watashi wa kawaii desu - Unit

Lesson 1 - Watashi wa _____ desu

  1. Introducing ‘watashi wa ____ desu
    Show students basic sentence ‘ watashi wa ____ desu. Ask students what they think could fill in the blank. hopefully students will suggest things like name or age. If not let them know what the translation is.
    watashi wa ____ desu
    = I am ____.
    It would be a good time to ask students again to suggest things that could fill in the blank space since they now know the direct translation. ie name/age/feelings/personal descriptions.
  2. Some Examples
    Ask students for some examples from themselves.
    example.
    watashi wa Tom desu
    watashi wa strong desu. Asking 2 or 3 sentences is a good for each student.
  3. Character Introductions
    Use some character cards and have a little fun with some students by getting them to introduce themselves as that character.
    ex.
    student A = watashi wa Olaf desu.
    student B watashi wa Harry Potter desu
    student A watashi wa cold desu
    student B watashi wa clever desu
  4. Make Sentences
    Get students to write 3-4 sentences each in their book. Once done they can share with 3 or 4 other student who have also finished.
  5. If Finished
    If students finish their sentences as an extension you can also get them to put their sentences into hiragana.

 

Japanese Sentence Structure
Japanese Word List
Japanese Descriptions Word List

Lesson 2 - vocabulary

  1. Word List
    Hand out word list to each student. I would recommend they glue this in their books straight away as they do tend to get lost and they will need this later on. Read through the word list, making sure students say the words with you.
  2. Game
    I would suggest games focused around learning the new words. Something like the line game would be great as it gets them moving. Rathe than use cards, students would use their books. I would suggest a demonstration to begin with so they are familiar with the rules. Since these are for the most part new words I would also let students use their books as a reference. Also this game is usually outside in groups of around 4 students.
  3. Worksheet
    Bring Students back inside for some written work. Students can then search and match up their description words using the worksheet Japanese Descriptions Word Search.

Lesson 3 - combine lessons 1 + 2

  1. Quick Review
    Students now hopefully can use words from the word list rather than English words. Ask students for some quick examples of themselves in Japanese. Hopefully students are beginning to use the class objects language in class rather then use the English for those class objects. Playing a variety of games such as Take Away, Line Game, or Memory are great ways to reinforce the target language.
  2. Write & Describe
    Give students 5-10 minutes to write sentences about themselves in Japanese. Emphasize that it must be completely in Japanese
  3. Lets Guess
    After the time is up get students to hand up their books up teacher, with the page open to their sentences. Teacher will read each students work, omitting their name of course. After which class can guess who the student might be.#Note
    You can tell them that their work is going to be read by you later or keep it a secret until its time.
    The other option is to have random students read rather than the teacher read at the end. Completely up to you, I prefer to read myself as I can steer the class a little better and I am also able to see what work has or hasn’t been done.

Lesson 4 - swapping 'watashi' + adding 'ka'

  1. Swapping ‘watashi’
    Using the explanation sheet Part B) you can show students that there are other pronouns that can be used other than ‘watashi’. You could even use the translation sentence to suggest possible answers. ie I am cold. What else could you say besides ‘I’ in this sentence?
  2. Some Examples
    Depending on your class you could get students to describe other students in class. ie Tom is cute = Tom wa kawaii desu. This can be quite fun as long as you limit the describing words to the words on the list.
  3. Explaining ‘ka’
    Read and go over Part C which will also be glued into their books. Might help to give some examples to students and also ask for some examples from students to help reinforce their understanding.
  4. Interview Task
    Students write down the names of 6 other students in the class they will ask about. Then will need to walk around and ask other students questions about their 6 other students they have chosen. For example one student may ask Tom wa kawaii desu ka? ( Is Tom cute?) the response will either be hai (yes) or no (iie). That answer is recorded on their interview sheet. A quick demonstration might be needed if students are unsure. A reminder to students that the purpose is to be speaking Japanese during this lesson.

Student A: Tom wa kawaii desu ka?

Student B: hai

  • Student A records answer on interview sheet.

Listening Task - watashi wa kawaii desu

Japanese Listening Task Worksheet

Lesson 5 - Listening Exercise

1. Quick Review

A quick review of all the sentences and vocabulary done so far might be a good idea to warm them up to their next exercise.

2. Video

Hand out ‘A Dog’s Life’ cartoon worksheet for students to fill in when watching video. I would start by saying to the students that they are going to be writing down what they hear in Japanese romaji. The point of this task is listening, translating can come later. I would play the whole video first so they can get an general idea. After that I go through each box/section separately and play each part at least twice.

3. Review and Translate Together

Ready now for answers from students. Play each section and ask what they heard, correct if needed. Ask what each section means in English. Once all sections are completed ask students if they understand the story in the video.

4. Translate

After they glue this page into their books, they can begin writing in English the story. As we’ve just translated as a class they should be fine doing this. The format in which they do this is really up to you. However I wouldn’t get them to start drawing pictures of each box as its a bit of a waste of time.

Lesson 6 - Creating Own Script + Assessment

  1. Outline of Task
    How many in a group = 2 or 3.
    Minimum number of total sentences =  10
    Draft = must be written out neatly in romaji and English for teacher to check.
  2. Options
    -Video using tablet device or similar of themselves re-enacting script (will need an extra person to film them).
    -Create comic either digital or paper
    -Create sock puppet video using the app ‘sock puppets‘ (click link to see apps)
  3. Rubric
    sfadfsa

#Note

The number of lessons will depend greatly on the students ability and also how long the lessons are. Some students will finish earlier than others while some are slower. Again each class will be different. It also goes without saying that you may vary what the requirements are also. If you think your students can handle more then add more sentences and vice versa.

Australian Curriculum – Japanese F-2

Australian curriculum

Japanese Achievement Standards

  • Students engage in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour
  • Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning
  • Participate in shared performances and presentations of stories, songs, chants and rhymes
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