• Research the 12 animals of the Japanese zodiac and the personalities attributed to each animal.

• Practise self-introductions in class.

• Make the animals of the Japanese zodiac in origami (www.origami-club.com).

• Conduct a class survey of student hobbies.

• Write an email in Japanese to one of your new friends telling them about yourself.

• Make a video to introduce yourself to the class, and upload it to a class site.

Activities – Introducing myself (.PDF 254KB)

Activity 1

Activity 2

十八、十五、十三、十、十二、十一

Activity 3

かいもの、ほっかいどうのがっこう、おんがく、たんじょうび、だいすきです、やきゅう

Activities before the video is viewed:

• Match animals with their pictures (vocabulary revision/consolidation).

• Using pictures with different numbers of animals, students write the number in kanji (review/consolidation of numbers and kanji for numbers).

• Students label pictures with the correct adjective.

Activities after the video is viewed:

• Role play in pairs: Interview your friend about their pets.

• Organise a virtual pet show in class using photographs, drawings or toys.

• Conduct a class survey: What is the most popular pet in the class? What is the most unusual pet in the class?

• In Japanese, write a conversation that takes place after the contest. For example, Sakura and John are talking about their pets.

Activities – Pet competition (.PDF 323KB)

Activity 1

1 b

2 b

Activity 2

Activity 3

Activity 4

ミッシェルさんの　モルモットは　１さいです。

ジョンくんの　ペットロックのなまえは　ロッキーです。　

ジェマさんの　ねこは　２さいです。

Activity 5

 

Origami club (animal origami)

• Did you notice the different terms used after Mika’s and Daniel’s names? Why do you think this is so?

• Find out if your classmates use different terms after names in the languages they use at home.

• Did you notice any cultural differences at the restaurant?

• How do you think Daniel would describe Mika’s behaviour?

• Pairwork: Write a phone conversation in Japanese making arrangements to do something with your Japanese friend. Remember to use correct phone etiquette:

  • Moshi-moshi (telephone Japanese)

  • Telephone etiquette (japan-guide.com)

Activities – Going on a date (.PDF 361KB)

Activity 3

１, ６, ８, ４, ３, ２, ７, ５, ９

みかさんは　コンビニで　かいものをしていました。

ダニエルくんが　みせに　はいってきました。

みかさんは　ダニエルくんに　でんわばんごうを　あげました。

ダニエルくんは　みかさんに　でんわを　かけました。

ダニエルくんと　みかさんは　えきで　あいました。

ダニエルくんと　みかさんは　いっしょに　ひるごはんを食べました。

ダニエルくんは　えいがかんで　大きいコーラを　二つ　買いました。

ダニエルくんと　みかさんは　えいがかんで　せきに　すわりました。

ダニエルくんは　えいがかんで　　まえのせきに　あしを　のせました。

Phone etiquette in Japan

• Moshi-moshi (telephone Japanese)

• Telephone etiquette (japan-guide.com)

Japanese scenarios—see Scenario 6: Speed Dating (Teaching & Learning Resources Years 5 to 8)

• Class discussion:

  • Japan is famous for its kawaii culture. Can you think of any additional products that would be described as kawaii?

  • The Gift shopping video is filmed in a Japanese Hyaku en shop in Sydney. In Japan, each item would be 100 yen. Why do you think these shops are so popular?

• Visit the Daiso Japan online store. Find 3 things you would like to buy and describe them in Japanese.

• Write a conversation between you and your friend, discussing the Daiso Japan online store catalogue.

Activities – Gift shopping (.PDF 252KB)

Activity 3

たまみさん

わたしは　きょう、エマさんと　シドニーの100円ショップに　かいものに 行きました。わたしは　かわいい　えんぴつと, ねこの　けしごむと, ながいじょうぎと　うさぎの　しゅうせいテープと　のりをかいました。

エマさん
わたしは　きょう、たまみさんと シドニーの100円ショップに　かいものに　行きました。わたしは　かわいい　えんぴつと, すしのけしごむと, かわいいじょうぎと　ストロベリーのペンをかいました。

The cute world of kawaii

Cultural notes about Hyaku en shops:

• 100-yen shops are the rage all over Japan (Nipponia)

• 100 yen shops (japan-guide.com)

After watching Saki’s day and Simon’s day, compare the lifestyles of Saki, Simon, a classmate and your own. Complete the table in Comparing lifestyles (.PDF 211KB) by answering the questions in Japanese for each person.

Class/group discussion: Respond to the following using the information in the completed ‘Comparing lifestyles’ table.

• What differences do you observe in the responses? Do you think they are cultural differences or individual differences?

• What similarities do you observe in the responses?

• Whose lifestyle do you think is the healthiest? Why?

Pairwork: After viewing the video, work with a partner and write questions about the order of activities in Simon’s day.

Use ～前に、～後で、～ながら、～てから.

Sample question: サイモンくんは、朝ごはんを食べる前にサンドイッチをつくりましたか。

Sample answer: いいえ、サイモンくんは、朝ごはんを食べてからサンドイッチをつくりました。

Respond to the following questions about Saki’s day:

• Why does Saki call the shopkeeper at the convenience store おばさん? Can you think of other examples where family titles are used to address someone? Does this happen in your culture? Discuss with your classmates.

• If you were an exchange student staying with Saki, what challenges do you think you might encounter?
  How do you think you would cope with her daily routine?

• What would you enjoy about Saki’s lifestyle?

• How does Saki’s school life compare with your own?

Are there some aspects of Japanese school life that you think would be good to incorporate in your school? Explain your response. What would be the benefits for students at your school?

After watching both Saki’s day and Simon’s day:

• Research typical school uniforms worn by male and female students in Japan and compare to your own school.

• What differences do you notice in the roles of Simon’s and Saki’s mothers?

• Kazuki chats online with Saki about his life in Australia. Write the text of their conversation in Japanese.

Konbini activities (.PDF 2.4MB)

Kurabu: A day in the life — Club activities of high school students (.pdf 512kB)

Nanchatte uniform (English)

Nanchatte uniform (Japanese)

CM 農林水産省 めざましごはん 北乃きい

めざましごはん