School name: North Unit title: How I express Year level(s): Year 8 Duration of unit: 7 wks

Rockhampton SHS myself KLA(s):

Japanese

•Identify curriculum
Ways of working
• Identify the purpose or main topic in simple spoken and
written texts, using visual and verbal language
• Identify and use non-verbal communication strategies in
familiar contexts
• Notice and compare aspects of the target language and
English and/or other familiar languages
• Reflect on and evaluate the suitability of language choices
in familiar contexts
Knowledge and understanding
• Verbal language and non-verbal language are used in simple, routine
exchanges to negotiate meaning
• Language forms, functions, grammar and vocabulary are combined with
process skills and strategies to make meaning
• Listening for and locating key words and phrases, and using memorised
material helps to make meaning
• Learning language provides insights into one’s own language and the
target language, and how concepts are expressed across languages
• Manipulating known language helps to make meaning in different
contexts

Context for learning School priorities

• It is the first Japanese class at high school for Year 8
students, so first of all, they need to get used to
studying with high school style.
• Learning Japanese culture and people compared with
Australian culture and people.
• Get used to and feel comfortable speaking Japanese
with peers and Japanese people.
• Literacy skills
Year 8 students have just graduated from primary school. Therefore, they
need to use appropriate language for secondary school students so they have
to try to use advanced literacy skills in the class. And also teachers have to use
advanced literacy skills on the board when writing and speaking languages.

•Develop assessment •Make judgments

Type of What will be assessed When it will be assessed Purpose of assessment Assessable elements
assessment
 Introduce Students are going to The end of lesson 3 • Checking that students • Handouts for writting
myself write about themselves are using the right • Criteria sheet
(Writting) on the handout and process to achieve the
submit them. goal for this unit. • Feedbacks for students
This assessment can • Checking that students
show how students are able to use new
correctly use many sentence patterns and
sentence patterns and words that they have
words in written texts. learned previously.
 Introduce Students are going to Lessons 5+6 • Checking the • Criteria sheet
myself memorise the pronunciation of students’ • Feedbacks for students
(Speaking) sentences that they speech
have already written for • Non-verbal language
the last assessment in
front of the class and such as body language
they can use non-verbal so they can show the
language to express devices for expressing
themselves in
Japanese. themselves in front of
everyone. (Non-verbal
languages are effective
tools for expressing
themselves in other
languages)
 Final activity Students have to talk to Lesson 6 • Checking listening skills • Computers
Listening Japanese students from • •
Last lesson Checking their Internet
, sister school on Skype.
They need to listen to understanding of the • Skype
Speaking Japanese students’ sentences and words. • Headphones
speaking and talk about
• Checking how many
themselves in • Microphones
Japanese. writing skills that students
have learned (HoM)

•Sequence learning
Learning experiences and teaching strategies Adjustments for needs of Resources
learners
1. New topic “How I express myself”. (Culture study)　<Big 6 Task Learning Experience Plan 1,
Definition>
• Bubbles show easy to
understand steps from the A dictionary of basic
DoL 1 Establish and communicate classroom rules and procedures: This concept maps and an effective
Japanese grammar,
is the first lesson for students so I am going to establish the rules in the learning tool for visual learners.
Oxford starter Japanese
Japanese class.　For example, before asking questions, students need
dictionary,
to say “Excuse me.” in Japanese and put their hands up. Discussion
with peers. DoL 3 Comparing When they introduce themselves, what Projector, screen, computer,
are you going to say? How about in Australia? How about Japan? Body Internet for the Youtube clip,
languages After the questions, I am going to show a Youtube clip about Bubbles,
Greeting in Japan. Students are going to check what Japanese people
do when they greet each other. I am going to make a concept map with
bubbles and show the steps to achieve the goals for this term. The last
goal is, “Introduce themselves to Japanese students using Skype”.
2. When you speak about “How I express myself”, which words do you Learning Experience Plan 2,
• Students have to remember all
use? (Vocabulary and Grammar study) <Big6 Information Seeking
necessary words for A dictionary of basic Japanese
Strategies>
expressing themselves in
grammar,
DoL 2 Declarative Knowledge: Students are going to think about the Japanese so make sure all
students are writing all words Oxford starter Japanese
words that they need to learn for expressing themselves in English, such
in their notebooks. And the dictionary,
as “Hobbies”, “Name”, “Place to live”. And they can pick up unknown notebooks will help them when
words from the Youtube clip that they have already watched in the last they try to write about A projector, screen, computer,
themselves. Internet for the Youtube clip
lesson. Then I am going to translate and teach them the Japanese
words. The words from the Youtube clip are in Japanese so students are http://www.youtube.com/watch
going to use a dictionary to find out the meaning of the words. *I am ?v=MYiEcPEZS2U,
going to make a word list so guide students to answer using the words PowerPoints for flash cards,
that are in my list.
3. New sentence patterns “Noun wa desu.” “Noun wa Noun desu.” “Noun Learning Experience Plan 3,
• Some students do not prefer to
wa nan desuka?” and “Place noun ni sundeimasu”. (Vocaburaly and
study grammar so I will use A dictionary of basic Japanese
Grammar study) <Big6 Location and Access> DoL 2 Declarative
coloured pens and it will help
Knowledge grammar,
them to understand the
Assessment: Writing about introducing myself in Japanese DoL structures of grammar easily. Oxford starter Japanese
2 Procedural Knowledge Students are allowed to use Microsoft Office • Some students cannot use dictionary,
Word and internet. However, it is easy to use a translator that is on Hiragana yet so they are A projector, screen, computer,
the internet so I have to watch carefully what students are doing in allowed to use Microsoft Office Internet, PowerPoint for flash
this class. Year 8 students are not get used to using Hiragana so word for typing. cards, Microsoft Word,
typing with computers are easier than writing and they know that
Romaji is the same as typing. For example, when you want to type
は, you need to type “ha”, that is Romaji.
4. Review from previous lessons: Checking their study progress with flash Learning Experience Plan 4,
• In this class, there are already
cards, sentences on the whiteboard and talk with peers. <Big6 Use of
Information>
groups but I will make them A dictionary of basic Japanese
separate and students have to
DoL 2 Procedural Knowledge (storing) Group work, Flash Cards, Flash grammar,
cooperate with others who are
cards are made by PowerPoint. not in the same group. I will Oxford starter Japanese
walk around and check that dictionary,
DoL 3 Deductive reasoning, Constructing support, I am going to they are talking and helping
upload the Japanese words list on Wikispace and make 3 groups. each other. A projector, screen, computer,
After the flash cards’ activities, there is homework that is writing the • If students cannot finish the PowerPoint,
meaning of the words on Wikispace. Each group has a different Wikispace then it is homework
words list on Wikispace. They can discuss on the Wikispace in school for them. They can check the
and at home. site from home and school.

5. Assessment: Introduce myself (speaking): Students are going to Learning Experience Plan 5,
• Students are allowed to use all
make a plan for the presentation. <Big6 Synthesis>DoL 5 Push the
ICT tools to make their own A dictionary of basic Japanese
limits of your knowledge and abilities. Students need to use PowerPoint.
presentation. There are
In PowerPoint slides, students can use “Flickr”, “Youtube”, “Bubbles”, grammar, Oxford starter
students who do not have
“Movie Maker” and so on. They are allowed to use the internet for Japanese dictionary,
much knowledge to use ICTs
research.
so I am going to show them A projector, screen,
some useful ICT tools in this
class. Computers,
Internet, The list of useful
sites,

6. Using Skype to talk to Japanese students: I<Big6 Evaluation> am • Skype is a TV telephone on the Learning Experience Plan 7,
going to make an appointment with a Japanese school. Australian internet so it is easy to use. A dictionary of basic Japanese
students have to introduce themselves in Japanese. They can use any But, it is easy to shut down
grammar,
resources from previous lessons. DoL 2, 3 & 4. DoL 5 Push the limits of because it relies on the
your knowledge and abilities. In this lesson, students need to talk to one internet. Skype is not a Oxford starter Japanese
Japanese student, I am going to give them a topic to talk about but common program for Year 8 dictionary,
during the Skype sessions, they need to use knowledge from previous students so before the activity,
lessons to achieve this activity. I am going set up everything. Computers, Internet, Skype,
Consequently, students only Headphones, Microphones,
need to speak and click “call”
and “end”.