Japanese Module Group3


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Special Education 2: Inclusive Strategies for UNSW Dr. T. Cumming

Method: Japanese Method
Creator: Susan S.R. An & Sidney M. Park

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Japanese Module Group3

  1. 1. Japanese ModuleStage 4 – Food and Drinks<br />By Sidney M. Park & Susan S.R. An<br />
  2. 2. Objectives / Outcomes <br />
  3. 3. Objectives (Japanese B.O.S K-10 syllabus)<br />Objective – Using Language<br />Objective – Making Linguistic Connections<br />Objective – Moving Between Cultures<br />Objective -Life Skills<br />Objective - ICT<br />
  4. 4. Student Contract<br />
  5. 5. C – layer: Basic Understanding<br />What BASIC new knowledge do I need them to know/ learn?<br />Objectives: <br /><ul><li>2. MBC.1: A student explores relationships between languages
  6. 6. 1. UL.1: A student recognises and responds to words, phrases and simple sentences in spoken Japanese
  7. 7. 2. UL.2:A student identifies and responds to key words, phrases and simple sentences in context in written Japanese
  8. 8. LS. UL. 1: A student recognises words and phrases in Japanese
  9. 9. LS.MBC. 1: A student experiences cultural diversity
  10. 10. LS. MLC. 4: A student explores ways in which meaning is conveyed by written language</li></li></ul><li>C – layer continue…<br />Some assignment choices for each objective<br /><ul><li>Make 8 vocabulary flash cards using the vocabulary terms from this unit
  11. 11. Do find-a-word worksheet from Activity sheet 1
  12. 12. Draw pictures and label pictures for the given Japanese food and drink vocabulary Activity sheet 2
  13. 13. Read Manga (Activity sheet 3) and do given comprehension questions in English
  14. 14. Watch DVD on Japanese dining and take notes
  15. 15. Make a recipe for your favorite Japanese food
  16. 16. Pass multiple choice grammar and vocabulary quiz – all</li></li></ul><li>Example 1: Draw and Label<br />
  17. 17. Example 2: Manga(W. X. KusumotoObento Deluxe 2002 :page 82 – 84)<br />
  18. 18. B – layer : Activities<br />How can they apply this new information to previous information? Apply, compare, manipulate, demonstrate<br />Objectives:<br /><ul><li>3. UL. 3: A student interacts with others by sharing key points of information in Japanese
  19. 19. 3. MBC. 2:A student demonstrates understanding of significant cultural values and practices in Japanese-speaking communities.
  20. 20. 4. MLC. 1:A student demonstrates understanding of the interdependence of language and culture
  21. 21. L.S. MLC. 2: A student explores ways in which meaning is conveyed by nonverbal communication
  22. 22. LS. MLC. 3: A student explores ways in which meaning is conveyed by spoken language
  23. 23. LS. UL. 2: A student uses Japanese to interact in everyday activities</li></li></ul><li>B – layer continue…<br />Choose one of the following. These must be done in class as a group of 3 to 4<br /><ul><li>Present a role-play in Japanese on dining out at a Japanese restaurant.
  24. 24. Pretend your group has opened a new Japanese Restaurant.
  25. 25. Make an A3 poster advertising a traditional Japanese food festival and present to the class. </li></li></ul><li>A – layer : Analyse / Debate on current issue<br />What debatable issue in the real world deals with this topic? Current events, debates, leadership decision<br />Objectives:<br /><ul><li>4. UL.2 : A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately
  26. 26. 4. MLC. 1: A student demonstrates understanding of the importance of appropriate use of language in diverse contexts
  27. 27. 4. MBC. 2:A student demonstrates knowledge of key features of the culture of Japanese-speaking communities.
  28. 28. LS. MLC. 4: A student explores ways in which meaning is conveyed by written language
  29. 29. LS. MBC. 2: A student explores own and other cultures
  30. 30. LS. MBC. 3: A student recognises the contribution of different cultures to Australian society.</li></li></ul><li>A – layer continue…<br />Choose one of the following.<br /><ul><li>Write a feature article on whaling in Japan.
  31. 31. Write an email to a friend discussing the cultural differences in dining between Japanese culture and your own culture.
  32. 32. Create a manga illustrating a “culture shock” related to dining. For example: using chopsticks, slurping, table answers, greetings.</li></li></ul><li>Accountability<br />Several ways to access student learning of the objectives<br /><ul><li>Using flash cards drill shown vocabulary (as a class and individual)
  33. 33. Calligraphy activity (learn kanji)
  34. 34. Dictation quiz
  35. 35. Fill-in-gap activities
  36. 36. Cultural based activity: How to use chop-sticks, table manners etc.
  37. 37. Speaking activity: Find-someone who.., Role-play within their group, ask and answer questions to each other
  38. 38. Listen and respond to the given questions
  39. 39. Fill in a table with verbs in different forms
  40. 40. Homework booklet: various class task related exercises
  41. 41. Unit test: this will be taken on the last day of the unit</li></li></ul><li>Example: Chopstick manners<br />
  42. 42. The End<br />Thank you for watching and listening to our Japanese Module presentation.<br />