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Topic 1: Hello, how do you read that?Lessons: approximately 5 (45 minutes each)Vocabulary and structuresTranslationおはよう。Morning!おはようございます。Good morningこんにちは。Hello/Good afternoonさようなら。Goodbyeじゃあ、また　あした／ね。Well, see you later/tomorrowバイバイ。Bye byeせんせい、[name]さん、[name]くん(suffixes used after the names of teachers, all people, boys)Teaching and Learning ActivitiesResourcesIf you are starting a Japanese program you may find the Language Learning Space professional learning module ‘Just starting up’ useful. Just starting up? You need to be logged into the Language Learning Space to access any lls.edu.au linksWatch and repeat the video to learn various greetings.Waku Waku Japanese - Language Lesson 3: Greetings and practise greetings: おはよう、おはようございます、こんにちは、さようなら、バイバイ、じゃあ また and せんせい、[name]さん、[name]くん verballyGreetings flashcardsSing greeting song ‘ohayou, ohayou, konnichi wa, konnichi wa, jaa mata ne, jaa mata ne, sayounara, sayounara’ to the tune of Frere Jacques. At first, you sing the first line and students echo it back. Then you can have fun getting students in two teams, taking turns to sing the lines, and eventually sing it in a round.Watch the video of employees at a department store greeting customers in the morning.Tokyo - Morning Opening at Tobu Department Store: The Bowing Rite hold a class discussion about bowing and respect, after viewing this image of kindergarten students bowing to policemen.Ocha no Sensei – Challenge Training: Bowing the information on this site. Practise bowing to one another, noting the position of the hands. Encourage students to bow and greet you, and one another, in Japanese all the time.Japanese greeting walk around the room to music. When the music stops, they must greet one another in Japanese according to the flashcard shown by you.Greetings flashcards. Any music or you can listen to J-pop online at a guessing game. Students close their eyes. Tap a student on the shoulder who will call out a Japanese greeting. The students take turns to guess who said the greeting.Play ‘Karuta’ (a Japanese card game). Students sit in groups, with a set of greeting cards for each group. Place the cards face up on the table. Call out a greeting, and the student quickest to grab the matching card keeps it. Whoever gets the most cards is the winner, and can become the caller for their group for the next turn.Copies of the greeting flashcards for each groupGreeting revision. You can use this interactive resource, Greetings: activity 4, projected on your whiteboard, or students can work at individual/group computers. Students select the appropriate greeting for different contexts. If you have iPads in your school, Languages online also exists as a free to download app, although not all the activities that are online are available on the app.Languages Online: Topic 01 Greetings: Activity 4 Online a Japanese writing systems video. JapaneseJoshi, Japanese Writing System more information on teaching hiragana and kanji see the professional learning modules ‘Rethinking Romaji’ and Kanji? Can do! a class in the Language Learning Space and assign the A Skeleton in the Closet challenge to your students. Students complete A Skeleton in the Closet challenge.A Skeleton in the Closet the Teacher Notes for the challenges for further information.Revise the existence of the different scripts in Japanese the hiragana song.The hiragana song styles of hiragana songs are available. Pick the one your class likes best!Learn Japanese: Hiragana Symbols sings AIUEO The Code Part 1 challenge to your class in the Language Learning Space.Students complete The Code Part 1 challengeThe Code Part 1 make it much easier for students to learn hiragana. Download Hiragana 42 to see examples of mnemonics. Use the ones included, or have students make up their own to display around the room.Hiragana 42 (Zipped file to download) can download a hiragana chart in two parts to print on A3 paper for your classroom: ‘Karuta’ (a Japanese card game). Students sit in groups, with a set of greeting cards for each group. Place the cards face up on the table. You call out the greeting, and the student quickest to grab the matching card keeps it. Whoever gets the most cards is the winner, and can become the caller for their group for the next turn.A set of hiragana cards for each groupPlay ‘Fly swatter’ game. Reading practice. Display the greeting words on your board. Two students come to the front with fly swatters. Call out a greeting, and the students race to swat the word first. Then have a different student call out the next word. Change the swatters and callers regularly, so all students have a turn.Laminated greetings word cards, reusable adhesive, fly swattersModel this interactive activity, Greetings: activity 2, on your whiteboard, or students can work on individual computers if available. Students match the hiragana word to the greeting in English.Languages Online: Topic 01 Greetings: Activity 2 exercise. Give each student an envelope with the greeting words on separate pieces of paper. Call out the greetings, and students arrange their words in the same order. Check they have the correct order. Now students form groups, with one member of the group becoming the caller and students once again arranging their words in order.Sets of greeting words in envelopesWhat's missing? In the same groups, students leave only one set of words on the table and pack the other sets away. The group close their eyes apart from one student who removes a word. Students open their eyes. The first student to guess which word is missing becomes the one who takes away the next word.Model this interactive activity, Greetings: activity 3, on your whiteboard, and then students can work on individual computers if available. Students select the hiragana from the chart to spell the greeting they hear. Students can click on the hiragana to hear the pronunciation.Languages Online: Topic 01 Greetings: Activity 3 practice. Click on the letters in this chart to see an animation of stroke order. Students all 'draw' the letter in the air with their 'magic whiteboard marker' (finger). practise writing the letters in pen, by downloading and printing this booklet. You might choose to focus on five letters at a time, in the alphabetical order, in which they are presented. You could also choose to practise writing the letters needed to write the specific words students have learnt, such as おはよう。Whichever choice you make, aim to teach around 5 letters each time, and spread the writing practice throughout the rest of the year. (see Hiragana katakana writing practice) practice - display the greeting words in hiragana on your board. Students trace over the letters with their fingers.Laminated greetings word cardsStudents create a display for the wall, with an image and label for each greeting they learnt in the unit.Cardboard, textas, drawing paper, coloured pencils/paintCultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Japanese culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary.Japanese writing involves three scripts, two of which are based on a syllabary, not an alphabet. Different cultures have different ways of writing. Explore and discuss different ways of writing in Ancient Egypt, in Arabic, in Greek or in other languages students may know. Japanese is phonetic. Compare it with English and its many spelling rules. The art of bowing and communicating respect with body language. Hold a discussion with students about how they communicate respect using body language in their own culture. You might like to watch this video: Greetings around the world as stimulus for ic 2: Pleased to meet you!Lessons: approximately 5 (45 minutes each) Vocabulary and structuresTranslationおなまえは？Your name?はじめましてHello (for the first time)わたし?ぼくは　[Name] です。I am [Name].どうぞ　よろしく。Pleased to meet you.Teaching and Learning ActivitiesResourcesWrite おはようございます on the board. Ask students to locate each of the letters on the hiragana chart. Students will notice that ご and ざ are both not in the basic 46 hiragana. Ask students to find the letters which are in the basic hiragana – か and さ. Discuss the sound change that occurs by placing ten ten on those letters. Tell students they will learn more about these changes in the LLS challenge – The Code Part 2.Hiragana chartAssign The Code Part 2 challenge to your class in the Language Learning Space.Students complete The Code Part 2 challenge.The Code Part 2 hand puppets, drill はじめまして　(bow)わたし?ぼくは　[Name] です。どうぞ　よろしく。Have students repeat many times, until they can offer the responses for the puppets. You will need a female and male puppet to demonstrate boys using ぼく instead of わたし.Hand puppets – male and femaleShow images of girls and boys as you say either わたし or ぼくは　[Name] です. Show the images again to see if the students can correctly say わたし or ぼく.Images of girls and boysDisplay Nice to meet you!: activity 1 on the board. Have students repeat each sentence, and let students have turns selecting the correct answer.Languages Online: Topic 02 Nice to meet you!: Activity 1 select students and ask おなまえは？ and see if they can answer with わたし?ぼくは　[Name] です。Sit in a circle with a soft toy. Throw the toy to a student and ask おなまえは？As they catch the toy, they give the answer in Japanese. If students cannot say the sentence, help them by prompting or if necessary saying the sentence for them to repeat. Get them to say it again. Praise them! Then the student throws the toy to another student, asking おなまえは？, and so the game continues.Soft toyAsk for a volunteer and role-play a conversation in Japanese where you say hello, what is your name, my name is, pleased to meet you and goodbye. Students form pairs to act out the role-play. Ask for volunteers to present their role-play to the class.Students can have fun recording their own self-introduction with an online speaking avatar. You can try it for free, however, if you wish to save the voki, then you will need to create an account.Voki students if they remember how to say ‘see you later’ (じゃあ、また). Ask them to select the hiragana cards necessary to spell the word on the board. They won’t be able to find a card for ‘ja’ will they? Show them how to write じゃ, and ask them what they notice about how it is written. (Students might volunteer ‘shi’ with ten ten and a little ‘ya’.) Tell students in the next challenge, they will learn about combining existing letters to make new sounds.Hiragana cardsAssign The Code Part 3 challenge to your class in the Language Learning Space.Students complete The Code Part 3 challenge.The Code Part 3 form small groups. Give each group an envelope of all words learnt so far. Call out words, and students need to arrange the words in the correct order. Show the correct order on your board, and students self correct. Students then take turns reading the words out aloud to their group.Sets of envelopes with words learnt.Students complete Nice to meet you!: activity 4 either as a whole class on the interactive whiteboard, or individually on computers.Languages Online: Topic 02 Nice to meet you.: Activity 4 the Kuwagata-mushi challenge to your class in the Language Learning Space.Students complete Kuwagata-mushi challenge to consolidate knowledge and understanding about introductions in Japanese.Kuwagata-mushi ahead of time a free Skype-style session with a Japanese tutor, so students can practise introducing themselves to a Japanese person and ask any questions they have so far. It might be a good idea to collect questions from students beforehand, and submit them to the tutor so they can have a reply ready.Alternatively, partner up with another school that is teaching Japanese and arrange a videoconference session, where students can ask and give names to students at the other school.Allow students to time to practise their role-plays in pairs before the videoconference session.LLS Tutor: Japanese Understandings The understandings cover a selection of possible areas where students could reflect on Japanese culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary.The importance of names. You can read more about Japanese names here: Discuss students’ names – the meaning, origin, why the names were chosen for them. Were they named after a relative, or for the meaning, or the sound, or popularity of the name at the time? Compare name conventions in Japan with Western conventions, such as, Japanese names are given family name first. What does this tell us about Japanese society and the importance of considering and belonging to a group? Explore Japanese names and meanings . Students might like to choose a Japanese name for themselves to use in class. Foreign names aren’t translated, but written in a different script – katakana. Because of sound differences in languages, it can be tricky for students to work out how to write their names on their own. Japanese Name Converter does a fairly accurate job of converting many common names into ic 3: Welcome to our classroomLessons: approximately 5 (45 minutes each)Vocabulary and structuresTranslationほんbookふでばこpencil caseえんぴつpencilいろえんぴつcoloured pencilペンpenノートnotebookのりglueはさみscissorsものさしruler? を　ください。Could I have ~ please?どうぞ。Here you are.ありがとう。Thank you.だれ　の　?　ですか。Whose ~ is it?わたし／ぼく　の　?　です。It’s my ~.たってください。Please stand.すわってください。Please sit.みてください。Please look.きいてください。Please listen.かいてください。Please write.いってください。Please say.あけてください。Please open.Teaching and Learning ActivitiesResourcesPlace half the above classroom objects in a school bag. Open the school bag, and pull items out one at a time. Drill pronunciation of the object with students. School bag with stationery items listed in vocabularyHold up the items, and if students can name them, put them back in the bag. If they can’t, drill the words again until students can name the objects and out them in the bag.Pass the bag around the room. Students take turns to close their eyes, touch an object and name it in Japanese. They pull it out of the bag to see if they were correct.Repeat the process with the remaining stationery items.You ask for an item, for example, ふでばこ を ください and gesture to indicate you would like one brought to you. As a student brings one, gesture passing the object with two hands and say どうぞ for the student to repeat, and then thank the student ありがとう.Give the students a collection of cards with of stationery items on them. Students need to sit with a partner and ask for the items in Japanese. Students role-play the conversation. ? を　ください。どうぞ。ありがとう。A collection of cards with various stationery items on them.As per previous lesson, you ask for an item, e.g. ふでばこ を ください and gesture to indicate you would like one brought to you. As a student brings one, gesture passing the object with two hands and say どうぞ for the student to repeat, and then thank the student ありがとう.Hold up some of your own stationery and say わたし／ぼく　の　?　です, pointing to your nose (the polite way to indicate yourself). Drill a few times. Then take an item belonging to a student and ask だれ　の　?　ですか。 Support students in answering わたし／ぼく　の　?　です, and then return the object to them.Use this interactive resource, In my school bag: activity 2, to help children learn to read the words for the stationery items they have just practised.Languages Online: Topic 06 In my school bag: Activity 2 how many words the students can read, by completing this interactive activity to match the correct word to the stationery item.Languages Online: Topic 06 In my school bag: Activity 1’s label the classroom. Hand students labels, which they read in Japanese. Prompt them with a picture of the item if needed. Student then sticks the label on that object in the classroom.Labels of all the stationery items written in Japanese.In this interactive activity, In my school bag: activity 3, students need to complete the Japanese sentence by selecting the correct word that matches the English clue.Languages Online: Topic 06 In my school bag: Activity 3 skit – ‘Silent movie voice over.’ You will be the actor and the students need to provide the voice over. Mimic trying to do an activity for which you have no object, for example, reading a book. Then move your mouth to say the required phrase but do not speak aloud. Students need to say the phrase for you, for example, ほん　を　ください。どうぞ。ありがとう。Once you have repeated the activity a few times with different objects, let the students take the turn of the actor.From now on, encourage students to use Japanese all the time in class when asking for objects.Begin the lesson with Genki Japan’s disco warm up. Encourage students to do actions and sing along. As their confidence grows turn down the volume of the song so students are singing independently. Play ‘sing the next line’. Pause the song and students have to sing the words that come next.Learn Japanese: Stand Up, Sit Down Genki Japan Disco Warm Up the instruction phrases (sit, stand, etc.) with students, using mime to indicate the meaning. Have students repeat the phrases after you and copy the action.Pick students at random to mime a command and the first student to correctly say it in Japanese mimes the next command. Show a phrase. All students need to mime the command as quickly as they can.Students copy the commands into their book to refer to when required.Flashcards of command phrases.Play ‘Command Sensei’. Students raise their hand and you choose a student to give a command. If it is said correctly in Japanese, then you mime the action. Encourage students to join in and command Sensei as quickly as they can. Once Sensei is tired (!) students pair up and give one another commands to act out.Students complete In Class: Activity 1 to practise listening to and choosing the correct classroom command.Languages Online: Topic 03 In Class: Activity 1 now on, use classroom commands in Japanese throughout all classes.Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Japanese culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary.What is it like in a Japanese primary school? What is similar and different to your school? Explore images and captions about a Japanese primary school A day with Kentaro (An elementary school, Removing shoes, Today’s duty, Reading, Vaulting in PE class, Break time, Having lunch, Cleaning duty and School is over.) Watch The homework of a Japanese student in third grade Ask students what they notice, what is similar and different to their school and why it might be like that. Ask them to reflect on how they feel about the differences. Would they like to adopt any ideas for their own school?Topic 4: Meet my friends.Lessons: approximately 5 (45 minutes each)Vocabulary and structuresTranslation一1二2三3四4五5六6七7八8九9十10なんさいですか。?さいです。How old are (you)? (I) am~years old.かっこいいcool, good lookingおもしろいinteresting, funnyあかるいcheerful, brightかわいいcuteやさしいkind, gentleともだちの　[Name]　さん?くんです。This is my friend, (name).[Name]　さん?くんは　?　です。(Name) is ....Teaching and Learning ActivitiesResourcesWatch the video and repeat to learn numbers 1 - 10.Let’s count! how to count on your hands the Japanese way in this video. Drill the numbers with your students. Have them copy your gestures and say the numbers.How to count to 10 on your fingers Japanese style the kanji – watch the video, focussing on the kanjiJapanese Numbers 1-10- Ep.2 flashcards, drill the numbers from 1 – 10 until students can confidently offer the Japanese for each number.Flashcards of kanji numbers 1 - 10Sit in a circle. Students take turns to count from 1- 10. When it is their turn, they stand up and say the number. Repeat until all students are standing, then students must sit as they say their number. How quickly can they go?In groups students place the kanji for the numbers in order from 1 - 10Flashcards of kanji numbers 1 - 10Demonstrate to students the correct stroke order for each kanji and then ask them to practise writing in the air with you. If you need to learn the stroke order, type or paste the kanji into the webpage shown in the resources column. It will show you an animation of stroke order.Online Kanji Dictionary the PDF worksheet Numbers in Japanese Kanji: 1-10. Students trace and copy the worksheet to learn to write the numbers 1 – 10 in kanjiWhat is kanji? Watch the video to learn how to say how old you are.Learn Japanese: How old are you? everyone say how old he or she is using the numbers they have learnt? They will probably need to learn numbers greater than ten. Look at numbers 11 and 12 on this web page. Click the speaker icon to hear them pronounced.Numbers game students see a pattern? Can they guess how to make up number 13 and so on up to 19? Check students’ guesses against this web pageNumbers game 2 the interactive resource, Numbers 11 – 100: activity 1, to consolidate understanding of patterns of making numbers over 10. You will need to assist students in finding the kanji for 100 – 百, although they may realise it is the only kanji they have not yet learnt. To help them remember the kanji for 100, tell them to tilt their head to the right – can they see the 1 0 0 in the kanji?Languages Online: Topic 05 Numbers 11 – 100: Activity 1 ‘Age line up’. Give each student an age from one year old up. Using only Japanese, students arrange themselves in a line around the classroom from youngest to eldest.Cards with ages 1 year old upwards – enough for one per student. Assign the Soft Toy Syndicate challenge to your class in the Language Learning Space.Students complete Soft Toy Syndicate challenge. This challenge extends students knowledge about giving names and ages, as well as teaching them how to give their birthday in Japanese.Soft Toy Syndicate images that depict the adjectives in this unit – cool, cute, cheerful, gentle, funny. Show the images to the students and drill the pronunciation of the Japanese, until students can offer the Japanese word without prompting. Images that depict the adjectives in this unit – cool, cute, cheerful, gentle, funny. Introduce the toy/picture to class with ともだちの。。。さん／くんです。Indicating the toy/picture and an adjective, construct the sentence: 。。。さん／くんで は　____です。Have students repeat a few times until they can do so confidently. Now point to a different adjective, and see if students can volunteer to construct the new sentence about the friend.Image of person or toyStudents draw another student’s name out of a hat. They take turns to introduce that friend to the class, using the structures ともだちの。。。さん／くんです。 。。。さん／くんで は　____です。Class names in a hat.Students create a PowerPoint presentation or Book Creator book on iPad about their friends. They pick three friends, include their photo and write sentences about each friend in Japanese. They can include:ともだちの。。。さん／くんです。____さいです。。。。さん／くんで は　adjectiveです。Students should record themselves reading the ‘friend album’ aloud on each slide/page.Students circulate around the room, reading the finished albums.PowerPoint or Book Creator app on iPadTyping in Japanese using the language bar (Word) to type Japanese characters on your Mac Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Japanese culture and their own. It is not intended to be prescriptive but rather a guide for teachers to add or adapt as they feel necessary.Japanese does not use pronouns as much as in English. Pronouns are usually left out of sentences, as we can gauge who the sentence is about depending on the context. なんさいですか。could mean ‘How old are you?’ or ‘How old is s/he?’ Japanese use people’s names rather than pronouns if they wish to clarify the subject. Explore the concept of respect in our society, and compare with Japan. Do we have anything like the Japanese system of adding suffixes after people’s names? The Japanese hierarchy of respect even runs through schools, with the sempai/koohai relationship. Watch this video and learn how students, who are more senior, are addressed. Compare the difference between Erin speaking to her friend and with the senior student. You can tick English or romaji and read as you listen. ................
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