Students choose/create a product that will be promoted in their TV advertisement. Students work in teams to write and rehearse the ad. They can use the samples given or create their own. This activity could begin by viewing some Japanese commercials on the internet.
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.
By ringing directory assistance to get a telephone number, students practice greetings for telephone conversations, asking for and giving telephone numbers and asking for information to be repeated.
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 form teams to answer questions about a Japanese house. They choose the room they wish to answer a question on and points are awarded if they answer correctly.
Students work in teams to be the first to determine the room of the house described by the teacher. The teacher reads clues from the list provided.
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 look at photos, video and a song to learn about the components of obentoo.They can also make a virtual obento using the link to the Erin site.
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.
Students use their higher-order thinking skills and creativity to devise scenarios, student roles, props, lighting, editing techniques for a video project of their choice.
The movie is accompanied by a Language Resource Kit which allows students to learn Japanese through film in four easy steps: Watch; Listen; Practise; Speak.
Students make a digital photo presentation using software such as ‘Photo Story' and ‘iPhoto' as a starter project for making videos. This will enable students to gain skills in making an audiovisual presentation, making it easier to create good videos later.
Students create their own cardboard sumo wrestler and play against one another by tapping on their side of the ring.
Students circulate around the class asking questions of each other to find people who fit the description on the sheet. When found, students sign on the appropriate line.
Students label each other as a famous person and try to figure out who they are by asking about their nationality, physical appearance, job, hobbies etc.
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。」.
Students work in pairs to set the clock at a particular time and converse in Japanese about what time it is.
Students practice verbal expressions for daily activities and create a wheel showing the times and activities they do in a day.