Tuesday, May 25, 2010
Monday, May 24, 2010
Sunday, May 23, 2010
Day 1 CLIL project: Workstations
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
Friday, May 14, 2010
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.
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.
Tuesday, May 4, 2010
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/
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/
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