunities to interact with background speakers
shadowing for practising speech
guessing meaning from text
note-taking
dictionary skills
decoding meanings of kanji
learning vocabulary using word association

describing and organising travel itinerary
Grammar




verb plain form + つもりです : intention
verb stem form +方: how to do
～やすい:easy to do
～にくい: hard to do
Sound and writing system

kanji for time of the day and week : 夜、夕、曜、朝、昼、晩
Intercultural understandings



every day social interactions
tourism/sharing travel advice
degree of formality in different texts
© WestOne Services 2010
Unit outline
5
Unit outline Japanese Unit 2B Cell 6
きせつのイベント Seasonal activities
Assessment type
Notional hours
Written communication
8
一番いいきせつはいつですか。 – When is the best season?
Outcome 1
Listening and responding
好きな日本のきせつ
Model text: ‘My favourite season
in Japan’
Students listen to a Japanese
student’s podcast about his
favourite season and
recommendations for visitors to
Japan. They also identify the
appropriate photos for each
paragraph.
Outcome 3
Viewing, reading and
responding
Outcome 2
Spoken interaction
好きなきせつはいつですか。
Which season do you like best?
オーストラリアのきせつ
Model text: ‘Seasons in Australia’
Students interview Japanesespeaking friends about their favourite
season.
Students read a Japanese student’s
blog entry on Australian seasons and
respond to questions to check their
comprehension.
Students identify the important
features of language used,
eg ～ながら.
Outcome 4
Writing
Assessment task
Students write a short entry
about their favourite season and
recommended activities for their
Japanese-speaking friends.
Linguistic resources
Textual conventions
Forms and features of language

Vocabulary and useful expressions for

account/consolidation of sequencing of ideas and structuring
texts
conversation/oral protocols of organising and maintaining
communication
Language learning and communication strategies







seeking opportunities to interact with background speakers
shadowing for practising speech
guessing meaning from text
note-taking
dictionary skills
decoding meanings of kanji
learning vocabulary using word association

describing seasons and activities associated with seasons in
Japan and Australia
Grammar

～ながら:simultaneous action
Sound and writing system

kanji for season: 春、夏、秋、冬
Intercultural understandings


every day social interactions
natural environment in Japan and Australia eg climatic factors
and influence on daily life
© WestOne Services 2010
Unit outline
6