MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005
CHRISTIAN FOCUS: God calls us to be bold and make a stand for Him. At times this is as simple as being courageous enough to approach
someone you do not know with a friendly self-introduction and the basic skills necessary to communicate. Being able to do this in
Japanese expands our ability to serve God further. Students will learn about Gods purpose for communication, why the world is divided
into many languages and where did this all happen in the bible.
TERM ONE –2005
Topic - Hajimemashite
DURATION 11 WEEKS
Text: No set student text is used for this course
DATE COMMENCED:
DATE COMPLETED:
Key Ideas: Multi themes consisting of greetings, self introductions, polite
expressions, meeting people, classroom commands introduction into the culture
of Japan, some katakana and all the hiragana alphabet
Topic Summary: This topic will introduce students to the study of the Japanese language. Students will learn how to write the hiragana alphabet and be able to use these
symbols in writing and recognising Japanese words. Students are taught their self-introductions in Japanese, common classroom requests and greetings in order for the
students to communicate as you would in a traditional Japanese classroom.
Outcomes:
Knowledge and Skills
4.MBC.1 – Demonstrate awareness
of cultural diversity
Students learn about:
 The Geographical features of Japan
 Significant aspects of the Japanese culture
 Specific customs and traditions in social interaction, eg/ greetings and
farewells and useful classroom expressions
 Saying their name in Japanese and asking someone for theirs
 Meeting people for the first time
 Common classroom requests
4.MBC.2 – Identify cultural
practices in Japanese-speaking
communities and relate these to
personal experiences
4.MLC.1 – Recognise the diversity
of language systems
4.MLC.2 – Identify ways in which
meaning is conveyed by the sounds
and symbols in Japanese
4.UL.1 – Recognise and respond to
words, phrases and simple
sentences in Japanese
Students learn to:
 Identify geographical locations of Japan and to brainstorm as much as
they can about Japan and the Japanese
 Greet the teacher and others at different times of the day
 Bow correctly according to the situation
 Listen actively to aid comprehension
 Participate in social exchanges with the teacher and peers, eg/sensei,
ohayoo
 Reproduce kana symbols
Assessment:
Assessment
Outcomes
References
Teacher
Observations of
Student Progress
4.UL.1
4.UL.2
4.UL.3
4.UL.4
M Taguchi.,
Ohisama
Connect Core
and Clouds
Weekly Hiragana
Quizzes
4.UL.4
M, Taguchi.,
Songs CD
Weekly
Vocabulary
Quizzes
4.UL.2
4.UL.4
M, Lee.,
Tsumiki
Personal name
Katakana Quiz
4.UL.4
Jikoshookai Test
4.UL.1
4.UL.3
Topic Test
4.MBC.2
S, Burnham
&M,
Sedunary.,
Hai, 1
K, Hongo.,
Tanoshi
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MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005
4.UL.2 – Identify and respond to
features of written Japanese
4.UL.3 – Use Japanese to interact
in everyday activities
4.UL.4 – Develop writing skills by
recognising and copying Japanese









Write their names in Katakana
Understand key Japanese words and phrases through songs
Demonstrate identity of specific information in order to complete an
activity
Initiate an interaction by asking questions or making a comment
Maintain social interactions and communicate appropriately in familiar
Say their names in Japanese and use the correct Japanese features and
traditions in doing so
contexts
Write and present their jikoshookai to the class
Understand classroom request and act accordingly
4.UL.1, 2, 4
Hiragana
M, Madden,
Hiragana
Games BLM
H,
Quackenbush.,
Hiragana in 48
mins
Various
Teacher
Resources
collected from
teachers and
texts over the
years
Various
resources
created by
teacher
Culture Content

All about Japan

Toys and Crafts

Festivals - Setsubun, hinamatsuri

Symbols – hands on craft activities

Folklore

Cooking

Songs
Resources
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MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005
HAJIMEMASHITE
COURSE
STRUCTURE
VOCAB/GRAMMAR
TEACHING STRATEGIES
REG
OUTCOMES
RESOURCES

Christian focus introduced – Communicating without languages is it
possible?
1. Where in the bible did God decide that everyone communicating in the
same language was a path to destruction
2. Where did God give the ‘gift of languages’ to His people and why?
Introduction
to the study of
languages
GAME: (Group of volunteers out the front)
Line up from L to R in order of what month you were born without saying a
word or writing anything down
Class decision - was this easy to do?
Hiragana
Minasan ohayoo
gozaimasu/
konnichiwa
sensei ohayoo
gozaiamasu/
konnichiwa

Teacher introduction – Yearly introduction to Japanese classes
- Lets learn our names – game
4.MBC.1
4.MBC.2

Hiragana first half of every lesson till alphabet is learnt, introduce the
comcept of the hiragana booklet
- Board
- Rhymes
- Grids
- Flashcards
- Hiragana renshuu
- Speed
4.UL.4
Ul.2
GAME – choice of games include
- Hiragana bingo
- Human Kana
- Battleships
- Snap
- Memory
- Go fish
Hiragana in 48
mins set
Various
Teacher
resource
(collected)
Teacher
created games
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MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005
-
-
-
-
Geography of
Japan
Greetings/
Expressions
Hajimemashite
Doozo yoroshiku
Konnichiwa
Ohayoo
gozaimasu
Konbanwa
Oyasumi nasai
Ja mata
Mata ashita
Doozo
Arigatoo
Kudasai
Wakarimasu
Sayonara
O genki desu ka
Hai genki desu
Iie chotto
Maamaa desu
Class speed – 2 teams lined up teacher says a symbol, people
at the front of the line race to the board to write it in correct
stroke order etc, first person wins point for team
Hiragana grab
Hiragana dominos
Karuta – hiragana and roomaji for symbols, mix up students
have to lay them in order and then match the romaji that goes
over the top
Hiragana chinese whispers – 2-3 teams, line up, last person at
closest to the whiteboard, teacher shows no. 1 student a
hiragana symbol, it is then drawn with fingers on the next
persons back, and they pass it on till it gets to the last person
who draws the symbol on the board, the 1st to write the correct
hiragana wins
Bingo
Calligraphy with hiragana
After mastering the hiragana chart, students are given an award for their
success and a hiragana licence to write hiragana in pen, students will also
receive points to go towards the school point system. A note home to parents
will further outline the students’ success.
* Introduction to Japanese culture  Essential greetings
Board/sheet
Practice with a friend
Game
- tango grab
- Class speed with tango
- Activity – 14 Tsumiki (Unit 1)
- Ball practice with tango
- Tango quiz next lesson
Song – Clouds Book 2 Song – OHAYOO
Hiragana
games BLM
Calligraphy set
4.MBC.1
4.MBC.2
4.MLC.2
4.UL.14.UL.2
4.UL.3
4.UL.4
4.UL.1
4.UL.2
4.UL.3
4.UL.4
Culture books –
Exploring
Japan,
Welcome to
Japan, The
Time Traveller
Series, Culture
in Japan,
Japan Islands
of the Floating
World, A ticket
to Japan
Tsumiki text
unit 1
Ohisama
Clouds BK 2
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MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005

Name
Self
Introductions
Classroom
Commands
Onamae wa nan
desu ka
Watashi/boku wa
… desu
Hajimemashite
Doozo yoroshiku
Watashi wa …
desu
Doo
itashimashite
doozo haite
kudasai
Doa o shimete
Tatte
Suwatte
Kite
Shizuka ni shite
Kokuban o mite
Nooto ni kaite
Oboete
Hanashite
Mado o akete
Narande
Matte
uttate
Nihongo de
Name – Board
- Write students names in katakana
- Students design their own name tag to be displayed
- Ask your partner his/her name and respond
- Ask students their names and have them respond, students
then get chance to ask the class their name

Origami - Make a finger puppet for each child, decorate and practice
using them to revise the new words we have learnt

Meishi notes
- Make Meishi (check names in pencil)-due next lesson




Jikoshookai notes
Pronunciation practice – write jikoshookai
- Prize for best ojigi
- Pairs practice
- Round room practice
- Write a role play for meeting someone for the first time
- Jiko test next lesson
Round room class Jikooshokai
Activity sheet on greetings,name, jiko and meishi info
4.MBC.2
4.MBC.2
4.MBC.1
4.MBC.2
4.MLC.1
4.MLC.2
4.UL.1
4.UL.2
4.UL.3
4.UL.4
4.MBC.2
4.MLC.1
4.UL.1
4.UL.2
4.UL.3
4.UL.4

Classroom Commands
- Board
- Ball practice
- Activity Sheets
- Sensei says
- Group Simon says -Children in a group take turns in telling
each other a command and then responding
- Listening task
- Game – Group stand up sit down, instruction replay
Repeat as above with commands such as akete, shimete, haitte, narande,
hanashite, matte, uttate
 Japanese culture – interest topic
4.MBC.1
4.MBC.2
Ohisama
Connect
(beginning
pages)
Belmont
Christian
College notes
Teacher
created
Teacher
created
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MEDOWIE CHRISTIAN SCHOOL
JAPANESE PROGRAM STAGE 1 2005
This document has been produced by the Languages Staff at Medowie Christian School with funds provided by the Australian Government through the School Languages Program.
Page 6 of 6