Unit – Japanese Class Objects

1. Show Words & Practice
   • Digital
     Using either ‘6 Class Objects‘ slide or ‘9 Class Objects‘ slide to go through each class object. Directly after the slide is the game ‘take away‘ for you to play with students as a class or even as groups or 2 or 3. If done with a class, teacher can ask all students to turn away whilst the teacher chooses a slide with a missing class object.
   • Flash Cards
     Using the set of flash cards, introduce each class object by having students guess what class object it might be. Either sticking Cards on the board with tape or magnets
     If you’d like to show the class objects on some sort of digital display then you Ideally you’d have some flash cards of the class objects to explain and show.
2. Memory or The Swatt Game
   Some easy games that children can play without too much explaining. Since its the first time learning class objects and perhaps the first time playing the game Memory, its a good idea to play it as a class in a large circle on the floor with the teacher managing. Here is the explanation for ‘The Swatt Game’ and ‘Memory‘
   • Worksheet
     Mix & Match is a simple worksheet asking students to match up the picture with the word. This can be a bit tricky with really young students so leaving flash cards up or writing the words up on the board might be needed.
   • If you are looking for something a little simpler  Class Objects Draw + trace is simple draw and trace worksheet for little ones. Also introduces the hiragana words.
3. If Finished
   If students finish their sheet either letting them colour in their class object worksheet or let those that finish sit back onto the floor and replay memory.

1. Show & Practice
   As done in the previous lesson, re-showing class objects would help revise and get the students to remember the previous lesson. This can be done with using the slide to play a quick game of take away, or simply holding cards up and have students or the whole class guess what it is.
2. Create Mini Hon
   Students create a mini book or mini hon for them to take home. Ideally you should pre-cut the mini hon covers before hand as it will save a lot of time later on. I would get students to cut out their mini hon pages first then colour their pages. This is to give you time to staple their mini hons together so you are not doing them all in one go at the end of the lesson. Students color, decorate and create their cover. Some suggested titles can be, My Mini Hon, Name’s Hon, My Japanese Hon, but can really be anything.
3. If Finished
   Creating a Mini hon should take quite a bit of time, however if students manage to finish their Mini hon, either memory on the floor or alternatively an students can add extra pages to their mini hon like ‘kami’ (paper).

1. Activities 
   • Take away (class or small groups)
     Can be played as a class or in small groups if you feel the students are able to work well together. A review or demonstration on how to play would be recommended. Instructions can be found here. Flash cards can be found here.
   • The Line game (class)
     To be played as a class, but certainly can be played in small groups however not recommended as students need to be reasonably mature to play this. Instructions can be found here.
   • Memory (class or small groups)
     An easy game to play, especially for little ones. Instructions can be found here. Flash cards can be found here.
2. Worksheet
   Depending on your class, levels, ability, what they like to do there are a few different choices for worksheets (if you want to do a worksheet).
   • Class Objects Maze
   • Word Find Classroom Objects – easy
   • Word Find Classroom Objects – hard
   • Match & Write Class Objects

1. Introducing ‘____ O kudasai’
   Using this sentence ‘__ o kudasai’ and asking its meaning to the students I have found to be one of the best ways for students to grasp this sentence. Example, a student has a drink bottle with them sitting on the floor. I would extend my hands towards the drink bottle and say, ‘drink bottle o kudasai’. Instinctively students give you the drink bottle, and in turn show that they know the meaning. Practice this for a few more minutes with more examples.
2. Shop Role Play
   1. Set Up
      Set-up a table at the front of the class, having each of the 6 class objects laid on the table. Ideally flash cards on board or somewhere where students can see easily. Some fake Japanese yen can also be added for fun and numbers if wanted.
   2. Model 
      Teacher should model with a single student to give the other students an idea of what is expected. Ideally teacher will model the shopkeeper and choose a student to be the customer. This way you can control and guide the very first role play and in turn pass on the expectations. Please see conversation examples.
   3. Rotate
      After teacher and student models the shop role play, other students can substitute both shop keeper and customer. Rotate until all students have had a chance at participating.

Options

A. Recording
Recording students role play is a great way to celebrate their achievement. This can be given to their class teacher or watched later on. Secondly recording their role plays is a great way to not only assess students work but also a great way show evidence for students work.

B. _____ O Kudasai
Although not absolutely needed for this lesson I highly recommend it. _____ 0 kudasai is easy to use, easy to teach and quick to implement. I would write the new sentence _____ o kudasai on the board and use it by asking students something from them. An example would be drink ‘bottle o kudasai’, teacher has hands out implying the student should give the drink bottle. With that students immediately understands the concept of ____ o kudasai. Having said that, it is not necessary to use ‘___ o kudasai’ in this conversation as seen in ‘Easy Example Shop Role Play’ example.

Japanese Achievement Standards

• Interact with the teacher and peers through play and action related language
• Use visual and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts
• Translate and interpret examples of everday Japanese language use & cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours
• Give examples of Japanese words and phrases that have been borrowed from other languages, such as  ピンク、テレビ、パン
• Participate in shared performances and presentations of stories, songs, chants and rhymes