Sample Senior Japanese Work
Program (QLD)
Course Organization And Intended
Student Learning Section
Based on
Obento Senior
as the primary set of resources
Designed for a Year 11 and Year 12 course which
is very easily transferable into a
Year A/Year B format for a composite class.
1
Very important notes about the materials that you have been sent to complement the Obento
Senior set of Japanese resources
The following work program course content is provided free to you. It has been purpose-written by
Ken Hutchinson (Japanese teacher and author of Obento Senior) for adoption and / or adaptation so
it could be used to cover the requirements for a Japanese Senior Work Program in Queensland.
You have permission to copy all (or any part) of it for inclusion in your school’s own work program.
You are at liberty to share it with other teachers of Japanese. You may make changes as you and
your school’s administration see fit.
This document contains the “Course Organization (Overview)” and Intended Student Learning for
all units of work.
Even though the file included in this package is referred to as a work program it should be noted
that this does not mean that this is an accredited work program.
This work program has been written and developed as an aid to anyone intending to base their
school’s course on the text book set, Obento Senior.
There is also a “CHECKLISTS” section [based on the “Japanese Senior Syllabus 2001” Queensland
Board of Senior Secondary School Studies, Brisbane 2001] provided in this package to allow
teachers to locate mandatory grammar, functions and kanji (by unit number).
Obento Senior, by itself, provides a wide range of resources. Of course it is totally up to you and
your school to decide on the final format of your work program. This work program has been
provided free to you with no restrictions on how you are to use it..
Please note that the following comprehensive, purpose-written materials comprise the set of Obento
Senior materials.
•
Student Book (Only one book required for Years 11 & 12)
•
Grammar Booklet (Only one book required for Years 11 & 12)
•
Workbook and a student audio CD (Only one book & CD required for Years 11 & 12)
•
Teacher Resource Book (One only required)
•
Complete Set of CDs for teacher use. (Only one set required for Years 11 & 12)
•
Dedicated Website at : www.obento.com.au (click the link to Obento Senior)
Please note, though, that this is not an official work program. It has not had any input from any
educational authority. A school’s work program must meet all Syllabus requirements. Please refer
to your syllabus and check for any other QSA requirements. The QSA website has downloadable
information about the Japanese syllabus, work program writing and accreditation (or amendment)
procedures. There are also official downloadable checklists on the QSA website to complete this
task.
Neither Ken Hutchinson nor Thomson Learning take any responsibility whatsoever for any errors or
omissions.
2
This document is being provided on CD as well as hard copy in order for you to copy or alter
quickly and easily.
I trust that you will enjoy the benefits of receiving this work. (Ken Hutchinson, February 2006)
3
COURSE OVERVIEW
SEM
YR
11TERM
1
WP UNIT
NUMBER
OBENTO SENIOR UNIT
& ITEM NUMBERS
1
U 8 ITEM 4
2
U 1 ITEMS 2, 3
U 2 ITEM 1, 2, 4
TOPICS
NUMBER OF
WEEKS
FAMILY &
COMMUNITY
FAMILY &
COMMUNITY
HOLIDAYS & SPECIAL
EVENTS
3
FRIENDS & FAMILY
3
3
U4
ITEMS 1,2,3,4,5,6,7,8,9
SCHOOL & POSTSCHOOL OPTIONS
STUDENT EXCHANGES
4
IN-DEPTH
YR
11TERM
2
4
U 3 ITEM 5
FAMILY &
COMMUNITY
TRADITIONAL & MODERN
SYMBOLS OF JAPAN
3
5
U 3 ITEM 4
U 8 ITEMS 2, 3, 4
U 9 ITEM 5
FAMILY &
COMMUNITY
FESTIVALS,
CELEBRATIONS &
SPECIAL OCCASIONS
5
IN-DEPTH
YR
11TERM
3
6
U 1 ITEM 7
U 5 ITEMS 1, 2,3,4,5,6
FAMILY &
COMMUNITY
HEALTH, FITNESS &
SPORTS
4
IN-DEPTH
U 6 ITEMS 3, 4, 5
U 2 ITEMS 3, 5, 7, 8, 9
LEISURE,
RECREATION &
HUMAN CREATIVITY
ENTERTAINMENT &
LIFESTYLES: COUNTRY
& CITY
4
IN-DEPTH
ENTERTAINMENT:
MODERN & TRADITIONAL
5
IN-DEPTH
1
2
THEME
YR
11TERM
4
YR
12TERM
1
7
8
9
U 6 ITEMS 1, 2
U 10 ITEMS 4, 6
10
4
12
U 6 ITEMS 6
U 7 ITEMS 1, 2, 6
SCHOOL & POSTSCHOOL OPTIONS
13
U 7 ITEM 3
14
U 10 ITEM 5
U 7 ITEM 4, 5
15
16
YR
12TERM
4
LEISURE,
RECREATION &
HUMAN CREATIVITY
LEISURE,
RECREATION &
HUMAN CREATIVITY
3
YR
12TERM
3
U 1 ITEM 4
U 9 ITEMS 1,2,3,4
SOCIAL ISSUES
U 2 ITEM 6
U 3 ITEM 2
11
YR
12TERM
2
LEISURE,
RECREATION &
HUMAN CREATIVITY
U 1 ITEMS 5, 6
U 3 ITEMS 1, 3
17
U 1 ITEM 1
U 8 ITEMS 1, 5
U 7 ITEM 5
U 10 ITEMS 1, 2, 3
3
4 WEEKS
IN-DEPTH
(PLUS 3 WEEKS
FOR
ASSIGNMENT)
TECHNOLOGY &
GADGETS
2
EDUCATION: JAPANESE
SYSTEM
2
SCHOOL & POSTSCHOOL OPTIONS
PART-TIME WORK
2
SCHOOL & POSTSCHOOL OPTIONS
EMPLOYMENT &
UNEMPLOYMENT
4
FORMAL & INFORMAL
FUNCTIONS
4
IN-DEPTH
DRIVER'S LICENCE
4
SOCIAL &
ENVIRONMENTAL
CHALLENGES
5
IN-DEPTH
FAMILY &
COMMUNITY
VARIOUS
CONTEMPORARY
RESOURCES
SOCIAL &
ENVIRONMENTAL
CHANGES
TRAVEL TRENDS &
GETTING AROUND
(PLUS ASSIGNMENT ON
THE CONCEPT OF
TRAVEL)
SOCIAL ISSUES
SOCIAL ISSUES
WORK PROGRAM UNIT: 1
4
SEMESTER 1 [YEAR 11 TERM 1]
TIME ALLOCATION: 3 WEEKS
THEME: FAMILY & COMMUNITY
TOPIC: HOLIDAYS & SPECIAL EVENTS
OBENTO SENIOR REFERENCE: STUDENT BOOK UNIT 8 ITEM 4 “KATE & MIYO’S COOL CALENDAR!”
FOCUS TEXT TYPES:
ILLUSTRATED CALENDAR, TELEVISION SHOW, LECTURE, CONVERSATION, VISUAL PRESENTATION, EMAIL
CULTURAL CONTEXT & SETTING:
SPECIAL EVENTS ON THE JAPANESE CALENDAR; NEW YEAR, SETSUBUN, HINAMATSURI, MIDORI-NO-HI, KODOMO-NO-HI,
GION & OTHER MATSURI, SPORTS DAY, OTHER FESTIVALS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A PRIME-TIME TV SHOW ASKING PEOPLE ABOUT THEIR FAVOURITE CELEBRATION OF THE YEAR.
[AUDIO CD NUMBER 3 TRACK 8 & WORKBOOK PAGE 117]
LISTEN TO A LECTURE ABOUT THE VERNAL & AUTUMNAL EQUINOXES.
[AUDIO CD NUMBER 3 TRACK 11 & WORKBOOK PAGE 118]
LISTEN TO TWO FRIENDS TALKING ABOUT FESTIVALS.
[AUDIO CD NUMBER 4 TRACK 15 & TEACHER RESOURCE BOOK PAGE 78]
WRITING, SPEAKING & ICT –
CHOOSE A DATE AND WELL-KNOWN JAPANESE EVENT FROM A JAPANESE CALENDAR & PREPARE A VISUAL
PRESENTATION FOR THE CLASS.
[STUDENT BOOK PAGE 99]
READING –
READ A SPECIAL CALENDAR OF JAPANESE EVENTS.
[STUDENT BOOK PAGE 97 & WORKBOOK PAGE 122]
READ AN EMAIL ABOUT A BON-ODORI FESTIVAL.
[STUDENT BOOK PAGE 95 & WORKBOOK PAGE 120]
FOCUS GRAMMAR / FUNCTIONS:

かた PRONOUN (PERSON)

だい PREFIX COUNTER (AS IN DAIICHI)

たり～たり LISTING

という IS CALLED, KNOWN AS

に MAKING ADVERBIAL FORMS OF ADJECTIVES

もらう RECEIVE

（むらさきいろの,みどりいろの）NOUNS INDICATING COLOUR

DICTIONARY FORM (VERB) NOUN

おく (NUMBERS UP TO)

か INTERROGATIVE

かった

だいたい まず
つぎに きっと たぶん さいしょ さいご どうも ちっとも ちょっと
TIME & MANNER

て…VERB (VERB PATTERN)

ています STATE RESULTING FROM ACTION

と AND

や

と WITH

と ＆ か (CONJUNCTIONS)

とにかく (CONNECTOR)

どれ これ それ あれ

に ARRIVAL POINT

に EXISTENCE / LOCATION

に INDIRECT OBJECT

に MOVEMENT INTO

に OCCASION
COMMON ADVERBS OF
5
















に TIME
ねん JAPANESE YEARS OF RECKONING / WESTERN YEARS OF RECKONING
の ADJECTIVAL
の APPOSITION
の POSSESSIVE
は TOPIC INDICATOR
へ DIRECTION
まい ばん ど こ とう わ さつ ほん ひき はい ～つ 人(NUMBERS WITH CLASSIFIERS )
も ALSO, TOO
や AND ETC
よ EMPHATIC
わかいとき
を DIRECT OBJECT
を WITH INTRANSITIVE VERBS
(PARTICLES IN COMPOUND じょし)
PLAIN FORMS
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE VIII);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT WWW.OBENTO.COM.AU (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
1
一
36
午
48
水
75
休
86
寺
24
々
2
七
58
半
49
火
104
何
20
小
177
書
9
万
61
右
70
生
28
元
23
才
10
三
62
四
109
男
6
入
43
方
25
中
15
土
94
百
7
八
44
日
3
九
17
大
113
花
30
六
45
月
4
二
18
女
99
行
32
円
46
木
26
五
83
好
114
見
33
分
67
本
5
人
128
始
221
語
8
十
47
止
27
今
19
子
141
金
13
千
68
正
(THIS LIST INCLUDES REVISION)
6
WORK PROGRAM UNIT: 2
SEMESTER 1 [YEAR 11 TERM 1]
TIME ALLOCATION: 3 WEEKS
THEME: FAMILY & COMMUNITY
TOPIC: FRIENDS & FAMILY

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 2 –
“WE WERE WORRIED.”
FOCUS TEXT TYPES:
TELEPHONE CONVERSATIONS
CULTURAL CONTEXT & SETTING:
OGAKI CITY: (JAPAN). JAPANESE SENIOR HIGH SCHOOL, TELEPHONES, FRIENDS IN JAPAN, SOME JAPANESE HOMES,
CLUB ACTIVITIES, SHOPPING & SALES IN A DEPARTMENT STORE
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEPHONE CONVERSATION BETWEEN TWO SCHOOL FRIENDS.
[AUDIO CD NUMBER 1 TRACK 4 & STUDENT BOOK 5 & WORKBOOK PAGE 6]
LISTEN TO ANOTHER TELEPHONE CONVERSATION BETWEEN TWO FRIENDS.
[AUDIO CD NUMBER 1 TRACK 9 & WORKBOOK PAGE 2]
SPEAKING –
MAKE UP A TELEPHONE CONVERSATION.
[STUDENT BOOK PAGE 5: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: STUDENT BOOK UNIT 1 ITEM 3 WWW.MY HOMEPAGE.
FOCUS TEXT TYPES:
WEB PAGE, CONVERSATION, EMAIL, ROLE-PLAY, HOMEPAGE
CULTURAL CONTEXT & SETTING:
OGAKI: JAPAN; A NEW COMPUTER; MAKING A WEBPAGE.
[ALSO SEE KOISHIEN: TEACHER RESOURCE BOOK PAGE 1]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN A MOTHER & SON IN JAPAN.
[AUDIO CD NUMBER 4 TRACK 2 & TEACHER RESOURCE BOOK PAGE 4]
READING –
READ A WEBPAGE WRITTEN BY A JAPANESE BOY WHO HAS JUST RECEIVED A NEW COMPUTER.
[STUDENT BOOK PAGE 6 & WORKBOOK PAGE 8]
READ AN EMAIL FROM ONE FRIEND TO ANOTHER.
[TEACHER RESOURCE BOOK PAGES 7 & 8]
SPEAKING –
IN PAIRS PARTICIPATE IN A ROLE-PLAY TO DISCUSS THE NATIONAL JAPANESE SPORTS OF BASEBALL AND SUMO.
INDICATE WHY YOU LIKE THE SPORT, WHETHER YOU DO (OR WANT TO DO) THAT SPORT YOURSELF AND ALSO DISCUSS
YOUR FAVOURITE PLAYERS. (THIS ACTIVITY WILL REQUIRE SOME RESEARCH AND IT COULD BE PRESENTED, USING
PROPS OR COSTUMES.)
WRITING & ICT –
CREATE YOUR OWN HOME PAGE IN JAPANESE.
[STUDENT BOOK PAGE 7: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 1 –
I LOVE MY JOB!
7
FOCUS TEXT TYPES:
EMAILS, CONVERSATIONS, TELEPHONE CALL
CULTURAL CONTEXT & SETTING:
A GRAPHIC DESIGNER LIVING IN TOKYO WITH HER PARENTS; A GOOD FRIEND WHO HAS RELOCATED TO AUSTRALIA.
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A YOUNG WOMAN LIVING IN TOKYO AS SHE TYPES HER EMAIL TO A FRIEND LIVING IN MELBOURNE.
[AUDIO CD NUMBER 1 TRACK 11 & STUDENT BOOK PAGE 16 & WORKBOOK PAGE 25]
LISTEN TO A TELEPHONE CONVERSATION BETWEEN TWO FRIENDS.
[AUDIO CD NUMBER 4 TRACK 3 & TEACHER RESOURCE BOOK PAGE 13]
LISTEN TO A CONVERSATION BETWEEN TWO PEOPLE AT A COFFEE SHOP.
[AUDIO CD NUMBER 1 TRACK 11 & WORKBOOK PAGE 21]
ICT & READING READ AN EMAIL BY A YOUNG WOMAN LIVING IN TOKYO TO A FRIEND LIVING IN MELBOURNE.
[STUDENT BOOK PAGE 16 & WORKBOOK PAGE 25]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 2 –
LET’S MEET AT THE COFFEE SHOP!
FOCUS TEXT TYPES:
DIALOGUES, ROLE PLAY
CULTURAL CONTEXT & SETTING:
TOKYO CAFÉ: JAPAN ; MEETING UP WITH FRIENDS IN INNER-CITY COFFEE SHOP; MOBILE PHONE USAGE; DISCUSSING
TOPICS OF INTEREST WITH FRIENDS.
[ALSO SEE COFFEE SHOPS (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 12]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A DIALOGUE BETWEEN YOUNG PEOPLE IN A TOKYO COFFEE SHOP.
[AUDIO CD NUMBER 2 TRACK 12 & STUDENT BOOK PAGE 17 & WORKBOOK PAGE 26]
LISTEN TO A DIALOGUE BETWEEN TWO PEOPLE MEETING FOR THE FIRST TIME.
[AUDIO CD NUMBER 1 TRACK 16 & WORKBOOK PAGE 21]
SPEAKING –
WORK IN PAIRS OR GROUPS TO PRODUCE A SHORT ROLE PLAY THAT TAKES PLACE IN A COFFEE SHOP IN TOKYO.
[STUDENT BOOK PAGE 17: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 4 –
I’M LOOKING FOR SOMETHING REALLY NICE TO WEAR.
FOCUS TEXT TYPES:
DIALOGUE, CONVERSATION, ROLE PLAY
CULTURAL CONTEXT & SETTING: SPORTS FASHION CLOTHING STORE HARAJUKU: JAPAN.
AFTER COFFEE, A GROUP OF GIRLS TAKE A TRAIN TO A “SPORTS FASHION “CLOTHING STORE IN HARAJUKU. THEY HAVE
A CONVERSATION IN THE STORE.
[ALSO SEE STORES SHOPS & DEPATO (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 12]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A GROUP OF FRIENDS SHOPPING IN A SPORTS FASHION STORE.
[AUDIO CD NUMBER 1 TRACK 13 & STUDENT BOOK PAGE 20 & WORKBOOK PAGE 28]
LISTEN TO A CLOTHING STORE CONVERSATION.
[AUDIO CD NUMBER 4 TRACK 4 & TEACHER RESOURCE BOOK PAGE 14]
SPEAKING & WRITING –
IN GROUPS OF 3 OR 4, COMPOSE A CONVERSATION ABOUT BUYING SOME FASHIONABLE ITEM
[STUDENT BOOK PAGE 20: “WHAT NOW?”]
FOCUS GRAMMAR / FUNCTIONS:

あいだ CONJUNCTION (TIME-WHILE, DURING)

あとで CONJUNCTION (TIME)

くて CONNECTIVE (ADJECTIVES)
8

て LINKING VERBS

まえ CONJUNCTION [TIME (BEFORE)]

おもう OPINION

か WITH INTERROGATIVES

から FROM, POINT OF TIME

てある EXISTENCE (EFFECTED BY AN ACTION)

に PURPOSE

の NOMINALIZATION (THE ONE)

まで UNTIL, POINT OF TIME

より COMPARATIVE (THAN)

いう QUOTATIVE

が CONCESSIVE (BUT)

から CAUSE (BECAUSE, SINCE)

とおもう OPINION INDICATOR

ところで CONNECTORS (BY THE WAY

すぎる EXCESS INDICATOR

の SOFT QUESTION MARKER / SOFT SENTENCE ENDING

わ MILD EMPHASIS (FEMININE)

あいずち： あの
ねえ
まあ
あら

うちに(CONJUNCTION)

えん ドル

だ

たい (VERB CONJUGATIONS)

だった

で （CONJUGATIONS)

て / ないで (ADVERBIAL USE)

で LOCATION OF ACTION

に PURPOSE

に つとめる すむ あう おくれる (CASE PARTICLES REQUIRED)

も WITH INTERROGATIVES

(PARTICLES IN COMPOUND じょし)

いちだん ＆ ごだん VERBS

ない (VERB CONJUGATIONS)

なかった (VERB CONJUGATIONS)

ほうがいい

より COMPARATIVE (THAN)

PLAIN FORMS

ASKING FOR/GIVING REASONS

ASKING FOR/GIVING CONFIRMATION

EXPRESSING SYMPATHY

ASKING ABOUT/DESCRIBING PEOPLE / THINGS

ASKING ABOUT/DESCRIBING PLACES

ASKING ABOUT/DESCRIBING PHYSICAL FEATURES (COLOUR, DIMENSIONS, NUMBER)

GREETING

INTRODUCING SELF

APOLOGIZING

ASKING FOR/GIVING GIVING INSTRUCTIONS

ASKING FOR/GIVING COST

AGREEMENT /DISAGREEMENT

WHERE RELEVANT, GRAMMAR & FUNCTIONS FROM PREVIOUS UNITS WILL BE REVISITED
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
FOCUS KANJI:
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
11
上
50
12
下
71
121
京
110
103
体
204
54
兄
73
77
先
112
31
内
95
37
友
140
14
口
166
60
古
115
9
父
80
名
217
田
126
妹
222
町
127
姉
118
番
107
弟
218
目
150
待
168
私
41
手
211
話
読
車
電
食
飲
耳
202
朝
英
134
林
茶
69
母
言
92
毎
10
WORK PROGRAM UNIT: 3
SEMESTER 1 [YEAR 11 TERM 1]
TIME ALLOCATION: 4 WEEKS [IN-DEPTH UNIT]
THEME: SCHOOL & POST-SCHOOL OPTIONS
TOPIC: STUDENT EXCHANGES

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 1 I WANT TO LEARN SO MUCH ON MY EXCHANGE TO JAPAN!
FOCUS TEXT TYPES:
REPORT TO MEETING, SELF INTRODUCTION SPEECHES, DIALOGUES, ORAL PRESENTATION, PERSONAL PROFILE
(WRITTEN)
CULTURAL CONTEXT & SETTING:
A REGIONAL CENTRE IN JAPAN / MEETING OF INTERNATIONAL PROGRAMS ORGANISATION / DISCUSSION AT MEETING
[ALSO SEE EXCHANGE PROGRAMS (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 36, 37]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO THE REPORTS AT A MEETING OF AN EXCHANGE ORGANISATION IN JAPAN
[AUDIO CD NUMBER 4 TRACK 1 & STUDENT BOOK PAGE 42 & WORKBOOK PAGE 61]
LISTEN TO THE CONVERSATION BETWEEN A NEW EXCHANGE STUDENT TO JAPAN &
HIS CLASSMATE.
[AUDIO CD 4 TRACK 9 TEACHER RESOURCE BOOK PAGE 38]
LISTEN TO SOME SELF INTRODUCTIONS, SPEECHES & DIALOGUES
[AUDIO CD NUMBER 2 TRACKS 6, 7, 8 & WORKBOOK PAGES 59, 60, 60]
SPEAKING –
ROLE PLAY: ASSUME YOU ARE AN EXCHANGE STUDENT IN JAPAN. DO A PRESENTATION USING PHOTOGRAPHS FROM
HOME.
WRITING –
CONSTRUCT A WRITTEN PERSONAL “PROFILE” ABOUT A GROUP OF EXCHANGE STUDENTS.
[STUDENT BOOK PAGE 42: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 2 –
I DECIDED TO APPLY AFTER ALL.
FOCUS TEXT TYPES:
DIALOGUES, (CONVERSATIONS)
CULTURAL CONTEXT & SETTING:
SCHOOL / HOME (IN AUSTRALIA) TALKING BETWEEN FRIENDS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN AN AUSTRALIAN GIRL AND A JAPANESE GIRL IN JAPAN.
[AUDIO CD NUMBER 4 TRACK 8 & WORKBOOK PAGE 62]
LISTEN TO AN AUSTRALIAN GIRL AND A JAPANESE GIRL (IN AUSTRALIA) WHO ARE TALKING ABOUT EXCHANGES.
[AUDIO CD NUMBER 2 TRACK 2 & STUDENT BOOK PAGE 43 & WORKBOOK PAGE 62]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 3 –
APPLICATION FORM FOR STUDENT EXCHANGE
FOCUS TEXT TYPES:
APPLICATION FORM, FORMAL INTERVIEW
CULTURAL CONTEXT & SETTING:
AUSTRALIA / HOME / FILLING OUT A FORM IN JAPANESE
11
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
USE THE QUESTIONS ON AN APPLICATION FORM TO PRODUCE A FORMAL INTERVIEW BETWEEN A PANEL OF JUDGES
AND AN APPLICANT WHO WANTS TO STUDY IN JAPAN NEXT YEAR UNDER AN EXCHANGE PROGRAM.
READING & WRITING –
READ AND COMPLETE AN APPLICATION FORM
[STUDENT BOOK PAGE 44: “WHAT NOW?” & WORKBOOK PAGE 63]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 4 OF COURSE I ALSO WANT TO LEARN JAPANESE.
FOCUS TEXT TYPES:
SPEECH, SIGNS
CULTURAL CONTEXT & SETTING:
A MEETING OF EXCHANGE PROGRAM ORGANIZERS (IN AUSTRALIA) / SPEECH FORMAT IN JAPANESE / ETIQUETTE
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO STUDENTS GIVING SELF-INTRODUCTION SPEECHES.
[AUDIO CD NUMBER 2 TRACK 6 & WORKBOOK PAGE 59]
[AUDIO CD NUMBER 2 TRACK 3 & STUDENT BOOK PAGE 45 & WORKBOOK PAGE 64]
SPEAKING –
YOU WANT TO GO TO JAPAN AS AN EXCHANGE STUDENT NEXT YEAR. PREPARE YOUR OWN SPEECH TO BE PRESENTED
AT A MEETING OF EXCHANGE STUDENT ORGANIZERS.
READING –
READ SOME JAPANESE SIGNS FOUND IN A TOURIST AREA.
[STUDENT BOOK PAGE 45: “WHAT NOW?” & WORKBOOK PAGE 64]
WRITING –
WRITE SOME TOURIST SIGNS IN JAPANESE
WRITE A SPEECH IN JAPANESE
OBENTO SENIOR REFERENCE:
UNIT 4 ITEM 5 - I JUST CAN’T WAIT!
FOCUS TEXT TYPES:
EMAILS
CULTURAL CONTEXT & SETTING:
NEW ZEALAND (BEFORE LEAVING NEW ZEALAND TO GO TO JAPAN ON A YEAR-LONG EXCHANGE) HOME IN NZ / EMAILS IN
NZ & JAPAN / HOST FAMILY
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
READING & WRITING –
READ AN EMAIL FROM A NEW ZEALAND GIRL WHO IS GOING TO JAPAN ON EXCHANGE.
[STUDENT BOOK PAGE 46]
DRAFT AN EMAIL USING GENKOYOSHI.
[WORKBOOK PAGE 65]
ICT & WRITING - –
COMPOSE AN EMAIL IN JAPANESE ON THE COMPUTER & SEND BY EMAIL
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 6 –
WELCOME TO JAPAN
FOCUS TEXT TYPES:
SPEECHES, PUZZLE
CULTURAL CONTEXT & SETTING:
NARITA AIRPORT: JAPAN / FORMAL WELCOME SPEECHMAKING IN JAPAN / AIRPORT / RAILWAY STATION
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO AN EXCHANGE PROGRAM OFFICIAL TALKING TO A GROUP OF NEW EXCHANGE STUDENTS.
[AUDIO CD NUMBER 2 TRACK 8 & WORKBOOK PAGE 60]
[AUDIO CD NUMBER 2 TRACK 4 & STUDENT BOOK PAGE 47 & WORKBOOK PAGE 66]
12
SPEAKING –
PREPARE A SPEECH YOU COULD USE AT A FORMAL WELCOME PARTY FOR EXCHANGE STUDENTS IN JAPAN.
READING –
COMPLETE A MATCHING TASK
[STUDENT BOOK PAGE 47 & WORKBOOK PAGE 66]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 7 –
GIVE IT YOUR BEST!
FOCUS TEXT TYPES:
HANDBOOK (SHIORI), OF INSTRUCTIONS/ ADVICE DIARY
CULTURAL CONTEXT & SETTING:
EXCHANGE STUDENT ORIENTATION CAMP (TOKYO, JAPAN) / RULES & SCHEDULE SHIORI (HANDBOOK) IN JAPAN
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
READING –
READ A HANDBOOK OF RULES, ADVICE AND INSTRUCTIONS FOR EXCHANGE STUDENTS
[STUDENT BOOK PAGE 48 & WORKBOOK PAGE 66]
READ A SEGMENT OF AN EXCHANGE STUDENT’S DIARY
[TEACHER RESOURCE BOOK PAGES 40 & 42]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 8 –
THE ORIENTATION
FOCUS TEXT TYPES:
ITINERARY, DISCUSSION, ORIENTATION PROGRAM, ELECTRONIC PRESENTATION
CULTURAL CONTEXT & SETTING:
TOKYO: JAPAN / ORIENTATION CAMP FOR EXCHANGE STUDENTS IN JAPAN ORIENTATION PROGRAMS IN JAPAN
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
DISCUSS YOUR THOUGHTS (POSITIVE OR NEGATIVE) ABOUT EXCHANGE PROGRAM ORIENTATION PROGRAMS
[STUDENT BOOK PAGE 50 & WORKBOOK PAGE 67]
READING –
READ ABOUT EXCHANGE PROGRAM ORIENTATION PROGRAMS
[STUDENT BOOK PAGE 50 & WORKBOOK PAGE 67]
ICT –
DO SOME RESEARCH AND AN ELECTRONIC PRESENTATION IN JAPANESE
[STUDENT BOOK PAGE 51: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 4 ITEM 9 –
I’M JUST SO ENVIOUS!
FOCUS TEXT TYPES:
DIALOGUES / CONVERSATIONS
CULTURAL CONTEXT & SETTING:
TOKYO DEPARTMENT STORE: JAPAN / COFFEE SHOP / EXCHANGE STUDENTS & JAPANESE “BUDDIES” HAVING A REAL
CONVERSATION IN JAPANESE FOR THE FIRST TIME
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENINGLISTEN TO AN AUSTRALIAN EXCHANGE STUDENT AND HER JAPANESE BUDDY HAVE A CONVERSATION
[AUDIO CD NUMBER 4 TRACK 5 STUDENT BOOK PAGE 52 & WORKBOOK PAGE 68]
FOCUS GRAMMAR / FUNCTIONS:

が CONCESSIVE (BUT)

くて CONNECTIVE (ADJECTIVES)

そうだ HEARSAY (IT IS SAID, I HEAR)

で CONJUNCTIVE USE (NOUNS, QUASI ADJECTIVES)

てから SEQUENTIAL (AFTER DOING)

が CONCESSIVE (BUT)

て LINKING VERBS
13































































てある EXISTENCE (EFFECTED/BROUGHT ABOUT BY AN ACTION)
どういうふう INTERROGATIVES (IN WHAT WAY…)
について
ください
くらい・ぐらい TIME (APPROXIMATE AMOUNT/TIME/LENGTH)
たい
たことがある EXPERIENCE
どうして INTERROGATIVES (WHY)
あまり
が CONCESSIVE (BUT)
から (CAUSE)
で
で CONJUNCTIVE USE (NOUNS, QUASI ADJECTIVES)
とくい
など ETC
まだ
あと
おなじ
が CONJUNCTION (BUT, HOWEVER)
ことがある
て LINKING VERBS
てくる
てくれる SOMEONE DOES YOU A FAVOUR
という QUOTATIVE
とおもう OPINION
ほか
あまり
ください（てください）
じょうず
たいとおもう EXPRESSING INTENTION
て LINKING VERBS
ないで LINKING IDEAS (WITHOUT)
のです・んです EXPLAINING , CLARIFYING
もっと
あいだ CONJUNCTION (TIME-WHILE,DURING)
いちばん SUPERLATIVE (THE MOST)
か WITH INTERROGATIVES
たことがある EXPERIENCE
てくる
てはいけません
とおもう
とき TIME
ないで
にすむ
くらべる COMPARISON
じょうず
それに CONJUNCTION (ALSO)
て LINKING VERBS
て SEQUENCE OF SENTENCES
てくる BRING ABOUT
どういうふう INTERROGATIVES (IN WHAT WAY…)
より COMPARATIVE (THAN)
～たり～たりする
おおくの とおくの ちかくの ADVERBIAL FORMS USED AS NOUNS
ています
どなた どういう
にちかい
からとおい AFTER NOUNS INDICATING LOCATIONAL RELATIONSHIP
ほか
やすい ＆ にくい
いちだん ＆ ごだん VERBS
(PARTICLES IN COMPOUND じょし)
ない (VERB CONJUGATIONS)
なかった (VERB CONJUGATIONS)
14




















ほうがいい
より COMPARATIVE (THAN)
PLAIN FORMS
ASKING ABOUT/DESCRIBING ACTIVITIES/EVENTS/ SITUATIONS (PAST, PRESENT, FUTURE)
REPORTING ASKING ABOUT/ DESCRIBING TIMES
ASKING FOR & GIVING TIME
REPORTING
INTRODUCING SELF
ENQUIRING ABOUT/EXPRESSING WANTS AND NEEDS
ENQUIRING ABOUT/EXPRESSING PURPOSE
ASKING ABOUT/DESCRIBING EXPERIENCE
INTRODUCING OTHERS
ENQUIRING ABOUT/EXPRESSING JOY
INTRODUCING SELF & OTHERS
ENQUIRING ABOUT/EXPRESSING OPINIONS
CONTRADICTING
COMPLAINING
COMPLIMENTING
EXPRESSING PRAISE
COMPARING
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
145
乗
152
76
会
42
102
住
108
146
前
178
34
化
91
170
員
206
124
国
193
63
外
142
39
少
209
174
帰
143
思
文
来
校
次
買
週
長
間
雨
15
WORK PROGRAM UNIT: 4
SEMESTER 1 [YEAR 11 TERM 2]
TIME ALLOCATION: 3 WEEKS
THEME: FAMILY & COMMUNITY
TOPIC: TRADITIONAL & MODERN SYMBOLS OF JAPAN

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 3 ITEM 5 FIREWORKS: A SYMBOL OF THE JAPANESE SUMMER.
FOCUS TEXT TYPES:
PRESENTATION WITH ELECTRONIC SLIDE SHOW, “PERSON IN-THE-STREET” COMMENTS, BROCHURE, POSTCARD,
WRITTEN REPORT, ELECTRONIC PHOTO ALBUM
CULTURAL CONTEXT & SETTING:
SCHOOL CLUBS IN JAPAN / A JAPANESE SCHOOL’S “INTERNATIONAL PROGRAMS COMMITTEE” / GIVING A PRESENTATION
USING A SLIDE PROJECTOR / SYMBOLS OF JAPAN / SNOW IN JAPAN / GARDENS / MT FUJI / BONSAI / KIMONO / HARAJUKU /
SHINKANSEN / MANGA & ANIME / RELIGION / TECHNOLOGY / FIREWORKS / HACHIKO-MAE CROSSING
[ALSO SEE OMIYA BONSAI (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 25]
[ALSO SEE MT FUJI (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 25]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO SOME PERSON IN THE STREET COMMENTS ABOUT THE MOST APPROPRIATE SYMBOLS FOR JAPAN
[AUDIO CD NUMBER 1 TRACK 25 & WORKBOOK PAGE 42]
LISTEN TO A JAPANESE FATHER AND SON TALK ABOUT THEIR GARDEN.
[AUDIO CD NUMBER 1 TRACK 26 & WORKBOOK PAGE 43]
[AUDIO CD NUMBER 1 TRACK 23 & STUDENT BOOK PAGE 38 & WORKBOOK PAGE 47]
READING –
READ A BROCHURE ABOUT TOKYO TOWER.
[TEACHER RESOURCE BOOK PAGE 29]
READ A POSTCARD FROM A BOY TO HIS MOTHER.
[TEACHER RESOURCE BOOK PAGE 31]
WRITING & SPEAKING –
WRITE AND PRESENT A REPORT ABOUT “SYMBOLS OF JAPAN”.
[STUDENT BOOK PAGE 39: “WHAT NOW?”]
ICT –
CREATE AN ELECTRONIC PHOTO ALBUM ABOUT YOUR FAMILY AND WHERE YOU LIVE. YOUR PRESENTATION COULD BE
CREATED USING POWERPOINT OR A SIMILAR PROGRAM.
[TEACHER RESOURCE BOOK PAGE 46]
FOCUS GRAMMAR / FUNCTIONS:

いつ＋でも

おなじ COMPARISONS (SAME)

が CONCESSIVE (BUT)

かどうか CERTAINTY/UNCERTAINTY

ことができる ABILITY

しか EXTENT (ONLY)

でしょう/だろう

という QUOTATIVE

より COMPARATIVE (THAN)

おなじ おなじぐらい できるだけ (COMPARISONS)

が NOMINATIVE (SUBJECT)

かしっている INDIRECT QUESTION

かどうか CERTAINTY/UNCERTAINTY

きっと たぶん COMMON ADVERBS (PROBABILITY)
16












じゃないでしょう かどうか (CERTAINTY UNCERTAINTY)
にほにちの にほんじゅうで (COMPARISONS)
のほうが (COMPARISONS)
(PARTICLES IN COMPOUND じょし)
ない (VERB CONJUGATIONS)
なかった (VERB CONJUGATIONS)
ほうがいい
より COMPARATIVE (THAN)
PLAIN FORMS
ENQUIRING ABOUT/EXPRESSING PROBABILITY/IMPROBABILITY
ENQUIRING ABOUT/EXPRESSING CERTAINTY/UNCERTAINTY
ENQUIRING ABOUT/EXPRESSING POSSIBILITY/IMPOSSIBILITY
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
105
作
138
79
同
98
171
夏
167
21
山
183
22
川
186
知
色
通
都
高
130
店
154
持
214
新
133
東
215
楽
17
WORK PROGRAM UNIT: 5
SEMESTER 1 [YEAR 11 TERM 2]
TIME ALLOCATION: 5 WEEKS [IN-DEPTH UNIT]
THEME: FAMILY & COMMUNITY
TOPIC: FESTIVALS, CELEBRATIONS & SPECIAL OCCASIONS

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 3 ITEM 4 I’M TALKING ABOUT SOMETHING FROM OVER 60 YEARS AGO!
FOCUS TEXT TYPES:
TELEVISION REPORT WITH INTERVIEWS, ROLE PLAY, RADIO INTERVIEW, TELEVISION INTERVIEW
CULTURAL CONTEXT & SETTING:
FAMILY / FIRST CROSSING OF A NEW BRIDGE IN TOWN IN AICHI PREFECTURE / FAMILY NAMES / SYMBOLISM / TRADITION /
SUPERSTITION / TV APPEARANCE (LOCAL / REGIONAL JAPANESE)
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKINGROLE PLAY A TELEVISION INTERVIEW.
[STUDENT BOOK PAGE 37: “WHAT NOW?”]
LISTENING & READING –
LISTEN TO A RADIO INTERVIEW.
[TEACHER RESOURCE BOOK PAGE 27]
[AUDIO CD 4 TRACK 7 TEACHER RESOURCE BOOK PAGE 27]
LISTEN TO A TELEVISION INTERVIEW WITH A JAPANESE FAMILY
[AUDIO CD 1 TRACK 22 STUDENT BOOK PAGE 36 & WORKBOOK PAGE 49]
OBENTO SENIOR REFERENCE: UNIT 8 ITEM 2 –
BON ODORI FESTIVAL.
FOCUS TEXT TYPES:
EMAIL, PRESENTATION, REPORT
CULTURAL CONTEXT & SETTING:
HOME IN JAPAN / HOME IN AUSTRALIA / EMAIL IN JAPANESE / BON ODORI / SHIKOKU
[ALSO SEE BON ODORI (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 77]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
RESEARCH BON-ODORI AND MAKE A VISUAL PRESENTATION TO THE CLASS.
READING –
READ AN EMAIL ABOUT A BON ODORI FESTIVAL.
[STUDENT BOOK PAGE 95 & WORKBOOK PAGE 120]
READ A LETTER FROM A JAPANESE EXCHANGE STUDENT TO HER PARENTS BACK IN JAPAN.
[TEACHER RESOURCE BOOK PAGE 82]
WRITING –
WRITE A REPORT EXPLAINING OBON AND BON ODORI.
[STUDENT BOOK PAGE 95: “WHAT NOW?” & WORKBOOK PAGE 120]
OBENTO SENIOR REFERENCE: UNIT 8 ITEM 3 –
MY BIRTHDAY PARTY.
FOCUS TEXT TYPES:
LETTER, VISUAL PRESENTATION, LETTER, GAMES, DISCUSSION, INTERNET, ELECTRONIC FILE
CULTURAL CONTEXT & SETTING:
18
PENPALS CORRESPONDING IN JAPANESE / BIRTHDAY PARTIES IN AUSTRALIA / GAMES
[ALSO SEE GIFT GIVING (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 77]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN A JAPANESE GIRL AND HER NON-JAPANESE FRIEND.
[TEACHER RESOURCE BOOK PAGE 79]
[AUDIO CD NUMBER 4 TRACK 16 & TEACHER RESOURCE BOOK PAGE 79]
SPEAKING –
DISCUSS, WITH YOUR TEACHER, A PARTY YOU WENT TO RECENTLY.
READING –
READ A LETTER ABOUT BIRTHDAY PARTIES IN AUSTRALIA
[STUDENT BOOK PAGE 96 & WORKBOOK PAGE 121]
ICT –
RESEARCH THE INTERNET TO FIND INFORMATION AND IMAGES ABOUT CELEBRATIONS & FESTIVALS IN JAPAN. USE YOUR
RESEARCH AND IMAGES TO CREATE AN INTERESTING ELECTRONIC FILE ABOUT A MINIMUM OF 3 FESTIVALS OR TIMES
OF CELEBRATION. TRY TO FIND SOME OF THE MORE OBSCURE AND UNUSUAL FESTIVALS IN PLACES THROUGHOUT
JAPAN. COMPLETE THE ELECTRONIC VERSION USING ANY PROGRAM OF YOUR CHOICE.
[TEACHER RESOURCE BOOK PAGE 86]
OBENTO SENIOR REFERENCE: UNIT 8 ITEM 4 –
KATE & MIYO’S COOL CALENDAR!
FOCUS TEXT TYPES:
ILLUSTRATED CALENDAR, TELEVISION PROGRAM, LECTURE
CULTURAL CONTEXT & SETTING:
SPECIAL EVENTS ON THE JAPANESE CALENDAR (AT HIGHER LEVEL THAN UNIT 1)
NEW YEAR, SETSUBUN, HINAMATSURI, MIDORI-NO-HI, KODOMO-NO-HI, GION & OTHER MATSURI, SPORTS DAY, OTHER
FESTIVALS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A PRIME-TIME TV SHOW WHERE PEOPLE SAY WHAT THEY CONSIDER THEIR FAVOURITE CELEBRATION OF THE
YEAR TO BE.
[AUDIO CD NUMBER 3 TRACK 9 & WORKBOOK PAGE 117]
LISTEN TO A LECTURE ABOUT THE VERNAL AND AUTUMNAL EQUINOXES.
[AUDIO CD NUMBER 3 TRACK 11 & WORKBOOK PAGE 118]
READING –
READ PARTS OF A JAPANESE ILLUSTRATED CALENDAR
[STUDENT BOOK PAGE 97 & WORKBOOK PAGE 122]
OBENTO SENIOR REFERENCE: UNIT 9 ITEM 5 –
TURN RIGHT AT THE FIRST CORNER.
FOCUS TEXT TYPES:
RECORDED DIRECTIONS (ICT), VERBAL INSTRUCTIONS & DIRECTIONS, POSTCARD, MAP IMAGES, MAP WITH LABELS (FOR
TOURIST ADVICE), ELECTRONIC MAP
CULTURAL CONTEXT & SETTING:
ENGLISH TUTORING IN THE HOME / BOOKING A HOLIDAY / HISTORIC TOWN OF HAGI / TRAVEL AGENCY “HOLIDAY PACKS”
IN JAPAN / “WALKING TOURS” OF HAGI
[ALSO SEE THE REAL HAGI (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 87]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO SOME STREET DIRECTIONS.
[AUDIO CD NUMBER 3 TRACK 16 & WORKBOOK PAGE 131]
[AUDIO CD NUMBER 3 TRACK 13 & STUDENT BOOK PAGE 112 & WORKBOOK PAGE 136]
SPEAKING –
ROLE PLAY GETTING AROUND A TOURIST TOWN IN JAPAN (USING DIRECTIONS). MAKE UP SOME MORE DIRECTIONS FOR
OTHER WALKING TOURS.
[STUDENT BOOK PAGE 113: “WHAT NOW?”]
19
READING –
READ A POSTCARD FROM A YOUNG ATHLETE COMPETING IN AN HISTORIC TOWN IN JAPAN.
[TEACHER RESOURCE BOOK PAGE 92]
WRITING –
WRITE OUT SOME DIRECTIONS FOR A JAPANESE FRIEND WHO IS VISITING YOUR HOMETOWN.
ICT –
USE THE INTERNET TO FIND MAP IMAGES AND INFORMATION ABOUT 2 OR 3 PLACES IN JAPAN. USE THE INFORMATION
AND IMAGES TO CREATE A TOURIST ADVICE MAP WITH WRITTEN DIRECTIONS OR INFORMATION ABOUT THOSE PLACES.
COMPLETE THE ELECTRONIC VERSION USING ANY PROGRAM OF YOUR CHOICE.
[TEACHER RESOURCE BOOK PAGE 96]
FOCUS GRAMMAR / FUNCTIONS:

おもう OPINION

ことができる ABILITY

てくる BRING ABOUT

について TOPIC (ABOUT) INDICATOR

ので CAUSE, REASON (SO), EXPLAINING AN EXCUSE

はじめる (AFTER VERB BASE)

ことがある

ことができる

さいご ADVERBS OF TIME (LAST, LASTLY)

て LINKING VERBS

ている

と CONDITIONAL (WHEN)

みたい EXPRESSING HOW SOMETHING APPEARS

ごろくねん (VAGUENESS /APPROXIMATION)

どちら / どっち

のに ので から (CONJUNCTIONS)

を MOTION BY

を MOVEMENT IN AN AREA

を VERBS OF ACTION

をでる / をおりる

(PARTICLES IN COMPOUND じょし)

PLAIN FORMS

CLAUSES, RELATIVE CLAUSE (NOUN)

ASKING ABOUT/DESCRIBING MANNER

ASKING FOR/GIVING MEANING

ASKING FOR/GIVING CLARIFICATION

ASKING FOR/GIVING DIRECTIONS
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
78
全
131
29
公
132
55
冬
155
59
去
176
123
和
93
213
園
164
16
夕
181
125
夜
207
所
明
春
時
気
秋
通
道
38
天
88
年
20
WORK PROGRAM UNIT: 6
SEMESTER 2 [YEAR 11 TERM 3]
TIME ALLOCATION: 4 WEEKS [IN-DEPTH UNIT]
THEME: FAMILY & COMMUNITY
TOPIC: HEALTH, FITNESS & SPORTS

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 7 –
LOCAL CUISINE.
FOCUS TEXT TYPES:
ARTICLE FROM VISITOR’S BOOKLET, DIALOGUE, ROLE PLAY, CONVERSATION, BOOKLET
CULTURAL CONTEXT & SETTING:
YORO WATERFALL & PARK AREA: JAPAN; YORO WATERFALL AREA / JAPANESE OUTINGS WITH FAMILY / INFORMATIONAL
BOOKLET USAGE / LOCAL SPECIALTY CUISINE
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
CONVINCE YOUR FRIEND THAT BOTAN-NABE, NAMASU AND UNAGI ARE ALL GREAT FOODS TO TRY.
LISTENING –
LISTEN TO A CONVERSATION BETWEEN A JAPANESE TEENAGER AND HER MOTHER.
[AUDIO CD NUMBER 1 TRACK 8 & WORKBOOK PAGE 1]
READING –
READ A BOOKLET ABOUT SPECIALTY DISHES IN YORO
[STUDENT BOOK PAGE 12 & WORKBOOK PAGE 13]
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 1 –
STATISTICS: STILL HEALTHY AT 60.
FOCUS TEXT TYPES:
MAGAZINE ARTICLE, GRAPHS, WEBPAGE
CULTURAL CONTEXT & SETTING:
THE UNITED NATIONS’ W.H.O. WEBSITE / UNIVERSITY STUDY AREA
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A RANGE OF OPINIONS ON BETTER HEALTH CHOICES.
[AUDIO CD NUMBER 2 TRACK 15 & WORKBOOK PAGE 74]
READING –
READ A MAGAZINE ARTICLE ON TRADITIONAL REMEDIES.
[TEACHER RESOURCE BOOK PAGE 52]
LOOK OVER SOME STATISTICAL GRAPHS.
[STUDENT BOOK PAGE 56 & WORKBOOK PAGE 75]
WRITING –
WRITE ABOUT THE COMPARATIVE LIFE EXPECTANCY AND HEALTH DETAILS OF PEOPLE IN VARIOUS COUNTRIES.
[STUDENT BOOK PAGE 56: “WHAT NOW?”]
CREATE A GRAPH IN JAPANESE.
[STUDENT BOOK PAGE 57: “WHAT NOW?” & WORKBOOK PAGE 75]
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 2 –
JOGGING.
FOCUS TEXT TYPES:
CONVERSATION, INTERVIEWS, DIALOGUES, WRITTEN PROFILE
21
CULTURAL CONTEXT & SETTING:
HOME IN CENTRAL REGIONAL JAPAN / LISTENING TO FATHER AND UNCLE DISCUSS HEALTH AND FITNESS / TOKYO /
JOGGING CIRCUITS & POPULARITY OF JOGGING / IMPERIAL PALACE / SUBWAYS / EASE OF TRAVEL / WORKING IN TOKYO /
WORKING IN REGIONAL JAPAN / JAPANESE HEALTH FOCUS
[ALSO SEE JOGGING (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 47]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN STUDENTS AND THEIR TEACHER ABOUT HEALTH STATISTICS.
[AUDIO CD NUMBER 4 TRACK 10 & TEACHER RESOURCE BOOK PAGE 49]
LISTEN TO A UNIVERSITY STUDENT INTERVIEW HIS UNCLE.
[AUDIO CD NUMBER 2 TRACK 16 & WORKBOOK PAGE 74]
[AUDIO CD NUMBER 2 TRACK 9 & STUDENT BOOK PAGE 58 & WORKBOOK PAGE 75]
SPEAKING –
READ THE DIALOGUE ALOUD
[STUDENT BOOK PAGE 59]
WRITING –
WRITE A PROFILE IN JAPANESE
[WORKBOOK PAGE 75]
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 3 –
GRANNY, ARE YOU 100 YET?
FOCUS TEXT TYPES:
CONVERSATION, STATEMENTS OF OPINION, INTERVIEWS, WRITTEN LIST (OF REMEDIES)
CULTURAL CONTEXT & SETTING:
HOME OF A JAPANESE STUDENT’S GRANDPARENTS / STAYING HEALTHY / LIFESTYLE / SEASONAL & HEALTHY FOOD /
EXERCISE / TRADITIONAL REMEDIES
[ALSO SEE THE JAPANESE DIET (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 47]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A RANGE OF OPINIONS ON BETTER HEALTH CHOICES.
[AUDIO CD NUMBER 2 TRACK 15 & WORKBOOK PAGE 74]
[TEACHER RESOURCE BOOK PAGE 48]
[AUDIO CD NUMBER 4 TRACK 10 & TEACHER RESOURCE BOOK PAGE 48]
[AUDIO CD NUMBER 2 TRACK 10 & STUDENT BOOK PAGE 60 & WORKBOOK PAGE 76]
SPEAKING –
USE THE TEXT FROM STUDENT BOOK PAGE 60 TO DRAW CONCLUSIONS ABOUT THE JAPANESE LIFESTYLE AND THEN
PRESENT YOUR FINDINGS (WITH VISUAL IMAGES) TO THE CLASS.
READING –
[WORKBOOK PAGE 76]
WRITING –
WRITE SENTENCES ABOUT HEALTH REMEDIES & LIFESTYLE SECRETS IN JAPAN
[STUDENT BOOK PAGE 60 & WORKBOOK PAGE 76]
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 4 –
WHAT WORRIES YOU THE MOST?
FOCUS TEXT TYPES:
MAGAZINE EXCERPTS & ARTICLES, MAGAZINE PAGE LAYOUT, WRITTEN ARTICLE, DISCUSSION
CULTURAL CONTEXT & SETTING:
EXCERPT FROM JAPANESE MAGAZINE WITH ARTICLE ABOUT JAPANESE TEENAGERS / WEIGHT GAIN & LOSS / THE TEEN
YEARS IN JAPAN & PEER PRESSURE/ FAST FOOD IN JAPAN / HEALTHY FOOD & LIFESTYLE AND DIETS.
[ALSO SEE SELF IMAGE (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 47]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
[AUDIO CD NUMBER 2 TRACK 14 & WORKBOOK PAGE 73]
[AUDIO CD NUMBER 2 TRACK 11 & STUDENT BOOK PAGE 61 & WORKBOOK PAGE 77]
22
SPEAKING & ICT –
STUDENT BOOK UNIT 5 ITEM 4: READ A MAGAZINE ARTICLE AND DESIGN A MAGAZINE PAGE ON AN APPROPRIATE
COMPUTER PROGRAM. WRITE AN ARTICLE ABOUT ATTITUDES TO SELF-IMAGE, WEIGHT AND DIET IN YOUR SCHOOL. THE
FINAL PRODUCT IS TO BE PRESENTED TO YOUR JAPANESE CLASS WITH AN APPROPRIATE DISCUSSION IN JAPANESE TO
FOLLOW.
[TEACHER RESOURCE BOOK PAGE 56]
WRITING –
WRITE A MAGAZINE ARTICLE ON HEALTH ISSUES & SELF IMAGE IN YOUR COUNTRY.
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 5 –
SPORTS DAY.
FOCUS TEXT TYPES:
RECORDING
CULTURAL CONTEXT & SETTING:
ASSIGNMENT AT UNIVERSITY / TAIIKU-NO-H IN JAPAN / SCHOOL IN JAPAN / A SCHOOL’S SPORTS DAY / HOME /
PREPARATIONS & ATTENDANCE AT A SPORTS DAY / FAMILY CONTRIBUTION & CELEBRATION / EVENTS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A RECORDED INTERVIEW, VERBAL DESCRIPTIONS,
[AUDIO CD NUMBER 2 TRACK 12 & STUDENT BOOK PAGE 62 & WORKBOOK PAGE 77]
SPEAKING –
DESCRIBE THE VARIOUS TYPES OF PREPARATIONS THAT WOULD HAVE BEEN NEEDED TO ORGANISE A JAPANESE
SCHOOL SPORTS CARNIVAL.
[STUDENT BOOK PAGE 63: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 5 ITEM 6 –
RELAX & ENJOY HEALTHY FOOD.
FOCUS TEXT TYPES:
INTERVIEW, TELEVISION PROGRAM & DISCUSSION, ROLE PLAY, DISCUSSION, NEWSPAPER ARTICLE,
CULTURAL CONTEXT & SETTING:
TELEVISION PROGRAM / UNIVERSITY CLASS / INTERVIEW ABOUT RESEARCHING NUTRITION AND DIET IN VARIOUS
COUNTRIES AROUND THE WORLD / GOOD FOOD, EXERCISE & ENJOYMENT AT THE JAPANESE DINING TABLE
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING & WRITING –
[AUDIO CD NUMBER 2 TRACK 13 & STUDENT BOOK PAGE 64 & WORKBOOK PAGE 78]
SPEAKING –
PRODUCE AND PRESENT A ROLE-PLAY. AFTER WATCHING THE DR GENSAI INTERVIEW, YOU DISCUSS THE PROS AND
CONS OF THE JAPANESE DIET WITH YOUR PE TEACHER AT THE JAPANESE SCHOOL YOU ARE ATTENDING.
DO THE ADVANTAGES OF THE JAPANESE DIET OUTWEIGH THE DISADVANTAGES? DISCUSS.
[STUDENT BOOK PAGE 65: “WHAT NOW?”]
READING –
READ THE NEWSPAPER ARTICLE ABOUT THE DIETARY HABITS OF AUSTRALIANS.
[TEACHER RESOURCE BOOK PAGE 50]
[WORKBOOK PAGE 78]
FOCUS GRAMMAR / FUNCTIONS:

ちがう DIFFERENCE

CORRECTING

か WITH INTERROGATIVES

かた PRONOUN (PERSON)

さいこう SUPERLATIVES (THE VERY BEST)

それから CONNECTORS (AND THEN, NEXT)

だい PREFIX COUNTER (AS IN DAIICHI)

たり～たり LISTING

という IS CALLED, KNOWN AS

ながら SIMULTANEOUS ACTIONS

に MAKING ADVERBIAL FORMS OF ADJECTIVES

みたい EXPRESSING HOW SOMETHING APPEARS
23
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



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






















































もらう RECEIVE
から CAUSE (BECAUSE, SINCE)
から FROM, POINT OF TIME/SPACE, SINCE
ぐらい TIME (APPROXIMATE AMOUNT/TIME/LENGTH)
て LINKING VERBS
と CONDITIONAL (WHEN)
まで UNTIL, POINT OF TIME/SPACE
いちばん SUPERLATIVE (THE MOST)
たら IF WHEN [CONDITIONAL OR TEMPORAL]
て LINKING VERBS
と CONDITIONAL (WHEN)
とき TIME
かもしれない POSSIBILITY
だけ EXTENT (ONLY)
と QUOTATIVE
どうして INTERROGATIVES (WHY)
なら CONDITIONAL (IF)
のです・んです EXPLAINING , CLARIFYING
もし CONDITIONAL (IF)
から CAUSE (BECAUSE, SINCE)
こと NOMINALIZATION
ちがう DIFFERENCE
て LINKING VERBS
という QUOTATIVE
とき TIME
ないで LINKING IDEAS (WITHOUT)
なければならない COMPULSION (MUST) , INDICATING NECESSITY
のです・んです EXPLAINING , CLARIFYING
いちばん
から CAUSE
ことができる
ないで
ら
けど CONJUNCTION (BUT, HOWEVER)
たり～たり ALTERNATIVE
てくれる SOMEONE DOES YOU A FAVOUR
とおもう OPINION INDICATOR
とき TIME
いちばん SUPERLATIVE (THE MOST)
く ADVERBIAL FORMS OF ADJECTIVES
こと NOMINALIZER
すぎる EXCESS INDICATOR
それでは CONNECTORS ("WELL", "AT THAT")
てき SUFFIX (LIKE, TYPICAL)
と CONDITIONAL (WHEN)
について TOPIC (ABOUT) INDICATOR
むかし NOUNS INDICATING TIME (LONG AGO)
も...も... (BOTH…AND…)
～ば
SIMPLE POTENTIAL (かける よめる）
WIFE, HUSTUDENT BOOKAND, SON, DAUGHTER, PARENTS (VARIOUS FORMS)
おととい あさって せんせんしゅう さらいしゅう ゆうがた さらいねん おととし こんにち ゆうべ けさ
けれど
さいきん / このあいだ NOUNS INDICATING TIME (LATELY)
しか EXTENT (ONLY)
ても CONCESSIVE (EVEN IF, EVEN THOUGH)
と...と… BOTH… AND…
の ONE / ONES
ので CAUSE, REASON (SO
のです
んです
ひつよう
まで POINT OF ARRIVAL /DESTINATION OR (COMPLETION IN TIME)
むかし NOUNS INDICATING TIME (LONG AGO)
24














も EVEN
から POINT OF DEPARTURE OR COMMENCEMENT (TIME)
と QUOTATIONS
RELATIVE CLAUSES
KEIGO
PLAIN FORMS
PROBABILITY & POSSIBILITY
CORRECTING
EXPRESSING ABILITY
ENQUIRING ABOUT/EXPRESSING FEARS
ASKING FOR/GIVING ADVICE
IDENTIFYING/ASKING ABOUT PROBLEMS
ENQUIRING ABOUT/EXPRESSING PLEASURE/ DISPLEASURE
ASKING FOR/GIVING DECISIONS
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
51
牛
179
病
111
社
163
神
96
肉
117
足
184
院
210
飯
198
魚
25
WORK PROGRAM UNIT: 7
SEMESTER 2 [YEAR 11 TERM 3]
TIME ALLOCATION: 4 WEEKS [IN-DEPTH UNIT]
THEME: LEISURE, RECREATION & HUMAN CREATIVITY
TOPIC: ENTERTAINMENT & LIFESTYLES: COUNTRY & CITY

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 3 “TREND CITY”
FOCUS TEXT TYPES:
MAGAZINE SPREAD, CONVERSATION, ROLE PLAY, ADVERTISEMENTS, WEBPAGE
CULTURAL CONTEXT & SETTING: TOKYO CAFÉ: JAPAN
WAITING FOR A FRIEND / GLOSSY MAGAZINE ADVERTISEMENTS / COFFEE SHOP / DEPARTMENT STORE / SPECIALTY
SHOPS / SHOPPING / CATCHY IMAGES & WORDS IN JAPANESE ADVERTISING
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION IN A SHOP
[AUDIO CD NUMBER 4 TRACK 5 & TEACHER RESOURCE BOOK PAGE 15]
SPEAKING –
IN PAIRS PREPARE A ROLE-PLAY THAT TAKES PLACE IN “TREND CITY”. ONE OF YOU WILL BE THE CUSTOMER WHILE THE
OTHER IS A SALE ASSISTANT TRYING TO MAKE A SALE.
READING –
READ A MAGAZINE ADVERTISEMENT FOR A DEPARTMENT STORE
[STUDENT BOOK PAGE 18 & WORKBOOK PAGE 26]
WRITING & ICT –
DESIGN A WEBPAGE ADVERTISING A DEPARTMENT STORE. COMPLETE THE ELECTRONIC VERSION OF THE WEBPAGE
USING A PROGRAM OF YOUR CHOICE.
[TEACHER RESOURCE BOOK PAGE 23]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 5 –
IT’S LIKE A DREAM COME TRUE!
FOCUS TEXT TYPES:
PROFILE, CONVERSATION, MAGAZINE PROFILE, MAGAZINE ARTICLES,
CULTURAL CONTEXT & SETTING:
AT WORK AS A GRAPHIC DESIGNER IN JAPAN / BASEBALL MAGAZINE / PROFILES / BASEBALL
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A YOUNG FAN TALK TO A PROFESSIONAL BASEBALLER
[AUDIO CD NUMBER 1 TRACK 18 & WORKBOOK PAGE 24]
READING –
READ THE PROFILE OF A MODERN BASEBALL PLAYER
[STUDENT BOOK PAGE 21 & WORKBOOK PAGE 29]
READ THE PLAYER PROFILES FROM SOME OLD BASEBALL MAGAZINES.
[TEACHER RESOURCE BOOK PAGE 16]
ICT –
CREATE A MAGAZINE PROFILE OF A SPORTING PERSONALITY.
[STUDENT BOOK PAGE 21: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 7 –
A GOLDEN OPPORTUNITY!
26
FOCUS TEXT TYPES:
DIALOGUE, ROLE PLAY, TELEPHONE CONVERSATION, EMAIL
CULTURAL CONTEXT & SETTING:
HOME / WATCHING PROFESSIONAL BASEBALL IN JAPAN / DISCUSSION BETWEEN SIBLINGS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
[AUDIO CD NUMBER 1 TRACK 14 & STUDENT BOOK PAGE 23 & WORKBOOK PAGE 30]
SPEAKING –
THE FOLLOWING ACTIVITY CAN BE DONE INDIVIDUALLY OR IN PAIRS. PLAY THE PART OF NOBUHISA IN A TELEPHONE
CONVERSATION WITH GOOD FRIEND MASA. EXPLAIN TO MASA WHY YOU CANNOT GO BASKETBALL TONIGHT.
READING & ICT –
READ AN EMAIL FROM SPORTING STAR TO HIS NEW GIRLFRIEND.
[TEACHER RESOURCE BOOK PAGE 19]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 8 –
WHAT’S YOUR SPECIALTY DISH?
FOCUS TEXT TYPES:
RADIO INTERVIEW, TELEVISION PROGRAM, MAP, MAGAZINE PAGE
CULTURAL CONTEXT & SETTING:
TRAIN: JAPAN /ELECTRONIC GADGETS TO LISTEN TO RADIO & MUSIC / A RADIO INTERVIEW WITH A POPULAR TV
PERSONALITY / FOOD & RESTAURANTS IN JAPAN / EATING IN / EATING OUT
[ALSO SEE RESTAURANTS (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 12]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEVISION COOKING SHOW
[AUDIO CD NUMBER 1 TRACK 17 & WORKBOOK PAGE 22]
[AUDIO CD NUMBER 1 TRACK 15 & STUDENT BOOK PAGE 24 & WORKBOOK PAGE 30]
SPEAKING –
USE A MAP TO DIRECT ANOTHER STUDENT FROM ANY GIVEN STARTING POINT TO A PARTICULAR PLACE.
[STUDENT BOOK PAGE 27: “WHAT NOW?”]
IN PAIRS, MAKE UP A RADIO INTERVIEW ABOUT FOODS YOU LIKE TO EAT AND FOODS YOU LIKE TO COOK. ALSO DISCUSS
“EATING OUT”.
WRITING –
CREATE A JAPANESE MENU AND ILLUSTRATE IT.
[STUDENT BOOK PAGE 25: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 9 TEA, CHOPSTICKS & THE FAMOUS “OBENTO”
FOCUS TEXT TYPES:
DOUBLE PAGE FOOD MAGAZINE SPREAD, DIARY
CULTURAL CONTEXT & SETTING:
FOOD MAGAZINES IN JAPAN / COOKING AND EATING OUT / VARIOUS JAPANESE DISHES
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
READING –
WRITE A DIARY ENTRY IN JAPANESE DISCUSSING YOUR RECENT TRIP TO A JAPANESE RESTAURANT” [STUDENT BOOK
PAGE 27: “WHAT NOW?”]
READ THROUGH A DOUBLE PAGE SPREAD FROM A FOOD MAGAZINE.
[STUDENT BOOK PAGE 26 & WORKBOOK PAGE 31]
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 3 –
A BEAUTIFUL TOWN BY THE LAKE
FOCUS TEXT TYPES:
TELEVISION PROGRAM PROLOGUE, LETTER
27
CULTURAL CONTEXT & SETTING:
WATCHING A POPULAR TELEVISION SONG CONTEST “NODO JIMAN TAIKAI” (のど自慢大会) / REGIONAL & RURAL JAPANESE
TOWNS / INAWASHIRO, FUKUSHIMA PREFECTURE
[ALSO SEE THE REAL INAWASHIRO (IN JAPANESE)
[TEACHER RESOURCE BOOK PAGE 57]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEVISION PROGRAM
[AUDIO CD NUMBER 2 TRACK 20 & WORKBOOK PAGE 85]
[AUDIO CD NUMBER 2 TRACK 18 & STUDENT BOOK PAGE 72 & WORKBOOK PAGE 88]
SPEAKING –
READ THE NARRATOR’S SCRIPT ALOUD TO THE CLASS
[STUDENT BOOK PAGE 72]
READING –
READ A LETTER FROM A JAPANESE-SPEAKING AUSTRALIAN TO HIS JAPANESE FRIEND.
[TEACHER RESOURCE BOOK PAGE 60]
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 4 –
TOKYO: GOOD POINTS & BAD POINTS.
FOCUS TEXT TYPES:
CARTOON, MAGAZINE, INTERVIEWS / OPINION GIVING, SUMMARY (WRITTEN)
CULTURAL CONTEXT & SETTING:
MAGAZINE-OPINIONS & READERS CONTRIBUTIONS / LIVING IN THE
CITY OR LIVING IN THE COUNTRY/ LIVING IN TOKYO
[ALSO SEE OWNING A CAR (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 57]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO PEOPLE TALKING ABOUT TOKYO
[AUDIO CD NUMBER 2 TRACK 21 & WORKBOOK PAGE 86]
SPEAKING –
RESEARCH LIFE IN BIG JAPANESE CITIES. NOW CONDUCT A SURVEY AROUND THE CLASS.
ONE STUDENT IS TO PLAY THE ROLE OF A TV REPORTER TRYING TO FIND OUT THE VARIOUS OPINIONS WHILE ALL
OTHER STUDENTS IN THE CLASS WILL GIVE SHORT ANSWERS OF 3 OR 4 LINES.
READING –
READ THROUGH A MAGAZINE CONTRIBUTION (CARTOON STYLE)
[STUDENT BOOK PAGE 73 & WORKBOOK PAGE 92]
WRITING –
CREATE A CARTOON STYLE SUMMARY OF GOOD AND BAD POINTS ABOUT THE PLACE YOU LIVE. [STUDENT BOOK PAGE
73: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 5 –
WHAT DO YOU LIKE ABOUT TOKYO?
FOCUS TEXT TYPES:
MAGAZINE VOX POP, INTERVIEWS, DIARY, VIDEO
CULTURAL CONTEXT & SETTING:
VOX POP FOR A POPULAR JAPANESE MAGAZINE / SHINJUKU / TOKYO DISNEYLAND & DISNEYSEA / TALL BUILDINGS IN
TOKYO / UENO ZOO & PARK / YOYOGI / GINZA / AKIHABARA / ASAKUSA
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A VARIETY OF INTERVIEWS.
[TEACHER RESOURCE BOOK PAGE 58]
[AUDIO CD NUMBER 2 TRACK 21 & WORKBOOK PAGE 86]
[AUDIO CD NUMBER 4 TRACK 11 & TEACHER RESOURCE BOOK PAGE 58]
[AUDIO CD NUMBER 2 TRACK 19 & STUDENT BOOK PAGE 76 & WORKBOOK PAGE 93]
READING & WRITING –
READ A VOX POP SECTION OF A MAGAZINE & WRITE A LIST OF POSITIVES AND NEGATIVES ABOUT LIVING IN TOKYO.
[STUDENT BOOK PAGE 76 & WORKBOOK PAGE 93]
28
READ DIARY ENTRIES WRITTEN BY A JAPANESE-AUSTRALIAN FAMILY VISITING JAPAN.
[TEACHER RESOURCE BOOK PAGE 62]
SPEAKING & ICT –
IN GROUPS OF 5 OR 6 PRODUCE A VIDEO. THE VIDEO IS TO HAVE AN ACCOMPANYING COMMENTARY / DIALOGUE
(INTERVIEWS) WHICH IS TO BE CLEAR, WITH APPROPRIATE TIMINGS. “TOPIC: WHAT DO YOU LIKE ABOUT LIVING IN THE
CITY / COUNTRY?”
[TEACHER RESOURCE BOOK PAGE 66]
FOCUS GRAMMAR / FUNCTIONS:

REVISION OF BASIC STRUCTURES

て SEQUENCE OF SENTENCES

とちがう VERBS REQUIRING CASE PARTICLES (DIFFERENT FROM)

なければならない

の NOMINALIZATION (THE ONE)

ので CAUSE, REASON (SO), EXPLAINING AN EXCUSE

から FROM, POINT OF TIME / SPACE, SINCE

たり～たり ALTERNATIVE

ばんめ ORDINAL NUMBERS

くて CONNECTIVE (ADJECTIVES)

あとで CONJUNCTION (TIME)

いちばん SUPERLATIVE (THE MOST)

く ADVERBIAL FORMS OF ADJECTIVES

PLAIN FORMS

ぐらい

ことができる ABILITY

さいこう

たり～たり ALTERNATIVE

とき TIME

にとって INDICATING FOR WHOM

ことができる ABILITY

ため PURPOSE, RESULT

とき TIME

ないで LINKING IDEAS (WITHOUT)

の NOMINALIZATION (THE ONE)

よう [のよう] LIKE

から POINT OF DEPARTURE OR COMMENCEMENT (TIME)

PLAIN FORMS

RELATIVE CLAUSE (NOUN)

EXPRESSING SURPRISE

ASKING FOR/GIVING INVITATIONS

ASKING ABOUT/FULFILLING OBLIGATIONS

ENQUIRING ABOUT/EXPRESSING LIKES/DISLIKES

EXPRESSING GRATITUDE

ASKING FOR/GIVING COUNTING (CARDINAL AND ORDINAL NUMBERS)

ENQUIRING ABOUT/EXPRESSING PREFERENCE
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
56
出
191
35
区
205
81
地
139
82
多
100
65
市
101
66
広
196
189
教
197
175
旅
144
理
着
空
西
近
都
雪
青
159
活
137
物
29
WORK PROGRAM UNIT: 8
SEMESTER 2 [YEAR 11 TERM 4]
TIME ALLOCATION: 5 WEEKS [IN-DEPTH UNIT]
THEME: LEISURE, RECREATION & HUMAN CREATIVITY
TOPIC: ENTERTAINMENT: MODERN & TRADITIONAL

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 5 –
ONCE UPON A TIME…
FOCUS TEXT TYPES:
A PARK GUIDE’S TALK, TELEVISION DOCUMENTARY, BROCHURE, FOLKTALE
CULTURAL CONTEXT & SETTING:
GIFU: JAPAN / IN AUTUMN / YORO WATERFALL / AT HOME LOOKING THROUGH A BROCHURE/ GUIDED WALK
[ALSO SEE HYOTAN TEACHER RESOURCE BOOK PAGE 1]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING & WRITING –
LISTEN TO A TELEVISION DOCUMENTARY ABOUT WATERFALLS
[AUDIO CD NUMBER 1 TRACK 10 & WORKBOOK PAGE 4]
[AUDIO CD NUMBER 1 TRACK 5 & STUDENT BOOK PAGE 9 & WORKBOOK PAGE 12]
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 6 WE’LL HAVE THE WILD BOAR HOTPOT THANKS!
FOCUS TEXT TYPES:
CONVERSATION IN RESTAURANT, MENU
CULTURAL CONTEXT & SETTING:
TRADITIONAL RESTAURANT AT YORO WATERFALL & PARK AREA IN JAPAN / LUNCH / TRADITIONAL STYLE RESTAURANT /:
“WILD BOAR NABE”.
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN TEENAGER GIRL AND HER MOTHER.
[AUDIO CD NUMBER 1 TRACK 8 & WORKBOOK PAGE 1]
[AUDIO CD NUMBER 1 TRACK 6 & STUDENT BOOK PAGE 10 & WORKBOOK PAGE 14]
OBENTO SENIOR REFERENCE: UNIT 3 ITEM 1 A FASCINATION WITH JAPANESE CARTOONS
FOCUS TEXT TYPES:
EMAIL, ANIME, MANGA, MAGAZINE ARTICLE, RESEARCHED FINDINGS (ELECTRONIC SUMMARY)
CULTURAL CONTEXT & SETTING:
JAPANESE ARTICLE ABOUT THE IMPACT OF ANIME AND MANGA IN OVERSEAS COUNTRIES / LONDON / CONVENTION FOR
PEOPLE INTERESTED IN JAPANESE MANGA & ANIME.
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A VOICE MAGAZINE ARTICLE ABOUT JAPANESE CARTOONS.
[AUDIO CD NUMBER 1 TRACK 19 & STUDENT BOOK PAGE 30 & WORKBOOK PAGE 44]
READING –
READ A MAGAZINE ARTICLE ABOUT JAPANESE CARTOONS.
[STUDENT BOOK PAGE 30 & WORKBOOK PAGE 44]
WRITING & ICT–
RESEARCH MORE ABOUT JAPANESE ANIME & MANGA AND WRITE UP YOUR FINDINGS.
OBENTO SENIOR REFERENCE: UNIT 3 ITEM 3 –
30
THE SOUND OF WATER.
FOCUS TEXT TYPES:
CONVERSATION, HAIKU, RESPONSES TO STATEMENTS (WRITTEN)
CULTURAL CONTEXT & SETTING:
VISIT GRANDPARENTS IN JAPAN / HAIKU POETRY
[ALSO SEE HAIKU (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 24]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A DISCUSSION THAT GOES ON IN AN ELECTRONICS STORE IN AKIHABARA
[AUDIO CD NUMBER 4 TRACK 6 TEACHER RESOURCE BOOK PAGE 26]
[AUDIO CD NUMBER 1 TRACK 24 & WORKBOOK PAGE 41]
[AUDIO CD NUMBER 1 TRACK 21 & STUDENT BOOK PAGE 34 & WORKBOOK PAGE 45]
WRITING & READING –
WRITE A HAIKU.
[STUDENT BOOK PAGE 35]
READ THE JAPANESE STATEMENTS AND RESPOND IN JAPANESE SENTENCES
[WORKBOOK PAGE 45]
FOCUS GRAMMAR / FUNCTIONS:

ことができる ABILITY

そして (AND THEN)

ちかく ADVERBIAL FORM USED AS NOUN (NEARBY)

て LINKING VERBS

でも EVEN

と CONDITIONAL (WHEN)

く ADVERBIAL FORMS OF ADJECTIVES

こちら DEMONSTRATIVES (THIS DIRECTION, THIS WAY, THIS PERSON)

てください REQUEST ( POLITE REQUEST)

にする DECISION INDICATOR

の NOMINALIZATION (THE ONE)

かなり

だけ ONLY

について

ともう OPINIONS

んです EXPLANATION , CLARIFICATION

たら POTENTIAL

やすい EASY TO

と わかれる (CASE PARTICLES REQUIRED)

にする DECISION INDICATOR

ませんか NEGATIVE QUESTIONS AS POLITE REQUESTS

らしい AFTER NOUN

PLAIN FORMS

SUPERLATIVES

POTENTIAL FORMS

KEIGO (VARIOUS)

CONDITIONAL (VERBS)

REQUESTING/OFFERING SOMETHING TO BE DONE

REQUESTING/OFFERING GOODS AND SERVICES

ACCEPTING/DECLINING

ATTRACTING ATTENTION

MAKING ATTEMPTS

ENQUIRING ABOUT/EXPRESSING INTENTION

ASKING FOR/GIVING CORRECTING
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
KANJI REVISION
＆ EXTRA KANJI
31
夏
滝
秋
俳
冬
句
春
猪
雪
話
英
近
国
鉄
新
昔
聞
思
森
音
32
WORK PROGRAM UNIT: 9
SEMESTER 2 [YEAR 11 TERM 4]
TIME ALLOCATION: 3 WEEKS
THEME: SOCIAL ISSUES
TOPIC: SOCIAL & ENVIRONMENTAL CHANGES

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 1POPULATION.
FOCUS TEXT TYPES:
GRAPHS / TABLES, STATISTICAL YEARBOOK (ELECTRONIC FORMAT)
CULTURAL CONTEXT & SETTING:
A JOURNALIST’S RESEARCH FOR MAGAZINE ARTICLE COMPARING LIFE IN TOKYO COMPARED WITH LIFE IN THE
COUNTRY” / JAPAN STATISTICAL YEARBOOK” INFORMATION
[ALSO SEE THE JAPANESE POPULATION (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 57]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
TAKE TURNS AROUND THE CLASS TO USE THE INFORMATION ON STUDENT BOOK PAGES 68 & 69 TO MAKE
COMPARISONS.
READING & ICT –
READ THROUGH SOME OF THE JAPAN STATISTICAL YEAR BOOK.
[STUDENT BOOK PAGE 68 & WORKBOOK PAGE 89]
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 2THE SONG OF THE CICADA. THE SOUND OF TRAFFIC
FOCUS TEXT TYPES:
CONVERSATION, INTERVIEW
CULTURAL CONTEXT & SETTING:
INAWASHIRO / CITY LIFE AND COUNTRY LIFE / A RURAL JAPANESE HOME / INTERVIEW & DISCUSSION / OLD FRIEND HIGH
SCHOOL DAYS
[ALSO SEE AYU TEACHER RESOURCE BOOK PAGE 2]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN TWO OLD FRIENDS, ONE IS NOW A JOURNALIST.
[AUDIO CD NUMBER 2 TRACK 17 & STUDENT BOOK PAGE 70 & WORKBOOK PAGE 89]
SPEAKING –
LISTEN TO TWO OLD SCHOOL FRIENDS DISCUSSING THE MERITS OF RURAL OR URBAN LIFE.
DECIDE WHICH IS THE BETTER LIFESTYLE AND PRESENT AN ARGUMENT TO THE CLASS AS TO WHY YOU FEEL THAT WAY.
[STUDENT BOOK PAGES 70 &71]
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 4 –
TO THE RESCUE OF THE BILBY!
FOCUS TEXT TYPES:
LETTER, ORAL ADDRESS AT MEETING, DISCUSSIONS, DIARY, INFORMATIONAL FLYER, DISCUSSION
CULTURAL CONTEXT & SETTING:
A JAPANESE PERSON BACKPACKING AROUND AUSTRALIA / IN STORE WITH CHOCOLATE EASTER EGGS & “EASTER
BILBIES” / CORRESPONDING WITH FRIEND IN JAPAN TO NARUMI.
[ALSO SEE ENDANGERED SPECIES (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 98]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO AN ADDRESS AT A MEETING ABOUT ENDANGERED BILBIES
33
[WORKBOOK PAGE 146]
[WORKBOOK (LISTENING ACTIVITIES B & C FOR UNIT 10)]
[AUDIO CD NUMBER 3 TRACK 22 & WORKBOOK PAGE 142]
[AUDIO CD NUMBER 3 TRACK 18 & STUDENT BOOK PAGE 120 & WORKBOOK PAGE 146]
SPEAKING –
DISCUSS PROBLEMS FACING THE BILBY AND HOW PEOPLE CAN HELP.
[STUDENT BOOK PAGE 121: “WHAT NOW?”]
READING –
READ A LETTER FROM A JAPANESE PERSON WHO IS BACKPACKING AROUND AUSTRALIA AND TAKES ON THE CAUSE OF
THE BILBY.
[STUDENT BOOK PAGE 120 & WORKBOOK PAGE 146]
WRITING –
WRITE A ‘SAVE THE BILBY’ FLYER.
[WORKBOOK PAGE 146]
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 6 –
THE JAPANESE CRANE.
FOCUS TEXT TYPES:
DIARY, BOOK CHAPTER, DOCUMENTARY, DISCUSSION, LETTER, TIMELINE, GRAPH
CULTURAL CONTEXT & SETTING:
WRITING A BOOK / THE HOME & ORNAMENTAL CRANES AND TORTOISE / WRITING A DIARY TYPE PIECE ABOUT JAPAN’S
MAJESTIC CRANES
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A DOCUMENTARY ON THE JAPANESE CRANE.
[TEACHER RESOURCE BOOK PAGE 100]
[WORKBOOK (LISTENING ACTIVITIES A & C FOR UNIT 10)]
[AUDIO CD NUMBER 4 TRACK 20 & TEACHER RESOURCE BOOK PAGE 100]
[[AUDIO CD NUMBER 3 TRACK 20 & STUDENT BOOK PAGE 124 & WORKBOOK PAGE 148]
SPEAKING –
DISCUSS THE PLIGHT OF ENDANGERED ANIMALS.
READING –
READ A DIARY-TYPE PIECE ABOUT JAPANESE MAJESTIC CRANES.
[STUDENT BOOK PAGE 124 & WORKBOOK PAGE 148]
READ A LETTER ABOUT A WATER CONSERVATION CAMPAIGN.
[TEACHER RESOURCE BOOK PAGE 104 & WORKBOOK PAGE 148]
WRITING & ICT –
COMPLETE A TIMELINE ABOUT THE DECLINE & RESCUE OF A SPECIES.
[WORKBOOK PAGE 148]
USE THE INTERNET TO FIND INFORMATION AND IMAGES OF 2 OR 3 ENDANGERED SPECIES OF PLANTS OR ANIMALS IN
JAPAN. USE AN APPROPRIATE GRAPH-LINKED PROGRAM TO INPUT THE DATA YOU FIND, CREATE A GRAPH, WRITE UP
YOUR FINDINGS AND USE OTHER IMAGES TO ILLUSTRATE YOUR PIECE.
[TEACHER RESOURCE BOOK PAGE 108]
FOCUS GRAMMAR / FUNCTIONS:

から CAUSE (BECAUSE, SINCE)

くて CONNECTIVE (ADJECTIVES)

けど CONJUNCTION (BUT, HOWEVER)

し (NOT ONLY … BUT ALSO)

そうだ APPEARANCE (APPEARS, LOOKS LIKE)

そうだ HEARSAY (IT IS SAID, I HEAR)

たがる・たがっている DESIDERATIVE (2ND /3RD PERSON )

とき TIME

の SOFT SENTENCE ENDING

のです・んです EXPLAINING , CLARIFYING

まで UNTIL, POINT OF TIME/SPACE

みたい EXPRESSING HOW SOMETHING APPEARS RELATIVE CLAUSE

あげる [SEE てあげる]
34
































おなじ COMPARISONS (SAME)
ことにする DECISION INDICATOR
さいきん NOUNS INDICATING TIME (LATELY)
しか EXTENT (ONLY)
そちら DEMONSTRATIVES
たいとおもう EXPRESSING INTENTION
たいとおもっている DESIDERATIVE (I THINK I WOULD LIKE TO)
とき TIME
よう [のよう] APPEARANCE
こと NOMINALIZATION (DISTINCTION FROM MONO)
さ NOUN FORMED FROM ADJECTIVE
ために PURPOSE, RESULT
てから SEQUENTIAL (AFTER DOING)
てしまう EMPHATIC (FINISH DOING, DO COMPLETELY)
と CONDITIONAL (WHEN)
ど COUNTERS/CLASSIFIERS
とちがう VERBS REQUIRING CASE PARTICLES (DIFFERENT FROM)
ばかり AMOUNT OR LIMIT INDICATOR
みたい EXPRESSING HOW SOMETHING APPEARS
やすい (EASY TO …)
わ COUNTERS/CLASSIFIERS
～ぶんのいち はんぶん FRACTIONS
あちら
かわり
けれど
ほど (USED WITH A NEGATIVE)
ほうがいい
より COMPARATIVE (THAN)
RELATIVE CLAUSES
NUMBERS
EXPRESSING REGRET
EXPRESSING HOPE
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
212
働
187
動
200
場
106
売
203
森
52
犬
72
白
162
県
74
立
97
自
116
赤
35
WORK PROGRAM UNIT: 10
SEMESTER 3 [YEAR 12 TERM 1]
TIME ALLOCATION: 4 WEEKS [IN-DEPTH UNIT] (PLUS 3 WEEKS FOR
ASSIGNMENT)
THEME: LEISURE, RECREATION & HUMAN CREATIVITY
TOPIC: TRAVEL TRENDS & GETTING AROUND
(PLUS ASSIGNMENT ON THE CONCEPT OF TRAVEL)

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 4 –
YORO WATERFALL.
FOCUS TEXT TYPES:
BROCHURE, TELEVISION DOCUMENTARY, RECORDED VOICE MESSAGE
CULTURAL CONTEXT & SETTING:
GIFU: JAPAN (AUTUMN) / VISIT TO YORO WATERFALL (PREPARATIONS)
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEVISION DOCUMENTARY ABOUT WATERFALLS
[AUDIO CD NUMBER 1 TRACK 10 & WORKBOOK PAGE 4]
LISTEN TO A RECORDED MESSAGE FROM THE “YORO TOURIST TELEPHONE CENTRE”.
[AUDIO CD NUMBER 4 TRACK 1 & TEACHER RESOURCE BOOK PAGE 3]
READING –
READ AN INFORMATION BROCHURE ABOUT GIFU CITY.
[TEACHER RESOURCE BOOK PAGE 5]
READ THROUGH A BROCHURE ON YORO
[STUDENT BOOK PAGE 8 & WORKBOOK PAGE 11]
WRITING & ICT DESIGN A BROCHURE FOR ANY TOURIST DESTINATION OR PLACE OF INTEREST IN YOUR OWN COUNTRY.
[STUDENT BOOK PAGE 8: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 9 ITEM 1A PLACE TO RELAX HEART AND SOUL
FOCUS TEXT TYPES:
BROCHURE, RADIO ADVERTISEMENT, ROLE PLAY
CULTURAL CONTEXT & SETTING:
A YOKOHAMA TRAVEL AGENCY: JAPAN / HELPING IN THE FAMILY’S BUSINESS / B & B IN AUSTRALIA
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A RADIO ADVERTISEMENT FOR A TOURIST DESTINATION IN AUSTRALIA.
[TEACHER RESOURCE BOOK PAGE 88]
[AUDIO CD NUMBER 4 TRACK 17 & TEACHER RESOURCE BOOK PAGE 88]
SPEAKING –
ROLE PLAY: YOU ARE TO TAKE THE PART OF A TOURIST WHO HAS RETURNED FROM “HANG YOUR HAT”. TRY TO
CONVINCE YOUR FRIEND THAT HE / SHE SHOULD GO THERE FOR A HOLIDAY.
READING –
[STUDENT BOOK PAGE 105]
READ A PROMOTIONAL BROCHURE ABOUT A TOURIST ATTRACTION IN AUSTRALIA.
[TEACHER RESOURCE BOOK PAGE 90]
36
READ A BROCHURE ABOUT A TOURIST RETREAT IN AUSTRALIA.
[STUDENT BOOK PAGE 104 & WORKBOOK PAGE 132]
WRITING –
PLAN A BROCHURE FOR JAPANESE TOURISTS.
[WORKBOOK PAGE 132]
OBENTO SENIOR REFERENCE: UNIT 9 ITEM 2 –
SCHOOL TRIP DIARY
FOCUS TEXT TYPES:
WRITTEN REPORT (ILLUSTRATED), DIARY, ELECTRONIC PRESENTATION, INTERNET SITES, ADVERTISING SLOGANS
CULTURAL CONTEXT & SETTING:
SCHOOL TRIP / HIROSHIMA / HIMEJI / YOKOHAMA/ MIYAJIMA / SHINKANSEN / SCHOOL / ANNUAL EDUCATIONAL TOUR /
KEEPING A DIARY
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A HIGH SCHOOL STUDENT READ HIS DIARY FROM A SCHOOL TRIP
[AUDIO CD NUMBER 3 TRACK 14 & WORKBOOK PAGE 129]
[AUDIO CD NUMBER 3 TRACK 12 & STUDENT BOOK PAGE 106 & WORKBOOK PAGE 133]
SPEAKING & ICT –
FIND GOOD IMAGES THAT WOULD MATCH UP WITH THE PLACES NOBORU VISITED ON THE SCHOOL TRIP. NOW MAKE AN
ELECTRONIC PRESENTATION, WITH NARRATION, TO PRESENT TO THE CLASS.
READING –
READ THE DIARY OF A HIGH SCHOOL STUDENT ABOUT HIS EDUCATIONAL TOUR TO HIROSHIMA.
[STUDENT BOOK PAGE 106 & WORKBOOK PAGE 133]
WRITING –
WRITE SOME ADVERTISING SLOGANS IN JAPANESE.
[WORKBOOK PAGE 133]
OBENTO SENIOR REFERENCE: UNIT 9 ITEM 3 –
THE “SILVER WORLD” RESORT
FOCUS TEXT TYPES:
WEBSITE, CONVERSATION, DISCUSSION
CULTURAL CONTEXT & SETTING:
NEW YEAR’S VACATION / AT THE “GINSEKAI” RESORT IN THE JAPAN ALPS WEBSITES / TECHNOLOGY TO GET LATEST
INFORMATION.
[ALSO SEE SKIING JAPAN (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 87]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN A TRAVEL AGENT AND A CLIENT.
[AUDIO CD NUMBER 4 TRACK 19 & TEACHER RESOURCE BOOK PAGE 89]
SPEAKING –
HAVE A DISCUSSION ABOUT SKIING IN JAPAN.
[USE STUDENT BOOK PAGE 109 TO HELP YOU DECIDE WHAT TO SAY]
READING & ICT –
READ THROUGH A WEBSITE ABOUT SKIING IN JAPAN
[STUDENT BOOK PAGE 108 & WORKBOOK PAGE 134]
OBENTO SENIOR REFERENCE: UNIT 9 ITEM 4 AMERICA, CANADA, HAWAII, GUAM & SAIPAN, AUSTRALIA & NEW ZEALAND
FOCUS TEXT TYPES:
OFFICE MEMO, QUALITATIVE DATA, QUANTITATIVE DATA, SURVEY FORM, SLOGANS
CULTURAL CONTEXT & SETTING:
TRAVEL AGENCY / SURVEYING PEOPLE / INFORMING STAFF / TRAVEL TRENDS ON PAPER / ANECDOTAL & QUALITATIVE
DATA
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
37
LISTENING –
LISTEN TO A TRAVEL AGENT CONDUCTING A SURVEY WITH CLIENTS
[AUDIO CD NUMBER 3 TRACK 15 & WORKBOOK PAGE 130]
READING –
READ THE RESULTS OF A SURVEY ABOUT OVERSEAS TRAVEL & DOMESTIC TRAVEL
[STUDENT BOOK PAGE 110 & WORKBOOK PAGE 133]
WRITING –
MAKE UP SLOGANS IN JAPANESE.
[WORKBOOK PAGE 133]
FOCUS GRAMMAR / FUNCTIONS:

から FROM, POINT OF TIME

ぐらい TIME (APPROXIMATE AMOUNT/TIME/LENGTH)

でも EMPHATIC

でも EVEN

の NOMINALIZATION (THE ONE)

まで UNTIL, POINT OF TIME

あとで CONJUNCTION (TIME)

いちばん SUPERLATIVE (THE MOST)

さいこう SUPERLATIVE (THE VERY BEST)

そんなに DEMONSTRATIVES (THAT WAY)

だけ EXTENT (ONLY)

ちかくに (NEARBY)

てから SEQUENTIAL (AFTER DOING)

について TOPIC (ABOUT) INDICATOR

はじめて FIRST TIME

まで UNTIL, POINT IN SPACE

まで UNTIL, POINT OF TIME

よう [のよう] APPEARANCE

から FROM, POINT IN SPACE

から FROM, POINT OF TIME, SINCE

でしょう

まで UNTIL, POINT IN SPACE

まで UNTIL, POINT OF TIME

ある ADJECTIVE (SOME, CERTAIN)

たいです DESIDERATIVE (WISH, WANT TO)

という QUOTATIVE

とおもう OPINION INDICATOR

まえ CONJUNCTION [TIME (BEFORE)]

あんなに DEMONSTRATIVES (THAT WAY)

が いる (CASE PARTICLES REQUIRED)

しめる しまる
あける あく (ETC) VERB PAIRS

で BY, AGENT

てほしい

どんなに

と QUOTATIONS

から POINT OF DEPARTURE OR COMMENCEMENT (TIME)

PLAIN FORMS

RELATIVE CLAUSES

MONEY

REQUESTING/OFFERING GOODS AND SERVICES

ENQUIRING ABOUT/EXPRESSING INTENTION
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
57
147
173
87
64
40
153
89
135
136
38
北
157
南
160
島
161
州
223
左
185
心
224
洋
海
発
銀
馬
駅
急
早
歩
泊
39
WORK PROGRAM UNIT: 11
SEMESTER 3 [YEAR 12 TERM 1]
TIME ALLOCATION: 2 WEEKS
THEME: LEISURE, RECREATION & HUMAN CREATIVITY
TOPIC: TECHNOLOGY & GADGETS

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 2 ITEM 6 –
SMS.
FOCUS TEXT TYPES:
SMS MESSAGE, ROLE PLAY, TEXTING ON CELL PHONE
CULTURAL CONTEXT & SETTING:
PRO BASEBALL GAME INVITATION / TEXTING IN JAPAN
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
READING –
READ AN SMS MESSAGE
[STUDENT BOOK PAGE 22 & WORKBOOK PAGE 29]
SPEAKING –
YOU AND A PARTNER ARE TO WORK TOGETHER TO CHANGE THE SMS MESSAGE INTO A CELL PHONE CONVERSATION.
OBENTO SENIOR REFERENCE: UNIT 3 ITEM 2I’VE NEVER SEEN COMPUTERS LIKE THOSE BEFORE.
FOCUS TEXT TYPES:
CONVERSATION, ROLE PLAY, SIGNS
CULTURAL CONTEXT & SETTING: TOKYO: JAPAN
FAMILY VISIT TOKYO / GOING THROUGH AKIHABARA / DECIDING WHAT TO BUY AND WHERE TO GET THE BEST FOR THEIR
MONEY / TOUTS / SALESPEOPLE / BIG STORES / ELECTRICAL STORES & ITEMS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN SHOPPERS & SALES STAFF AT AKIHABARA.
[AUDIO CD NUMBER 1 TRACK 20 & STUDENT BOOK PAGE 32 & WORKBOOK PAGE 46]
SPEAKING –
ROLE PLAY A SHOPPING SITUATION WHERE A SALESPERSON IS TRYING TO PERSUADE A CUSTOMER TO BUY AT HIS/HER
SHOP RATHER THAN NEXT DOOR.
[STUDENT BOOK PAGE 33: “WHAT NOW?” & WORKBOOK PAGE 46]]
READING –
READ SOME SIGNS IN JAPANESE.
[STUDENT BOOK PAGE 33]
FOCUS GRAMMAR / FUNCTIONS:

たことがある EXPERIENCE

だろう PROBABILITY

なら CONDITIONAL (IF)

によると PHRASES - ACCORDING TO

ね TAG QUESTION (ISN'T IT? ETC)

の ONE, ONES

まえ CONJUNCTION [TIME (BEFORE)]

よ EMPHATIC

COMPARING ACTIONS

だろう PROBABILITY

でしょう
だろう (AFTER ADJECTIVE / NOUN / VERB)
40










でも EMPHATIC
でも EVERY(WITH INTERROGATIVE) / EVEN
とき (AFTER VERB た)
とき (AFTER VERB ている)
ところ (AFTER VERB VARIOUS FORMS)
PLAIN FORMS
SUGGESTING
NEGOTIATING
REQUESTING/OFFERING HELP
ENQUIRING ABOUT/EXPRESSING APPROVAL / DISAPPROVAL
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
120
事
122
使
85
安
220
聞
41
WORK PROGRAM UNIT: 12
SEMESTER 3 [YEAR 12 TERM 2]
TIME ALLOCATION: 2 WEEKS
THEME: SCHOOL & POST-SCHOOL OPTIONS
TOPIC: EDUCATION: JAPANESE SYSTEM

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 6 ITEM 6 HI-TECH UNIVERSITY IN THE NATURAL BEAUTY OF THE COUNTRYSIDE.
FOCUS TEXT TYPES:
MAGAZINE ARTICLE, RADIO BROADCAST, DEBATE, MAGAZINE ARTICLE
CULTURAL CONTEXT & SETTING:
ARTICLES COMPARING TOKYO LIFE WITH COUNTRY LIFE: FINDING A SOLUTION TO THE URBAN DRIFT / UNIVERSITY
[ALSO SEE UNIVERSITY IN JAPAN (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 67]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A RADIO BROADCAST ABOUT UNIVERSITY.
[TEACHER RESOURCE BOOK PAGE 59]
SPEAKING –
DEBATE: “STUDYING IN THE COUNTRY OR STUDYING IN THE CITY”.
READING & WRITING –
READ A MAGAZINE ARTICLE COMPARING TOKYO LIFE AND COUNTRY LIFE, WRITE A LETTER IN JAPANESE
[STUDENT BOOK PAGE 76 & WORKBOOK PAGE 96]
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 1 THE JAPANESE EDUCATIONAL SYSTEM
FOCUS TEXT TYPES:
WEB PAGE, INTERVIEWS, INTERNET, DISCUSSION, REPORT (WRITTEN)
CULTURAL CONTEXT & SETTING:
RESEARCH ON THE INTERNET/ LEARNING ABOUT EDUCATION IN JAPAN
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO DIFFERENT INTERVIEWS ABOUT JAPANESE EDUCATION
[AUDIO CD NUMBER 3 TRACK 4 & WORKBOOK PAGE 103]
[AUDIO CD NUMBER 4 TRACK 14 & TEACHER RESOURCE BOOK PAGE 69]
SPEAKING –
HAVE A DISCUSSION WITH YOUR JAPANESE TEACHER ABOUT EDUCATION IN JAPAN.
[STUDENT BOOK PAGE 80 & WORKBOOK PAGE 106]
READING –
READ A JAPANESE WEBPAGE ABOUT EDUCATION IN JAPAN AND THEN DESIGN YOUR OWN.
[STUDENT BOOK PAGE 80 & WORKBOOK PAGE 106]
WRITING –
WRITE A REPORT IN JAPANESE ABOUT EDUCATION IN JAPAN.
[WORKBOOK (PAGE 106]
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 2 –
TOUR OF THE UNIVERSITY
FOCUS TEXT TYPES:
INTERNET CHAT CONVERSATION, ROLE PLAY, WRITTEN REPORT, DOT-POINT SUMMARY,
CULTURAL CONTEXT & SETTING:
42
REAL TIME CHAT FACILITY / UNIVERSITY SERVICES & PR
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING –
AFTER READING AN ELECTRONIC “CHAT” WORK IN PAIRS TO MAKE UP A TELEPHONE CONVERSATION THAT MIGHT
POSSIBLY FOLLOW THE “CHAT’.
[STUDENT BOOK PAGE 82]
READING –
READ AN ELECTRONIC CHAT ABOUT JAPANESE UNIVERSITIES.
[STUDE4NT BOOK PAGE 82 & WORKBOOK PAGE 107]
WRITING –
WRITE A REPORT IN JAPANESE ABOUT SHINKOKUSAI DAIGAKU.
[STUDENT BOOK PAGE 83]
WRITE A DOT POINT SUMMARY ABOUT A PARTICULAR UNIVERSITY IN JAPAN AFTER HAVING READ AN ELECTRONIC
“CHAT” ON THE SUBJECT.
[STUDENT BOOK PAGE 82 & WORKBOOK PAGE 107]
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 6 –
SURVEY FORM.
FOCUS TEXT TYPES:
SURVEY FORM, TALK BY A PARENT
CULTURAL CONTEXT & SETTING:
VISITING A SENIOR HIGH SCHOOL / SAITAMA PREFECTURE / COMPLETING A QUESTIONNAIRE FORM
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A PARENT TALK ABOUT HER CHILD’S SCHOOL & SPORTING COMMITMENTS.
[TEACHER RESOURCE BOOK PAGE 68]
[AUDIO CD NUMBER 4 TRACK 13 & TEACHER RESOURCE BOOK PAGE 68]
SPEAKING –
READ A SURVEY OF SENIOR HIGH SCHOOL STUDENTS IN SAITAMA.
[STUDENT BOOK PAGE 90 & WORKBOOK PAGE 111]
COMPLETE A QUESTIONNAIRE IN JAPANESE.
[TEACHER RESOURCE BOOK PAGE 72 & WORKBOOK PAGE 111]
WRITING –
COMPLETE A SURVEY FORM.
[STUDENT BOOK PAGE 91: “WHAT NOW?”]
FOCUS GRAMMAR / FUNCTIONS:

が CONCESSIVE (BUT)

かた METHOD

て LINKING VERBS

なくても NEGATIVE IMPERATIVE

なぜ INTERROGATIVES (WHY)

の OPTIONAL ALTERNATIVE TO (GA) IN ADJECTIVAL CLAUSES

ように PURPOSE, RESULT, REQUEST

より COMPARATIVE (THAN)

それじゃ CONNECTORS ("WELL", "AT THAT")

たいとおもっている DESIDERATIVE (I THINK I WOULD LIKE TO)

たり～たり LINKING

とおもう OPINION INDICATOR

など ABBREVIATED LIST INDICATOR (AND SO ON)

について TOPIC (ABOUT) INDICATOR

もうす CALLED

あとで CONJUNCTION (TIME)

たいとおもう EXPRESSING INTENTION

で CONJUNCTIVE USE (NOUNS, QUASI ADJECTIVES)

てから SEQUENTIAL (AFTER DOING)

てください REQUEST ( POLITE REQUEST)

OPTIONAL EXTRA GRAMMAR FOR THIS UNIT: CAUSATIVE
43











どうして INTERROGATIVES (WHY)
なければならない COMPULSION (MUST) , INDICATING NECESSITY
つもり (WITH VERB)
はず (WITH VERB)
PLAIN FORMS
RELATIVE CLAUSES
など ABBREVIATED LIST INDICATOR (AND SO ON)
IDENTIFYING/ASKING ABOUT UNDERSTANDING
IDENTIFYING/ASKING ABOUT MISUNDERSTANDING
ASKING FOR/GIVING PERMISSION
LEAVE-TAKING
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
169
勉
84
字
129
学
149
屋
188
強
151
後
156
昼
225
曜
216
漢
165
科
192
終
44
WORK PROGRAM UNIT: 13
SEMESTER 3 [YEAR 12 TERM 2]
TIME ALLOCATION: 2 WEEKS
THEME: SCHOOL & POST-SCHOOL OPTIONS
TOPIC: PART-TIME WORK

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 3 “OF COURSE I HAVE A PART-TIME JOB!”
FOCUS TEXT TYPES:
RECORDED INTERVIEW, ROLE PLAY, ELECTRONIC FILE, EMAIL, INTERNET
CULTURAL CONTEXT & SETTING:
TOKYO-YOKOHAMA: JAPAN / PART-TIME WORK / INTERVIEWS ON UNIVERSITY CAMPUS / STUDENTS IN THE TOKYOYOKOHAMA REGION & THEIR VIEWS ON PART-TIME JOBS / THE HOME / WINDOW WASHING / TUTORING / CONDUCTING
SURVEYS
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO AN INTERVIEW WITH UNIVERSITY STUDENTS
[AUDIO CD NUMBER 3 TRACK 5 & WORKBOOK PAGE 105]
[AUDIO CD NUMBER 3 TRACK 1 & STUDENT BOOK PAGE 84 & WORKBOOK PAGE 108]
SPEAKING –
MAKE UP A ROLE PLAY. ASK AND ANSWER QUESTIONS ABOUT STUDY, FUTURE PLANS AND PART-TIME JOBS.
[STUDENT BOOK PAGE 85: “WHAT NOW?”]
READING –
READ AN EMAIL BETWEEN FRIENDS.
[TEACHER RESOURCE BOOK PAGE 70]
WRITING & ICT –
RESEARCH THE INTERNET TO FIND INFORMATION AND IMAGES ABOUT JAPANESE UNIVERSITY LIFE. USE YOUR
RESEARCH AND IMAGES TO CREATE AN INTERESTING ELECTRONIC FILE ABOUT SOME ASPECT OR ASPECTS OF THIS
TOPIC. COMPLETE THE ELECTRONIC VERSION USING ANY PROGRAM OF YOUR CHOICE.
[TEACHER RESOURCE BOOK PAGE 76]
FOCUS GRAMMAR / FUNCTIONS:

OPTIONAL EXTRA GRAMMAR FOR THIS UNIT: PASSIVE

ねえ EMPHATIC OF ね

すぎる EXCESS INDICATOR

たり～たり LINKING

ながら SIMULTANEOUS ACTION

のです・んです EXPLAINING , CLARIFYING

ばんめ ORDINAL NUMBERS

より COMPARATIVE (THAN)

つもり (WITH VERB)

はず (WITH VERB)

PLAIN FORMS
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:
GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);
WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);
TEACHER RESOURCE BOOK (USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO
SENIOR”)]
仕事
大学
番目
KANJI REVISION & EXTRA KANJI
質問
お金
町
東京
医者
勉強
友達
先生
45
WORK PROGRAM UNIT: 14
SEMESTER 3 [YEAR 12 TERM 2]
TIME ALLOCATION: 4 WEEKS
THEME: SCHOOL & POST-SCHOOL OPTIONS
TOPIC: UNEMPLOYMENT / SEMI EMPLOYMENT / OTHER
OCCUPATIONS

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 4 “WELL FIRST OF ALL YOU HAVE TO BUY THE TUNA!”
FOCUS TEXT TYPES:
CONVERSATION, DIARY, ROLE PLAY
CULTURAL CONTEXT & SETTING:
TSUKIJI FISH MARKETS, TOKYO: JAPAN / EARLY MORNING / SIGHTSEEING / BREAKFAST IN ONE OF THE MANY NEARBY
RESTAURANTS / DISCUSSION WITH A FISHMONGER
[ALSO SEE TSUKIJI FISH MARKETS (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 67]
[ALSO SEE PART TIME JOBS (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 67]
FOCUS GRAMMAR / FUNCTIONS:

なければならない COMPULSION (MUST) , INDICATING NECESSITY

めしあがる KEIGO (PARTAKE)

CONGRATULATING

LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A CONVERSATION BETWEEN A RESEARCHER AND A FISHMONGER
[AUDIO CD 3 TRACK 2 & STUDENT BOOK PAGE 86 & WORKBOOK PAGE 109]
SPEAKING –
ROLE PLAY: MAKE UP A CONVERSATION BETWEEN A STUDENT AND A UNIVERSITY LECTURER
LISTENING.
READING, WRITING, ICT –
WRITE A DIARY ENTRY ABOUT A VISIT TO TSUKIJI FISH MARKETS.
[STUDENT BOOK PAGE 87: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 7 ITEM 5 –
SO MANY ON YOUR PAYROLL!
FOCUS TEXT TYPES:
MAGAZINE ARTICLE, INTERVIEW, SPEECH, STORY
CULTURAL CONTEXT & SETTING:
AN INTERESTING MAGAZINE INTERVIEW BETWEEN A WORLD FAMOUS FASHION DESIGNER A JOURNALIST / COFFEE SHOP
IN HARAJUKU
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO AN INTERVIEW WITH A WORLD-FAMOUS FASHION DESIGNER
[AUDIO CD NUMBER 3 TRACK 6 & WORKBOOK PAGE 105]
[AUDIO CD NUMBER 3 TRACK 3 & STUDENT BOOK PAGE 88 & WORKBOOK PAGE 110]
SPEAKING –
MAKE UP A SPEECH ABOUT A WORLD FAMOUS DESIGNER TO TOAST HIS ACHIEVEMENTS.
[STUDENT BOOK PAGE 88 & WORKBOOK PAGE 110]
READING –
READ A MAGAZINE INTERVIEW WITH A WORLD FAMOUS DESIGNER.
[STUDENT BOOK PAGE 88 & WORKBOOK PAGE 110]
46
WRITING –
WRITE A STORY OF SUCCESS.
[SEE WORKBOOK PAGE 110 FOR HINTS]
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 5 –
NO PERMANENT JOB - BUT ALL INDIVIDUALS.
FOCUS TEXT TYPES:
PUBLIC LECTURE BY UNIVERSITY PROFESSOR, DISCUSSION
CULTURAL CONTEXT & SETTING:
PUBLIC LECTURE ABOUT “JAPAN-FUTURE ISSUES AND OPPORTUNITIES” SOCIOLOGY AND ECONOMICS PROFESSOR/
QUESTIONS FROM THE AUDIENCE / FREETERS / NIITO / DEBATE ABOUT UNEMPLOYMENT
[ALSO SEE FREETERS & NEETO (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 98]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A DISCUSSION ON SOCIAL ISSUES IN JAPAN
[AUDIO CD NUMBER 4 TRACK 19 & TEACHER RESOURCE BOOK PAGE 99]
[AUDIO CD NUMBER 3 TRACK 23 & WORKBOOK PAGE 142]
[AUDIO CD NUMBER 3 TRACK 19 & STUDENT BOOK PAGE 122 & WORKBOOK PAGE 147]
SPEAKING –
DISCUSS EMPLOYMENT AS A GROWING SOCIAL PROBLEM
[STUDENT BOOK PAGE 123]
FOCUS GRAMMAR / FUNCTIONS:

あんなに DEMONSTRATIVES (THAT WAY)

から FROM, POINT OF TIME, SINCE

さいしょ ADVERBS OF TIME

ど COUNTERS/CLASSIFIERS

どうして INTERROGATIVES (WHY)

なければならない COMPULSION (MUST) , INDICATING NECESSITY

めしあがる KEIGO (PARTAKE)

あとで CONJUNCTION (TIME)

こんなに DEMONSTRATIVES (IN THIS WAY)

それじゃ CONNECTORS ("WELL", "AT THAT")

だけ EXTENT (ONLY)

てくる COME ABOUT

てくれる SOMEONE DOES YOU A FAVOUR

ど COUNTERS/CLASSIFIERS

ために PURPOSE, RESULT

こと MULTIPLES

ことができる ABILITY

たいとおもう EXPRESSING INTENTION

たいとおもっている DESIDERATIVE (I THINK I WOULD LIKE TO)

ために PURPOSE, RESULT

にとって INDICATING FOR WHOM

よう [のよう] APPEARANCE

OPTIONAL EXTRA GRAMMAR FOR THIS UNIT: PLAIN VOLITIONAL

PLAIN FORMS

KEIGO (VARIOUS)

GIVING DENIAL
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
社会
会社
問題
KANJI REVISION & EXTRA KANJI
多
少
魚
両親
家
後
前
間
47
WORK PROGRAM UNIT: 15
SEMESTER 4 [YEAR 12 TERM 3]
TIME ALLOCATION: 4 WEEKS [IN-DEPTH UNIT]
THEME: FAMILY & COMMUNITY
TOPIC: FORMAL & INFORMAL FUNCTIONS

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 1 ITEM 1MUM, PLEASE LISTEN TO ME.
FOCUS TEXT TYPES:
CONVERSATION, DIARY, EMAIL, WEBPAGE
CULTURAL CONTEXT & SETTING:
OGAKI: JAPAN / HAVING EVENING MEAL AT HOME / SIBLINGS COMPLAINING ABOUT EACH OTHER / COMPUTER NOISE
[ALSO SEE TOKONOMA (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 77]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEPHONE CONVERSATION. STUDENT BOOK PAGE 4 & CORRESPONDING WORKBOOK UNIT
[AUDIO CD NUMBER 1 TRACK 9 & WORKBOOK PAGE 2]
[AUDIO CD NUMBER 1 TRACK 3 & STUDENT BOOK PAGE 4 & WORKBOOK PAGE 10]
SPEAKING –
MAKE UP A ROLE PLAY-TOPIC “DINNER TIME CONVERSATION”
WRITING –
WRITE A DIARY ENTRY BASED ON A DINNER TIME DISCUSSION
ICT –
COMPOSE AN EMAIL TELLING A STUDENT THAT HE NEEDS TO BE MORE CONSIDERATE OF HIS MOTHER AND SISTER AND
THAT HE NEEDS TO STUDY MORE.
[TEACHER RESOURCE BOOK PAGE 11]
READ A WEBPAGE ABOUT A SPORTING EVENT IN AUSTRALIA.
[TEACHER RESOURCE BOOK PAGES 80 & 81]
OBENTO SENIOR REFERENCE: UNIT 8 ITEM 1 –
THE FORMAL ISN’T FAR OFF NOW!
FOCUS TEXT TYPES:
EMAIL, TELEPHONE CONVERSATION, ROLE PLAY
CULTURAL CONTEXT & SETTING:
FINAL YEAR OF HIGH SCHOOL IN SOUTH AUSTRALIA / CORRESPONDING WITH FRIENDS BY MAIL / SCHOOL END-OF-YEAR
FORMAL
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A TELEPHONE CONVERSATION BETWEEN A JAPANESE GIRL AND HER AUSTRALIAN FRIEND
[AUDIO CD NUMBER 3 TRACK 10 & WORKBOOK PAGE 117]
[AUDIO CD NUMBER 3 TRACK 7 & STUDENT BOOK PAGE 94 & WORKBOOK PAGE 119]
SPEAKING –
ROLE PLAY: A CONVERSATION ABOUT HOW PREPARATIONS FOR GRADUATION, VALEDICTORY OR THE FORMAL ARE
GOING.
[STUDENT BOOK PAGE 94]
READING –
READ AN EMAIL FROM AN AUSTRALIAN HIGH SCHOOL STUDENT TO HER JAPANESE FRIEND ABOUT END OF HIGH SCHOOL
CELEBRATIONS.
[STUDENT BOOK PAGE 94 & WORKBOOK PAGE 119]
OBENTO SENIOR REFERENCE: UNIT 8 ITEM 5 –
48
TAKING YOUR PLACE IN FRONT OF THE TOKONOMA.
FOCUS TEXT TYPES:
SPEECH, PRESENTATION (WRITTEN, SPOKEN, ELECTRONIC)
CULTURAL CONTEXT & SETTING:
HYOGO: JAPAN / PATRONS OF VISUAL ARTS ARE GUESTS OF HONOUR AT A CELEBRATORY FAREWELL DINNER HOSTED
BY TOWN’S MAYOR / FORMAL SEATING /TOKONOMA / IKEBANA / PAINTINGS / TATAMI / OFFICIAL SPEECH AT THE DINNER
[ALSO SEE WEDDINGS & HONEYMOONS (IN JAPANESE) TEACHER RESOURCE BOOK PAGE 87]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO A FAREWELL SPEECH GIVEN BY THE MAYOR OF A JAPANESE CITY TO SOME FOREIGN GUESTS.
[AUDIO CD NUMBER 3 TRACK 8 & STUDENT BOOK PAGE 100 & WORKBOOK PAGE 123]
SPEAKING, READING, WRITING, ICT –
MAKE A COMPREHENSIVE PRESENTATION TO EXPLAIN ABOUT KAKEJIKU, IKEBANA & GIFT-GIVING IN JAPAN. THIS CAN BE
DONE AS A POWERPOINT
[WORKBOOK PAGE 123]
FOCUS GRAMMAR / FUNCTIONS:

すぎる EXCESS INDICATOR

てはいけない PROHIBITIVE (MUST NOT)

ないでください REQUESTING NOT TO DO SOMETHING

なさい COMMAND

も。。。も。。。 BOTH…AND…

けいご KEIGO (VARIOUS)

さいご ADVERBS OF TIME (LAST, LASTLY)

そうだ APPEARANCE (APPEARS, LOOKS LIKE)

てある EXISTENCE

ている ACTION (PROGRESSIVE ACTION)

ている STATE

と CONDITIONAL (WHEN)

という QUOTATIVE

なければならない COMPULSION (MUST ) , INDICATING NECESSITY

ので CAUSE, REASON

KEIGO

お
おきゃくさん （FOR EXAMPLE)

お
する

お
になる

お VERB STEM ください

ご
ごけっこん （FOR EXAMPLE)

てあげる DOES A FAVOUR FOR

てはだめです

てみる

も ...も…NEITHER …NOR ...

と QUOTATIONS

PLAIN FORMS

WARNING

GIVING COMMANDS
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
148
室
172
家
190
族
201
晩
180
紙
195
達
199
黒
49
WORK PROGRAM UNIT: 16
SEMESTER 4 [YEAR 12 TERM 3]
TIME ALLOCATION: 4 WEEKS
THEME: SOCIAL ISSUES
TOPIC: DRIVER'S LICENCE

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
Content:
Unit 16 is a flexible unit to allow teachers to choose updated materials and information (school-wise, local, nationally,
internationally & in Japan.
Kanji:
Kanji should also be chosen to suit the group and dovetail with the content and resources chosen.
Resources:
Recommended resources include laws & by-laws pertaining to the aforementioned places, a variety of educational institutions
(Japanese & non-Japanese), vehicle types and modifications, accessories for motorbikes and scooters. Electronic sources
should be encouraged for research but require a process of evaluation & validation prior to inclusion in the course.
Grammar: (The following list of grammar items is optional.)















ために
ことができる
たいとおもっている
つもり
たり～たり
すぎる
はず
かた
ように
によると
なら
だろう
てから
よう [のよう]
なければならない
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ONTO “OBENTO SENIOR”)]
50
WORK PROGRAM UNIT: 17
SEMESTER 4 [YEAR 12 TERM 4]
TIME ALLOCATION: 5 WEEKS [IN-DEPTH UNIT]
THEME: SOCIAL ISSUES
TOPIC: SOCIAL & ENVIRONMENTAL CHALLENGES

WHERE RELEVANT, THEMES, TOPICS, GRAMMAR, FUNCTIONS & KANJI FROM PREVIOUS UNITS WILL BE
REVISITED
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 1 FOR WOMEN TO BE SUCCESSFUL IN A CAREER.
FOCUS TEXT TYPES:
MAGAZINE ARTICLE, CASE STUDY, INTERVIEW, DEBATE
CULTURAL CONTEXT & SETTING:
CASE STUDY LOOKING AT THE ROLE OF YOUNG WOMEN IN JAPANESE SOCIETY / HOME / WORK/ COMPUTER /
WORKFORCE / TRADITIONAL ATTITUDES & RELEVANCE
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
READING & SPEAKING –
READ A MAGAZINE ARTICLE ABOUT YOUNG WOMEN IN MODERN JAPANESE SOCIETY
[STUDENT BOOK PAGE 116 & WORKBOOK PAGE 143]
DEBATE WHETHER SOME NEW AGE WOMEN IN JAPAN ARE A CHALLENGE TO, OR RESULT OF, THE TRADITIONAL
STRUCTURE OF JAPANESE SOCIETY.
[STUDENT BOOK PAGE 116: “WHAT NOW?”]
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 2 –
THE SOLAR-POWER AGE IS HERE.
FOCUS TEXT TYPES:
DIARY ENTRY, DEBATE, MAGAZINE ARTICLE, INTERNET SITES (VARIOUS TYPES)
CULTURAL CONTEXT & SETTING:
READING A DIARY KEPT BY AN ENVIRONMENTAL ACTIVIST / SENIOR HIGH SCHOOL / KYOTO / FAMOUS KIYOMIZUDERA
TEMPLE
[ALSO SEE KYOTO PROTOCOL (IN ENGLISH) TEACHER RESOURCE BOOK PAGE 97]
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
LISTENING –
LISTEN TO AN ENVIRONMENTALIST SPEAKING TO A JUNIOR HIGH CLASS
[AUDIO CD NUMBER 3 TRACK 21 & WORKBOOK PAGE 141]
SPEAKING –
DEBATE: “CHOOSING KIYOMIZUDERA FOR THE GREENPEACE BANNER WAS A GOOD THING”
READING –
READ A DIARY ENTRY ABOUT THE KYOTO CONFERENCE
[STUDENT BOOK PAGE 117 & WORKBOOK PAGE 144]
READ A MAGAZINE ARTICLE ABOUT MOBILE PHONES.
[TEACHER RESOURCE BOOK PAGE 102]
ICT –
USE THE INTERNET TO FIND MORE INFORMATION ABOUT ADVANCES IN SOLAR POWER & JAPANESE TERMS TO EXPLAIN
THESE CONCEPTS
OBENTO SENIOR REFERENCE: UNIT 10 ITEM 3 –
THE FROZEN TEARDROP
FOCUS TEXT TYPES:
WEB PAGE, LETTER, DISCUSSION / DEBATE
CULTURAL CONTEXT & SETTING:
51
ON THE INTERNET RESEARCHING SOCIAL& ENVIRONMENTAL ISSUES / WEBSITE ABOUT GLOBAL WARMING “THE FROZEN
TEARDROP” / GLACIAL AREAS AROUND THE WORLD, INCLUDING
NEW ZEALAND’S FRANZ JOSEF GLACIER
LEARNING EXPERIENCES / INTEGRATED ACTIVITIES:
SPEAKING & ICT –
FIND A WEBPAGE ON A WORLD ENVIRONMENTAL ISSUE AND DISCUSS.
[STUDENT BOOK PAGE 119: “WHAT NOW?”]
READING –
READ A WEBSITE ADDRESSING THE ISSUE OF GLOBAL WARMING.
[STUDENT BOOK PAGE 118 & WORKBOOK PAGE 145]
WRITING –
WRITE A LETTER TO THE EDITOR WITH YOUR OPINIONS ON SOME SOCIAL OR ENVIRONMENTAL ISSUES.
FOCUS GRAMMAR / FUNCTIONS:

く ADVERBIAL FORMS OF ADJECTIVES

そうだ APPEARANCE (APPEARS, LOOKS LIKE)

と CONDITIONAL (WHEN)

なければならない COMPULSION (MUST), INDICATING NECESSITY

ので CAUSE, REASON

ように INDIRECT REQUEST

PLAIN FORMS

が CONCESSIVE (BUT)

から CAUSE (BECAUSE, SINCE)

こと NOMINALIZATION UNIT 10 ITEM 1

だけ EXTENT (ONLY)

ために PURPOSE, RESULT

という QUOTATIVE

より COMPARATIVE (THAN)

か WITH INTERROGATIVES

こんなに DEMONSTRATIVES (IN THIS WAY)

ために PURPOSE, RESULT

ちかくの (NEARBY)

てくれる SOMEONE DOES YOU A FAVOUR

どうして INTERROGATIVES (WHY)

べき MEDIUM IMPERATIVE (OUGHT)

まい COUNTERS/CLASSIFIERS

ような ADJECTIVES (WAY, MANNER)

が USE WITH NATURAL PHENOMENA; SUBJECT INDICATOR

たことがある PAST EXPERIENCE

てしまう COMPLETELY

と QUOTATIVE

か (MEANING "OR")

で LIMIT

と QUOTATIONS

PASSIVE VOICE

と QUOTATIVE

が USED WITH NATURAL PHENOMENA; SUBJECT INDICATOR

RELATIVE CLAUSES

ADVERBS OF TIME

ENQUIRING ABOUT/EXPRESSING ANGER

WHERE RELEVANT, GRAMMAR & FUNCTIONS FROM PREVIOUS UNITS WILL BE REVISITED
[RESOURCES FOR THE ABOVE GRAMMAR ARE TO BE FOUND IN THE FOLLOWING OBENTO SENIOR PUBLICATIONS:

GRAMMAR BOOKLET (LISTED IN DICTIONARY STYLE ORDER);

WORKBOOK (AS PER INDEX IN TEACHER RESOURCE BOOK PAGE viii);

TEACHER RESOURCE BOOK
(USE THE QUICK-FIND PATHWAYS INDEX AT www.obento.com.au (CLICK ON “OBENTO SENIOR”)]
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
53
90
219
158
52
仕
有
様
洗
REVISION OF ALL KANJI LEARNT DURING THE COURSE.(INTRODUCE NEW COMPOUNDS)
Themes, topics, grammar, functions, kanji, vocabulary, cultural contexts & text-types should be re-visited wherever possible
in this Work Program even if not explicitly stated.
53
GRAMMAR CHECKLIST
This list can be used to help check for inclusion of all of the mandatory grammar of
the Queensland 2001 Senior Syllabus for Japanese
Adjectives
Conjunctive use, e.g. samukute iyanatenki [Work Program Unit Numbers 2,3,7,9]
kirei-de shizuka desu [Work Program Unit Numbers 3,3,1,2]
Adj. te-moii patterns[Work Program Unit Number 6]
In clauses, e.g. me-ga aoi hito, . me-ga kirei-na hito
Compound forms with
yasui、[Work Program Unit Number 3]
nikui [Work Program Unit Number 3]
In comparative
and superlative patterns[Work Program Unit Numbers 2,3]
na with true adjectives (ookina、chiisana) [Work Program Unit Number 16]
you-na [Work Program Unit Number 17]
Use of aru： aru hi； aru hito [Work Program Unit Number 10]
Predicative use of
sukunai、 ooi、 e.g. hito-ga ooi desu [Work Program Unit Number 9]
Noun with …ni-chikai・kara tooi [Work Program Unit Number 3]
Noun with -rashii
[Work Program Unit Number 8]
Adverbs
Common adverbs of time, manner, place, emphasis, e.g.
daitai、 [Work Program Unit Number 1]
mazu, [Work Program Unit Number 1]
tsugi-ni、 [Work Program Unit Number 1]
kitto, [Work Program Unit Number 1]
tabun、 [Work Program Unit Number 1]
saisho, [Work Program Unit Numbers 1,14]
saigo、 [Work Program Unit Numbers 5,15,1]
domo, [Work Program Unit Number 1]
chittomo、 [Work Program Unit Number 1]
chotto [Work Program Unit Number 1]
Adverbial form used as a noun,
e.g. ooku-no…; [Work Program Unit Number 3]
chikaku-no…; [Work Program Unit Number 17]
tooku-no… [Work Program Unit Number 3]
Adverbial forms of adjectives, e.g.
kirei-ni、 [Work Program Unit Numbers1,6]
hayaku
[Work Program Unit Numbers 6,7,8,16]
Certainty and uncertainty
ka （nanika, dareka etc.) [Work Program Unit Numbers 2,3,6,17]
54
deshoo； [Work Program Unit Numbers 4,10]
kamoshiremasen; [Work Program Unit Number 6]
ja naideshou; [Work Program Unit Number 4]
ka-do-ka
[Work Program Unit Number 4]
Conjunctions
ga； [Work Program Unit Number 3]
keredo； [Work Program Unit Number 9]
kedo [Work Program Unit Numbers 6, 9]
shi； [Work Program Unit Number 9]
to； [Work Program Unit Number 1]
ka
[Work Program Unit Number 1]
mae； [Work Program Unit Numbers 2,10,11]
aida； [Work Program Unit Numbers 2, 3]
atode； [Work Program Unit Numbers 2,7,10,12,14]
toki； [Work Program Unit Numbers 3,6,7,9]
uchi-ni [Work Program Unit Number 2]
no-ni； [Work Program Unit Number 5]
node； [Work Program Unit Number 5]
kara [Work Program Unit Number 5]
Comparisons
Questions and statements involving comparative and superlative degree
Use of yori；[Work Program Unit Numbers 2,3,4,12,13,17]
no-hou-ga； [Work Program Unit Number 4]
motto； [Work Program Unit Number 3]
ichiban
[Work Program Unit Numbers 3,4,6,7,10]
hodo used with negative
Expressions such as
nihonichi-no・・・；[Work Program Unit Number 4]
nihon-juu-de… [Work Program Unit Number 4]
kanari； [Work Program Unit Number 4]
onaji； [Work Program Unit Numbers 3,4,9]
onaji gurai; [Work Program Unit Number 4]
dekiru dake [Work Program Unit Number 4]
Demonstratives
kochira、 [Work Program Unit Number 8]
sochira [Work Program Unit Number 9]
(achira）
[Work Program Unit Number 9]
konnani、 [Work Program Unit Numbers 14,17]
sonna-ni[Work Program Unit Number 10]
anna-ni
[Work Program Unit Number 10]
Interjections （あいずち）
ano、 [Work Program Unit Number 2]
nee、 [Work Program Unit Number 2]
55
maa、 [Work Program Unit Number 2]
ara
[Work Program Unit Number 2]
Interrogatives
donata；[Work Program Unit Number 3]
dooyuu；[Work Program Unit Number 3]
dochira/dotchi; [Work Program Unit Number 5]
dooshite; [Work Program Unit Number 12]
donnani; [Work Program Unit Number 10]
naze; [Work Program Unit Number 12]
dore; [Work Program Unit Number 1]
dooyuu-fuu-ni [Work Program Unit Numbers 3,6,14,17]
Use of
ka、[Work Program Unit Numbers 2,3,6,17]
mo、[Work Program Unit Number 2]
demo[Work Program Unit Numbers 8,10]
with interrogative words
Connectors
sore-kara； [Work Program Unit Number 6]
sorede-wa、 [Work Program Unit Numbers 6,12,14]
tokoro-de、 [Work Program Unit Number 2]
tonikaku
[Work Program Unit Number 1]
Nouns
Nouns indicating time
ototoi； [Work Program Unit Number 6]
asatte； [Work Program Unit Number 6]
sensenshuu； [Work Program Unit Number 6]
saraishuu； [Work Program Unit Number 6]
yuugata； [Work Program Unit Number 6]
sarainen; [Work Program Unit Number 6]
ototoshi； [Work Program Unit Number 6]
konnichi;
[Work Program Unit Number 6]
yuube； [Work Program Unit Number 6]
kesa； [Work Program Unit Number 6]
saikin； [Work Program Unit Number 6]
konoaida； [Work Program Unit Number 6]
mukashi
[Work Program Unit Number 6]
Nouns indicating family members
Polite and plain forms
wife, [Work Program Unit Number 6]
husband, [Work Program Unit Number 6]
son, [Work Program Unit Number 6]
daughter, [Work Program Unit Number 6]
family, [Work Program Unit Number 6]
parents
[Work Program Unit Number 6]
56
Nominalisers
-no [Work Program Unit Numbers 2,7,8,10]
-koto [Work Program Unit Numbers 6,9,17]
-no meaning ‘one/ones’ [Work Program Unit Number 6]
-no as in no desu・n desu [Work Program Unit Number 6]
Distinction between -koto and -mono [Work Program Unit Numbers 3,6,9,13]
Compounds with -ya； [Work Program Unit Number 1]
-katta
[Work Program Unit Number 1]
Verbal roots as nouns
Noun forms with -sa
[Work Program Unit Number 9]
Nouns indicating colour, e.g. murasaki-iro-no・・・[Work Program Unit Number 1]
Use of toki, e.g. sonotoki； [Work Program Unit Numbers 3,6,7,9]
wakai toki [Work Program Unit Number 1]
Phrases with
ni yoru-to；[Work Program Unit Number 11]
ni-tsuite；[Work Program Unit Numbers 3,5,6,8,10,12]
hoka
[Work Program Unit Number 3]
hitsuyou； [Work Program Unit Number 6]
kawari； [Work Program Unit Number 9]
dake [Work Program Unit Numbers 6,8,10,14,17]
shika
[Work Program Unit Number 6]
Nouns used with –nisuru [Work Program Unit Number 8]
Numbers and classifiers
Japanese numerals to oku [Work Program Unit Numbers 1,2]
The use of Japanese numerals with classifiers,
e.g. -mai, [Work Program Unit Numbers 1,2]
-ban, [Work Program Unit Numbers 1,2]
-do, [Work Program Unit Numbers 1,2]
-ko, [Work Program Unit Numbers 1,2]
-tou, [Work Program Unit Numbers 1,2]
-wa
[Work Program Unit Numbers 1,2]
Ordinal numbers with me, e.g. ichiban-me [Work Program Unit Numbers 7,13]
Fractions, e.g. hanbun、[Work Program Unit Number 9]
sanbun-no-ichi[Work Program Unit Number 9]
Years: Western reckoning and Japanese reckoning [Work Program Unit Number 1,2]
Vagueness, e.g. go,roku nen [Work Program Unit Number 5]
-dai as in daiichi[Work Program Unit Numbers 1,6]
Particles (Joshi)
-de
by, agent, how [Work Program Unit Number 10]
location/action [Work Program Unit Number 2]
limit [Work Program Unit Number 17]
-demo
emphatic[Work Program Unit Number 11]
every (with interrogative)
[Work Program Unit Number 11]
57
even if/even though [Work Program Unit Number 11]
-e
direction[Work Program Unit Number 1]
-ga
nominative (subject) [Work Program Unit Number 4]
but[Work Program Unit Numbers 2,3,4,17]
-ka
interrogative [Work Program Unit Number 1]
or
[Work Program Unit Number 17]
-kara
point of departure,
[Work Program Unit Numbers 6,7,10]
occasion, time
[Work Program Unit Numbers 6,7,10]
-made
extent of travel or time
[Work Program Unit Numbers 2,6,9,10]
(with nouns/verbs)
[Work Program Unit Number 6]
-mo
also, too
[Work Program Unit Number 1]
even
[Work Program Unit Number 6]
-mo…mo both … and…
[Work Program Unit Numbers 6,15]
neither … nor…
[Work Program Unit Numbers 6,15]
-ne
interrogative
[Work Program Unit Number 11]
-nee
emphatic of ne
[Work Program Unit Number 13]
-ni
occasion
[Work Program Unit Number 1]
existence/location
[Work Program Unit Number 1]
time
[Work Program Unit Number 1]
arrival point
[Work Program Unit Number 1]
purpose
[Work Program Unit Number 2]
movement into
[Work Program Unit Number 1]
indirect object
[Work Program Unit Number 1]
-no
possessive (Nihon no) [Work Program Unit Number 1]
adjectival
[Work Program Unit Number 1]
apposition
[Work Program Unit Number 1]
-(w)o
direct object
[Work Program Unit Number 1]
with verbs of action
[Work Program Unit Number 5]
movement in an area
[Work Program Unit Number 5]
motion by
[Work Program Unit Number 5]
intransitive verbs with-objective cases
[Work Program Unit Number 1]
-shi
and
[Work Program Unit Number 9]
-to
58
with
[Work Program Unit Number 1]
and
[Work Program Unit Number 1]
if
[Work Program Unit Number 6]
quotations
[Work Program Unit Numbers 6,10,15,17]
-to…to…
both … and …
[Work Program Unit Number 6]
-wa
topic
[Work Program Unit Number 1]
-ya
and …, et cetera
[Work Program Unit Number 1]
-yo
emphatic
[Work Program Unit Number 1]
-yori
than
[Work Program Unit Numbers 2,3,4,9]
Compound Joshi
[Work Program Unit Numbers 3,4,5]
Verbs
(a) Conjugation
Dict. V
da
[Work Program Unit Number 2]
datta [Work Program Unit Number 11]
daroo/deshoo [Work Program Unit Number 2]
de
[Work Program Unit Number 2]
V-ta
[Work Program Unit Numbers 2]
V-nai
[Work Program Unit Numbers 2,3,4]
V-nakatta
[Work Program Unit Numbers 2,3,4]
Classes of verbs (Ichidan, Godan, irregular)
[Work Program Unit Numbers 2,3,4]
(b) Verb patterns
V-te V Dict.
[Work Program Unit Number 1]
V-koto ga dekiru [Work Program Unit Numbers 4,5,6,7,8,14]
V-ta koto ga aru
[Work Program Unit Numbers 3,5]
V-te iku/kuru [Work Program Unit Numbers 3,5]
Dict. V-no/koto [Work Program Unit Numbers 2,7,8,10,6,9]
V-tari, v-tari suru
[Work Program Unit Number 3]
V-te miru [Work Program Unit Number 15]
Dict. V-Noun [Work Program Unit Number 1]
V-nara
[Work Program Unit Numbers 6,11]
V-te shimau [Work Program Unit Number 9]
Dict. V-to [Work Program Unit Numbers 5,6,8,9,15,16]
V-nai yoo ni
[Work Program Unit Number 12]
V-te kara [Work Program Unit Numbers 2,3,5,6,8,12]
Dict. V-koto ni suru [Work Program Unit Number 9]
V-nakereba naranai
[Work Program Unit Numbers 6,7,12,14,15,16]
V-te mo [Work Program Unit Number 6]
Dict. V-tsumori desu [Work Program Unit Numbers 12,13]
59
V-nasai
[Work Program Unit Number 15]
V-te ageru [Work Program Unit Numbers 9,15]
Dict. V-hazu desu [Work Program Unit Numbers 12,13]
V-nagara
[Work Program Unit Numbers 6,13]
V-te morau [Work Program Unit Numbers 1,6]
Dict. V-ka mo shiremasen [Work Program Unit Number 6]
V-tara
[Work Program Unit Numbers 6,8]
V-te kureru (kudasaru) [Work Program Unit Numbers 3,6,14,17]
Dict. V-ka doo ka [Work Program Unit Number 4]
V-ba
[Work Program Unit Number 6]
V-te wa ikemasen [Work Program Unit Numbers 3,15]
O-V-stem kudasai
[Work Program Unit Number 15]
V-te wa dame desu
[Work Program Unit Number 15]
V-te hoshii
[Work Program Unit Number 10]
V-te aru
[Work Program Unit Numbers 2,3,15]
Noun deshoo/daroo[Work Program Unit Numbers 4,10]
Adj. deshoo/daroo
[Work Program Unit Number 11]
Verb + deshoo/daroo[Work Program Unit Number 11]
V-n desu/no desu
[Work Program Unit Numbers 3,6,9,13]
Forms used in relative clauses
Use of kuru — ‘go and …’
[Work Program Unit Number 3]
to iu — quotation; to iu — is called
[Work Program Unit Numbers 1,3,4,6,10,15,17]
to omou — expressing opinion, use with V-tai
[Work Program Unit Numbers 2,3,6,10,12]
Indirect requests with yoo ni; yoo ni (so that)[Work Program Unit Number 16]
Indirect question — soko ni sunde iru ka shitte imasu ka
[Work Program Unit Number 4]
State resulting from action — itte imasu; tomatte imasu[Work Program Unit Number
1]
Advice with hoo ga ii[Work Program Unit Numbers 2,3,4,9]
Distinction between pairs of verbs, e.g. shimeru/shimaru; akeru/aku
[Work Program Unit Number 10]
Distinction between te iru and te aru [Work Program Unit Numbers 2,3,15]
Distinction between kara and node used with conclusive forms
[Work Program Unit Numbers 5, 6, 9, 15,16, 17]
Negative questions used as polite requests[Work Program Unit Number 8]
Verbs requiring case particles:
Verbs requiring case particles: o oriru; deru; verbs of motion
[Work Program Unit Number 5]
Verbs requiring case particles:ni: au; sumu; tsutomeru; okureru
[Work Program Unit Number 3]
Verbs requiring case particles:ga: iru (need) [Work Program Unit Number 10]
Verbs requiring case particles:to:
60
chigau; [Work Program Unit Number 6]
wakareru [Work Program Unit Number 8]
V-te and V-naide used adverbally[Work Program Unit Number 2]
Reported speech with soo desu[Work Program Unit Numbers 3,9]
Extension of purpose to include tame ni[Work Program Unit Numbers 7,9,14,17]
Comparison of actions[Work Program Unit Number 11]
Simple potential, e.g. kakeru, yomeru[Work Program Unit Number 6]
Compound verbs with sugiru, hajimeru[Work Program Unit Numbers 2,6,13,15]
Use of toki, e.g.
Dict. V+ toki [Work Program Unit Numbers 3,6,7,9]
V-ta + toki
[Work Program Unit Number 11]
V-te iru+ toki [Work Program Unit Number 11]
Use of tokoro e.g.
Dict. V. + tokoro[Work Program Unit Number 11]
V-ta + tokoro [Work Program Unit Number 11]
V-te iru+ tokoro[Work Program Unit Number 11]
Optional grammar
Causative[Work Program Unit Number 12]
Passive[Work Program Unit Number 13]
Volitional[Work Program Unit Number 14]
Plain form[Work Program Unit Numbers 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17]
Keigo is also a part of the Japanese language.
The following list may be used in the study of keigo: irassharu; mairu; oru; gozaru;de
gozaru; ossharu; moosu; goran ni naru; goran nasai; itasu; nasaru; meshiagaru; oide ni
naru. [Work Program Unit Number 15]
o + V-stem + ni naru e.g. o-yomi ni naru
[Work Program Unit Number 15]
o + V-stem + suru e.g. o-kaki suru
[Work Program Unit Number 15]
o + noun e.g. okyaku san
[Work Program Unit Number 15]
go + noun e.g. gokekkon
[Work Program Unit Number 15]
61
FUNCTIONS CHECKLIST
This list can be used to help check for inclusion of all of the mandatory functions of
the Queensland 2001 Senior Syllabus for Japanese
1. SOCIALIZING
A) GREETING :UNITS 2, 3
B) INTRODUCING
• SELF :UNITS 2, 3
• OTHERS :UNIT 3
C) LEAVE-TAKING :UNIT 12
D) ATTRACTING ATTENTION :UNIT 8
2. IMPARTING AND SEEKING INFORMATION
A) IDENTIFYING/ASKING ABOUT
• PEOPLE/THINGS:UNIT 2
• PROBLEMS :UNIT 6
• UNDERSTANDING/ : UNIT 12
MISUNDERSTANDING :UNIT 12
B) ASKING ABOUT/DESCRIBING
• PEOPLE :UNIT 2
THINGS :UNIT 2
• PLACES:UNIT 2
• MANNER:UNIT 5
 TIMES:UNIT 3
• ACTIVITIES/EVENTS/
SITUATIONS (PAST, PRESENT,
FUTURE):UNIT 3
• PHYSICAL FEATURES
(COLOUR, DIMENSIONS,
NUMBER) :UNIT 2
• EXPERIENCE:UNIT 3
C) ASKING FOR/GIVING
• TIMES:UNIT 3
• COST:UNIT 2
• DIRECTIONS:UNIT 5
• MEANING:UNIT 5
• CLARIFICATION :UNIT 5
• CONFIRMATION:UNIT 2
• DENIAL:UNIT 14
• REASONS :UNIT 2
D) GIVING INSTRUCTIONS:UNIT 2
E) COUNTING (CARDINAL AND ORDINAL
NUMBERS):UNIT 7
62
F) CORRECTING:UNITS 6,8
G) REPORTING:UNIT 3
H) COMPARING:UNIT 3
3. EXPRESSING AND FINDING OUT ATTITUDES
A) ENQUIRING ABOUT/EXPRESSING
• OPINIONS :UNIT 3
• PREFERENCE:UNIT 7
• INTENTION:UNIT 8,10
• WANTS AND NEEDS:UNIT 3
• FEARS:UNIT 6
• PURPOSE:UNIT 3
• ANGER:UNIT 17
• JOY :UNIT 3
• AGREEMENT/
DISAGREEMENT:UNIT 2
• CERTAINTY/
UNCERTAINTY:UNIT 4
• POSSIBILITY/
IMPOSSIBILITY:UNIT 4,6
• PROBABILITY/
IMPROBABILITY:UNIT 4,6
• LIKES/DISLIKES:UNIT 7
• PLEASURE/
DISPLEASURE:UNIT 6
• APPROVAL/
DISAPPROVAL:UNIT 11
B) EXPRESSING
• GRATITUDE:UNIT 7
• SYMPATHY:UNIT 2
• REGRET
:UNIT 9
• HOPE:UNIT 9
• SURPRISE :UNIT 7
• PRAISE:UNIT 3
C) APOLOGISING:UNIT 2
D) COMPLAINING :UNIT 3
E) CONGRATULATING:UNIT 14
F) COMPLIMENTING:UNIT 3
G) CONTRADICTING:UNIT 3
4. GETTING THINGS DONE
63
A) ASKING FOR/GIVING
• ADVICE
:UNIT 6
• INVITATIONS:UNIT 7
• PERMISSION:UNIT 12
• DECISIONS :UNIT 6
B) REQUESTING/OFFERING
• HELP
:UNIT 11
• GOODS AND SERVICES :UNIT 8,10
• SOMETHING TO BE DONE:UNIT 8
C) WARNING
:UNIT 15
D) GIVING COMMANDS :UNIT 15
E) ACCEPTING/DECLINING:UNIT 8
F) ASKING ABOUT/FULFILLING
OBLIGATIONS
:UNIT 7
G) SUGGESTING :UNIT 11
H) NEGOTIATING :UNIT 11
I) MAKING ATTEMPTS
:UNIT 8
Note: Language functions recur all throughout the program of work. Where not explicitly
stated in the W.P. they are often revisited via the themes, topics, kanji & grammar
KANJI CHECKLIST
WORK PROGRAM UNIT 1:
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
1
一
36
午
48
水
75
休
86
寺
24
々
2
七
58
半
49
火
104
何
20
小
177
書
9
万
61
右
70
生
28
元
23
才
10
三
62
四
109
男
6
入
43
方
25
中
15
土
94
百
7
八
44
日
3
九
17
大
113
花
30
六
45
月
4
二
18
女
99
行
32
円
46
木
26
五
83
好
114
見
33
分
67
本
5
人
128
始
221
語
8
十
47
止
27
今
19
子
141
金
13
千
68
正
(THIS LIST INCLUDES REVISION)
WORK PROGRAM UNIT 2
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
64
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
11
上
50
父
80
名
217
話
12
下
71
田
126
妹
222
読
121
京
110
町
127
姉
118
車
103
体
204
番
107
弟
218
電
54
兄
73
目
150
待
168
食
77
先
112
私
41
手
211
飲
31
内
95
耳
202
朝
37
友
140
英
134
林
14
口
166
茶
69
母
60
古
115
言
92
毎
WORK PROGRAM UNIT 3
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
145
乗
152
思
76
会
42
文
102
住
108
来
146
前
178
校
34
化
91
次
170
員
206
買
124
国
193
週
63
外
142
長
39
少
209
間
174
帰
143
雨
WORK PROGRAM UNIT 4
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
105
作
138
知
79
同
98
色
171
夏
167
通
21
山
183
都
22
川
186
高
130
店
154
持
214
新
133
東
215
楽
WORK PROGRAM UNIT 5
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
78
全
131
所
29
公
132
明
55
冬
155
春
59
去
176
時
123
和
93
気
213
園
164
秋
16
夕
181
通
125
夜
207
道
38
天
88
年
WORK PROGRAM UNIT 6
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
51
牛
179
病
111
社
163
神
96
肉
117
足
184
院
210
飯
198
魚
WORK PROGRAM UNIT 7
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
65
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
56
出
191
理
35
区
205
着
81
地
139
空
82
多
100
西
65
市
101
近
66
広
196
都
189
教
197
雪
175
旅
144
青
159
活
137
物
聞
思
森
音
WORK PROGRAM UNIT 8
夏
滝
秋
俳
KANJI REVISION ＆ EXTRA KANJI
春
雪
英
国
新
猪
話
近
鉄
昔
冬
句
WORK PROGRAM UNIT 9
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
212
働
187
動
200
場
106
売
203
森
52
犬
72
白
162
県
74
立
97
自
116
赤
WORK PROGRAM UNIT 10
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
57
北
157
洋
147
南
160
海
173
島
161
発
87
州
223
銀
64
左
185
馬
40
心
224
駅
153
急
89
早
135
歩
136
泊
WORK PROGRAM UNIT 11
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
120
事
122
使
85
安
220
聞
WORK PROGRAM UNIT 12
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
169
勉
84
字
129
学
149
屋
188
強
151
後
156
昼
225
曜
番目
KANJI REVISION & EXTRA KANJI
質問
お金
町
東京
医者
216
漢
165
科
192
終
勉強
友達
先生
後
前
間
WORK PROGRAM UNIT 13
仕事
大学
WORK PROGRAM UNIT 14
社会
会社
問題
多
KANJI REVISION & EXTRA KANJI
少
魚
両親
家
WORK PROGRAM UNIT 15
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
66
148
室
172
家
190
族
201
晩
180
紙
195
達
199
黒
WORK PROGRAM UNIT 16
Kanji forthis unit:
Kanji should be chosen to suit the group and dovetail with the content and resources chosen
WORK PROGRAM UNIT 17
THE NUMBERS IN THE CELLS ABOVE THE KANJI CORRESPOND WITH THE NUMBERS
IN THE OBENTO SENIOR STUDENT BOOK KANJI LIST (PAGES 126 TO 139)
53
仕
90
有
219
様
158
洗
REVISION OF ALL KANJI LEARNT DURING THE COURSE.(INTRODUCE NEW COMPOUNDS)
67