Students read a manga about the myth of Japan’s creation and answer some questions on the text in English.
Students read a simple version of the folktale in a manga format and answer 3 questions on the story and themes. Students are introduced to the “tanuki” and learn a Japanese song with 4 animal names and sounds (こぶた、たぬき、きつね、ねこ).
Students match daily life sentences to the picture of the sumo wrestler’s activities. The sumo wrestler’s activities also include the time he does them.
Students work through examples of the conjunctions listed above then complete a cloze exercise in the form of a letter.
Students read the manga of the story of Sarukani gassen. They can then perform the skit or use it as a base for discussion on the theme of revenge. This story is known to all Japanese children; the tale of the battle between the monkey and the crab.
Students learn about the geographical position of Japan in relation to Australia, learn the names of Japan’s main islands and complete a true/false quiz with 15 questions about Japan and its culture.
Students will learn expressions describing weather. They will be able to role-play giving a weather report from various cities around the world.
Students prepare and perform a skit in which a TV show host asks for updates and events via satellite from several different journalists around the world. Language: Weather and time around the world
Students learn the words for 12 sea creatures as they play card games and observation games using the IWB.
Students prepare and perform a funny, short (1 page) skit that takes place in Japan. There are two parts: the Passenger and the Officer. The passenger is found to have concealed a live koala in their bag.
Students prepare a restaurant skit in groups of 3. The skit takes place at a small Japanese restaurant called じゃあね. The waiter/waitress is new and makes a lot of mistakes taking orders, which is annoying to the customers
Students perform the sick family skit multiple times according to the Director’s instructions. He makes them do it “slower”, “faster”, “scarier” etc. There are 7 parts, including the Director.
Students create simple statements about places where they would like to go and work co-operatively in groups to gather information and make decisions about the 4 travel destinations in Japan: Kyoto, Sapporo, Nikkoo and Hiroshima.Students create simple statements about places where they would like to go and work co-operatively in groups to gather information and make decisions about the 4 travel destinations in Japan: Kyoto, Sapporo, Nikkoo and Hiroshima.
Students learn about the geography of Okinawa and how to describe holiday activities in Okinawa in Japanese.
Students compete in teams to be the first to reach the top of the house. Teams advance by answering questions correctly and also creating sentences about the rooms they pass through.
Students play a boardgame in groups where they have to make their way around a Japanese convenience store. The winner makes it to the EXIT first.
Students perform a short skit about the origins of the Tanabata Festival held in July. The skit emphasises the months and how the lovers can only meet once a year.
Students work through a series of information gap exercises on the topic of daily routine; what time different activities occur.
Students match pictures of families to corresponding text or vice versa.
Students read the manga of the story of Kaguyahime. There are tasks to complete and discussion questions. They can also perform the skit or use it as a base for discussion on its themes and the topic of fairy tales.
Students can learn Japanese songs and vocabulary more easily if there are actions to go with the words. These 5 songs all have special actions to reinforce the meaning of the words.
Students learn about the historical figure Ikkyuusan by reading a manga created using very simple Japanese.
Students look at a Japanese menu and discuss Japanese food. They may also proceed to a role play which takes place in a restaurant.
The Japanese Collection at the Art Gallery is used as a stimulus for students to learn about Japanese culture and also read and create Japanese texts.
Students work through activities on the cultural aspects of individuals’ names. Students research their own names, present a talk, learn kanji used in Japanese names and make meishi. There is also a Japanese text on Japanese names for senior students.
Students read a ghost story and put the jumbled word cards OR jumbled picture cards in order.
Students can work with a kana non-reader to learn their kana better. A number coded system allows for the student to work with their helper to work through 70 hiragana and 70 katakana symbols (the basic symbols and the tenten).
Students put manga sections back in to their correct order as they read about Erin’s Valentine’s Day disaster. Erin decides to give a boy chocolates then finds out he already has a girlfriend. There is a lot of colloquial language spoken between the characters.
Students take turns reading descriptions and grabbing picture cards that match the descriptions.
Students use this reading material as a reading task, card games and task sheets to learn the pattern 「TransportationでPlaceに いきます。」.