Online revision activities: Try them!

http://www.quia.com/pages/yr11langfunctions1.html



http://www.quia.com/pages/yr11langfunctions2.html



http://www.quia.com/pages/yr11langfunctions3.html



http://www.quia.com/pages/yr11langfunctions4.html



http://www.quia.com/pages/year11grammar.html



http://www.quia.com/pages/yr11vocab.html

Oral Examination Potential Questions

Sample Questions


Please note that these are only sample questions, and that you may be asked different ones.



かぞく

ごかぞくについてはなしてください。


お父さんのおしごとは何ですか。


お母さんはどんな人ですか。


おねえさんのしゅみは何ですか。


いもうとさんは何をすることがじょうずですか。


おとうとさんは何をすることが好きですか/きらいですか。


おにいさんと何をしますか。


ペットがいますか。






食べ物


どんな食べ物(もの)が好きですか。


朝(あさ)ごはん（昼(ひる)ごはん、晩(ばん)ごはん）に何を食べますか。


クリスマス（イースター、おたんじょう日）にどんなりょうりを食べますか。


レストランによく行きますか。しゅうに何かいぐらい行きますか。


日本のレストランに行ったことがありますか。


何を食べましたか。どうでしたか。


りょうりをすることができますか。






しゅみ、ひまな時、休み


あなたのしゅみについてはなしてください。


しゅうまつ（休み、ひまな時）に何をしますか。


好きなテレビばんぐみについてはなしてください。


さいきん、何かえいがを見ましたか。(何か something)


どんな本をよく読みますか。


どんなおんがくを聞くことが好きですか。


どうしてですか。


スポーツをしますか。そのスポーツについてはなしてください。

Term 4 Holiday Task – 十年生

Task 1: Writing Write a personal account of a memorable day during your holiday.

Be sure to use the correct genkoyoshi format.



Register: Polite form



Length: 1~1.5 page



Target grammar patterns:



たりーたり　activities in no fixed order

ために in order to

たい want to do

ことがある have the experience of doing

ことができる can do

ことがすき like to do

ことが上ず　good at doing

ことは下た　hopeless at doing

が　いる 　 to need

が　ほしい to want (a thing)

ながら while doing

てから after doing

Joining adjectives



Assessment Criteria:

Criterion 1 - Appropriateness of structure and sequence.

Introduction, body, conclusion

Organisation and sequencing of ideas



Criterion 2 - Relevance, breadth and depth of content.

Relevance of content in relation to task set.

Comprehensiveness and sophistication of content.



Criterion 3 - Accuracy of vocabulary, spelling, grammar , punctuation and script.

(Including use of all known kanji)



Criterion 4 - Range and appropriateness of vocabulary and grammar.

Variety of vocabulary and grammatical structures.



Task 2: Kanji Revision

Revise all Kanji we have studied so far last year and this year. There will be a test in Week 1, Term 4. Please make Kanji cards from Obento Supreme Workbook and bring to first class next term!

何が好き？

コーラを

... Is coming

To write

Year 10 Japanese practise Writing Task : Family

The following is Tomohito Yamada’s, (山田ともひと), family tree with basic information about his family members. He has just been informed that he can go to stay with an Australian student for two weeks. Imagine you are Tomohito and write about your family, in a letter to your host brother. Using the information below as a starting point, write a passage of approximately 300 – 350 ji. You will need to use your imagination and add extra information.





You may use your dictionary, but be careful not to use words which you do not know.



Assessment Criteria
• Structure & sequencing of ideas

• Content

• Accuracy of vocabulary, grammar & script

• Range & appropriateness of vocabulary & grammar

Screencast of Sensouji, Kaminari-mon

http://www.senso-ji.jp/guide/index.html

Free online screen recorder

Screencast of Mt Fuji

Free online screen recorder

The Golden Temple, Kinkakuji

Record your screencast online

Niseko, Shiraoi and Sapporo - Adventure Capital

Capture your screen in seconds

Day 1 CLIL project: Workstations

ROTATION 1.    25- 30 minutes
Tokyo - Workstation 1
Osaka - Workstation 2
Takayama - Workstation 3
Kyoto - Workstation 4

ROTATION 2.   25-30 minutes
Osaka - Workstation 1
Takayama - Workstation 2
Kyoto - Workstation 3
Tokyo - Workstation 4

ROTATION 3      25-30 minutes
Takayama - Workstation 1
Kyoto - Workstation 2
Tokyo - Workstation 3
Osaka - Workstation 4

ROTATION 4           25-30 minutes
Kyoto - Workstation 1
Tokyo - Workstation 2
Osaka - Workstation 3
Takayama - Workstation 4

CLIL Unit: The Geography of Tourism

In 2010, our Year 10 course is being supported by the resources of Melbourne University, Graduate Education School, who will be assisting in the development of a CLIL course. You may well ask, what is CLIL??

CLIL introduces CONTENT based language teaching.

You will notice that:
the teacher will only use Japanese in the course of the class.

It is expected that as much as possible you would use Japanese in the course of a class.
More student centred learning will be expected than in average classes.
Brainstorming is a basic part of the CLIL.

NB: No criticism of ideas
Groupwork is central
No teacher lectures
Writing and presenting summaries
Repitition is required

MAKING MISTAKES
It is more important to communicate than to produce perfect grammar
You will learn to self correct and peer correct.
You will be expected participate in peer and cooperative work
I will set high but realistic guidelines.

The CLIL unit we will do in the second half of Term 2 will use a Geographical topic.

Manga Assignment

10年生(せい)の日本語のアサインメント







まんが



Create a comic strip in Japanese using hiragana, katakana and kanji. This strip must include at least 8 captions and a fairly comprehensive storyline. You may draw your comic strip, use cut out characters that you have photocopied or use pictures you have downloaded from the internet (Copyright is up to 10% copied for educational usage).



Try to include as much language from your studies as you can. For example, you might use names of family members, adjectives to describe people and things, talk about you weekend / holidays/ movies/ free time activities etc. Remember to use all known kanji. Some recently learnt grammar expressions you should include are:





て form から、reasonからconsequence


~たり~たりします


Potential Form: たべられます・できます






~たいです。










Object (が) ほしいです。　　　　　　　　　　　　がじょうず・へた


いります。


～たことがある


～ために。。。　　　　　　　　　　　　　がとくい・にがて



Use the above to create a humorous situation or story. Be imaginative!

You will be assessed on the following criteria:



 Presentation of your comic strip

 Relevance breadth and depth of content

 Accuracy of vocabulary, grammar and script

 Range and appropriateness of vocabulary and grammar



Due date:


28th May











Useful References

Obento Supreme；Kookoo Seikatsu Textbooks



How to draw manga

http://www.howtodrawmanga.com/tutorial/tutorial.html



Rei's Anime and Manga Page

http://www.mit.edu:8001/people/rei/Anime.html



Tezuka Osamu World – the “father of manga”

http://ja-f.tezuka.co.jp/index.html



Rina’s Collection of Japanese Pictures and Graphics

http://www.geocities.com/Heartland/Ranch/7797/japanesegraphics.html



Shonen Jump – popular manga magazine

http://www.shonenjump.com/

Friday, 19th February

1. Page 77-78 of Obento Supreme Workbook
2. Task 1, Part A on pg 95
3. Task 2, Pg 96; Task 5, pg 97, Task 6, 7, 9 on pg 98-100.

Homework: Complete any unfinished work.

Obento Supreme Unit 5

Here are some activities you can do, in revising from last year, and also alongside the work we do in class in the next few weeks.