Unit - Numbers 1~10

Lesson 1 - Introduce 1~10

  1. Show and say numbers 1 ~ 10
    Show numbers 1 to 10 as seen in Numbers Slide. Slowly show each mnemonic number picture as well as action. Example, ichi, using a finger to scratch your head.
  2. Mnemonic gesture game
    Teacher says number while students do action, example teacher says ‘ichi’ students scratch the top of their head. If they do the wrong action then they sit down until next round. If it gets too easy then you can try to trick students by doing the wrong action. ex teacher says ‘ichi’ teacher then touches knees instead of head. Students should listen for the word ‘ichi’ and not blindly follow the teachers actions.
    *NOTE – If you the students are getting too good at this game you can make it more difficult by having the teacher say the correct number but make a wrong action. Example, teacher says ‘ni’ but rather than touching knees action, teacher can scratch their head for ‘ichi’.
  3. Workshet
    Match number to picture using Number Match up worksheet.
  4. If Done
    If students manage to finish early then those students can play a game of memory using the mnemonic pictures and English numbers. Here are some flash cards pintable’s to use.
take away guide
Take Away game
memory game guide
Memory game
Take Away Slide

Lesson 2 - Practice Activities

  1. Review & Practice
    Primarily you would want to practice saying Japanese numbers. It might also be a good idea to quickly introduce the Japanese kanji numbers. I say quickly as to show students there is another way Japanese people write numbers.
  2. Activity/Game
    • Mnemonic gesture
      If you’ve played this last lesson then this is a great starter as students already know the rules and feel more comfortable playing.
    • Memory (class)
      Playing memory as a class is probably the easiest and guided game for students to play and practice Japanese numbers. You’ll need space for the whole class to be able to sit in a circle while memory cards are placed in the middle. The teacher is able to guide and help students easier and suggest hints if students get stuck. A great way to introduce the game to be able to play the game in small groups.
    • Memory (small groups)
      If you feel confidant in getting students to work in small groups and they understand how to play, memory can be a great way for younger students to learn their Japanese numbers.
    • Take away (class)
      Using the slide Take away Slide you can get students to play a digital version of the flash card game Take Away.

Lesson 3 - Introduce Kanji

  1. Quick Review of Numbers
    A quick game of mnemonic gesture game refresh their memory of the numbers
  2. Introduce Kanji 1~10
    When introducing each Japanese kanji number its a good idea to ask if the numbers look like something they can relate to. An example, 10 (jyuu) 十 looks like a big plus sign. This might help them remember.
  3. Air Finger Trace
    An easy activity to do when going through each number is tracing each number with their fingers in the air. This can be done when introducing the numbers or before students begin writing down their kanji numbers.
  4. Activity
    • Kanji Bodies
      If you are feeling confident and its a nice day, you can take students outside and make kanji with their bodies. Students get into groups of 4 or 5. Teacher holds up a Japanese kanji number for the students to make with their body. Give a time limit and a rule that they must use all the people in their group. This can be a very fun activity with a lively class.
    • Worksheet / Workbook
      Students use worksheet to practice their Japanese kanji numbers or if modelled/demonstrated by teacher students can write in book their numbers
      ex 二 (draw 2 pencils)
  5. kanji Memory
    If any students manage to finish earlier, students can play memory using kanji numbers(flash cards here).
Japanese numbers worksheet
Turning kanji into picture example

Lesson 4 - Mini White Board Practice

  1. Quick Review
    A quick review might be to get groups of 2 to 3 students to stand up and quickly test them on what kanji number is in English. If you have played ‘take away’ using the digital slide that could be an alternative.
  2. Mini White Boards
    Before handing out the mini white boards I generally set a few ground rules and double check they understand as sometimes students can get carried away with the excitement of a white board. During setting up, handing out white boards, markers etc. I’ll give students a few minutes free drawing. This does two things. Firstly it gives you time to set up and not rush around trying to get everything ready. Secondly, it gives the the students a chance to get their doodling and drawing out of the way so they are ready to focus on their Japanese writing.
    Writing Steps

    1. Teacher shows number, example 三 (san). Can ask what it looks like or suggest that it looks like a river .
    2. Teacher Shows the Stroke order before students write.
    3. Students write number 5 times on their mini white board. Can ask students to circle their best on board. I often get students to hold their mini white boards above their head so I can have a quick check.
    4. Turn number into a picture. This is optional, but adding a bit of fun and hopefully giving them something to reinforce remembering the kanji. Students like to share so again I get students to hold their mini white boards above their head to share. ~see example~

Suggested rules for white boards
Every teacher will have their own way of doing things and expectations. Here are some suggestions and examples.

  • When teacher says ‘erase, erase, erase’ stop your writing and drawing and erase immediately.
  • No coloring in. (wastes lots of marker ink)
  • No writing when teacher is talking/explaining
  • No taking others markers

Australian Curriculum – Japanese F-2

Australian curriculum

Japanese Achievement Standards

  • Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning
    [Key concepts: play, action learning, collaboration; Key processes: participating, turn-taking, interacting]
  • Recognise and copy some hiragana and a few high-frequency kanji
    [Key concepts: script, kana, kanji, phonemic awareness, meaning; Key processes: recognising, tracing, copying]
Unit – Numbers 1~10
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