Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Advice for teachers -
Japanese Second Language

Teaching and learning activities

Unit 3

Unit 3 – Area of Study 1: Interpersonal communication

Theme: The individual
Topic: Personal identity and lifestyles
Sub topic: Health and wellbeing

Outcome 1

Participate in a spoken exchange in Japanese to resolve a personal issue.

Examples of learning activities

  • Create a glossary of words and expressions to form a basis for understanding the topic.
  • Read an article outlining the importance of a healthy lifestyle for young people in Japan. Summarise your findings in an approximately 200-ji paragraph. Discuss the findings with classmates.
  • What does being healthy mean to you? Share with your classmates the things you do to contribute to your health and well being.
  • Read blog posts from Japan about how young people balance school commitments and fitness.
  • View a YouTube video of popular sporting activities in Japan. Make a list of the sports played and discuss with peers what you notice in the video that may be similar or different to the experiences in your life
  • Listen to a conversation between two young people in Japan discussing finding time for recreational activities.
  • Role-play in pairs asking each other questions about tips for the importance of a balanced and healthy lifestyle.
  • Write an approximately 450-ji informative article for the school magazine outlining the importance of a balanced and healthy lifestyle.
  • Create a PowerPoint presentation comparing healthy lifestyles of young people in both Australia and Japan.
  • Watch a series of Japanese advertisements for food. Which foods do you consider healthy? What imagery is used for the healthy foods? Note the images that are culturally specific.
  • Listen to a conversation between Japanese friends, one of whom was an exchange student in Australia, discussing eating habits in both Japan and Australia. Take notes and then answer specific questions.
  • Example icon for advice for teachers
    Write an approximately 450-ji personal email to a friend to convince them to adopt a more balanced lifestyle.
Example icon for advice for teachers 

Detailed example

Personal email to a friend

  1. List vocabulary related to health and wellbeing.
  2. List grammar suitable for persuasive writing.
  3. Listen to a conversation between Year 12 students about how their studies are progressing. Take notes on what they say to each other and the language they use.
  4. Watch a vlog in which a teacher offers ideas to students about how to tackle Year 12 (or equivalent in Japan) in the healthiest way possible.
  5. Read an article that target students and their study methods. List ideas and advice provided.
  6. Read an advice column where students have asked questions about healthy and balanced lifestyles. Discuss the responses and decide whether they are realistic.
  7. Draft an email to be written to a friend suggesting actions they could take to have a balanced and healthy lifestyle in Year 12. In the draft, include:
    • solutions or ideas
    • language that would be used when addressing a friend
    • vocabulary and expressions that highlight your knowledge in this area
    • grammar that showcases your linguistic facility.
  8. Discuss draft with peers and teacher, discussing ways to improve the effectiveness of your written piece.
  9. Write a final draft.

Unit 3 – Area of Study 2: Interpretative communication

Theme: The world around us
Topic: The influences of technology
Sub topic: Robots

Outcome 2

Interpret information from texts and write responses in Japanese.

Examples of learning activities

  • View a YouTube video about robots in Japan. Take notes about how robots have changed over time in appearance and function.
  • Read about a range of robots in Japan, their appearance, size, functions and how they are being used.
  • Take guided notes in Japanese on the reading texts.
  • View a series of pictures of robots being used in different social settings in Japan and analyse them.
  • Listen to a conversation between two people discussing the pros and cons of the use of robots in society.
  • Choose a robot. Individually or in pairs, research how this robot is used in Japan. Prepare a poster or PowerPoint describing the robot and outlining its role or function.
  • In small groups, share knowledge and consider which groups in Japanese society may benefit from the robots.
  • Make a chart/table listing the functions of different robots and the pros and cons of each.
  • Discuss which robot you would like to have and why.
  • Read a range of texts about robots and how they are helping to combat social issues in Japan.
  • Summarise the information from the texts including the benefits and any problems arising.
  • Consider the role of robots in Japan. Answer these questions: Do the robots made in Japan have cultural traits? Which ones? Why? Are robots useful or just a novelty?
  • Write an approximately 450-ji personal blog post as though you have been in Japan and interacted with a particular robot. Make comments about your reactions to the robot and any cultural observations about its role in Japan.
  • Read about the first robot created in Japan. Answer specific questions.
  • Example icon for advice for teachers
    Drawing on texts researched, develop a three-minute speech about a particular robot in Japan. Explain what it does, how it is used, who uses it and what benefit it is to society. Also comment on the negatives of the robot if there are any. Respond to questions from the class and to their comments about the presentation in terms of content and language used.
Example icon for advice for teachers 

Detailed example

Drawing on texts researched, develop a three-minute speech on a chosen robot in Japan.

  1. Research a robot. Write a series of dot points summarising its size, look and functions.
  2. Gather images of the robot and its functions. Display them on a poster with detailed captions.
  3. Watch a video of someone talking about a robot. Make notes under these questions as headings: How do they present themselves physically while giving the talk? What type of language do they use? What techniques do they employ to make it engaging and interesting?
  4. Plan the three-minute speech using the research. Re-read the information gathered about the robot and consider which aspects must be included to describe the robot and its use in the best possible way.
  5. Practise reading the script aloud and note areas that might pose problems in terms of pronunciation or intonation.
  6. If using images as part of the speech, practise indicating them to others so that listeners are aware of them and appreciate how they support the spoken material.
  7. Record the speech; listen to the recording and make any necessary changes to either content or delivery. Also, note the timing and adjust speed of presentation or information included.

Unit 3 – Area of Study 3: Presentational communication

Theme: The world around us
Topic: Global and contemporary society
Sub topic: Rural and urban life

Outcome 3

Express ideas in a personal, informative or imaginative piece of writing in Japanese.

Examples of learning activities

  • View YouTube videos about rural life in Japan. Discuss as a class what was interesting, surprising, confusing or appealing.
  • View YouTube videos about city living in Japan. Discuss as a class what was interesting, surprising, confusing or appealing.
  • Research statistics about population density in Japan and Australia. Compare the results, note similarities and or differences.
  • Read an article about small towns in Japan and the challenges they face. List the issues and the measures being taken to resolve them.
  • Listen to a conversation between friends from a small country town, one of whom has moved to the city. Note the pros and cons outlined for both rural and city living.
  • Create a poster or Powerpoint presentation encouraging people to move to the country.
  • Choose a rural town in Japan and create an informative presentation to introduce it to local and international tourists.
  • Which do you prefer - rural or city living? Write an approximately 400-ji piece of personal writing about where you would like to live and why. Consider the benefits and possible challenges. Share your writing with classmates to give constructive criticism.
  • Look at transport map options in Japan. Do they help to keep small towns viable or not? Discuss with peers and give reasons for your views. Summarise in 200-ji some of the reasons given by your peers.
  • Read an article about small towns in Japan that are being revitalized due to tourism. What are the benefits outlined in the article?
  • Consider where in Japan you would like to live. Choose a town or city and write a 400-ji piece of personal writing describing the place and giving reasons for why you would like to live there.
  • Listen to a conversation about the aging population and how rural towns and cities are dealing with the care of the elderly. Summarise the conversation noting the services available and the issues arising.
  • Consider if the same services and issues exist in Australia. List the services available in Australia and Japan and highlight the common ones.
  • Imagine you are an elderly person living in a rural town. Write a blog post about your daily experiences.
  • Read an article about how food from various regions and towns are a reason those areas become popular.
  • Example icon for advice for teachers
    Select a rural area of Japan and research it. Draft a speech to be delivered to city students to try and persuade them to move to this area. Use evidence from the texts to make it convincing.
Example icon for advice for teachers 

Detailed example

A speech to persuade city students to move to a rural area

  1. View a documentary on living in a rural town in Japan.
  2. Read a blog by someone who has moved from the city to a rural town.
  3. List any new vocabulary and note vocabulary that is culturally specific to Japan.
  4. Listen to a conversation between young people in which they discuss their views about rural and city living in Japan.
  5. View images of Japan and websites of particular towns.
  6. Individually research a town or city in Japan, Explore how to get there, what attractions there are, why you would go there, what are the food specialities, the population, the weather, the activities available.
  7. Brainstorm linguistic structures and grammar suitable for persuading an audience.
  8. Using evidence from the texts, draft the speech including an introduction and conclusion.