Japanese houses — reading

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Japanese houses — reading

Years 8–9

Languages — Japanese

Students read a description of a Japanese house written in Japanese and answer questions in English.

Context for assessment

Japanese housing reflects a mixture of the old and the new, which typifies how Japan has embraced the West. Housing in Japan retains aspects of the traditional Japan and the new Japan. Traditions reveal a lot about the culture of Japan, especially what is valued in society. Students explore these concepts in this assessment. This assessment links with Japanese houses — listening and Japanese houses — writing.

This assessment gathers evidence of learning for the following Essential Learnings:redesign headings_identify

Languages Essential Learnings by the end of Elementary Stage

Ways of working

Students are able to:

interpret a range of spoken and written texts in different contexts where familiar and some unfamiliar language is used.

Knowledge and understanding

Comprehending and composing in the target language

Comprehending and composing skills are used to understand language input, to convey information and express ideas and opinions, and to engage in interactions in the target language for different purposes, contexts and audiences.

Verbal language and non-verbal language are adapted according to purpose, context and audience.

Texts, including conversations and narratives, follow patterns and are shaped by conventions that can vary between cultures.

Familiar language can be used in new contexts to help interpret and convey main ideas and supporting details.

Intercultural competence and language awareness

Intercultural competence and knowledge of languages and cultures allow for exploration of different ways of experiencing and acting in the world.

Ideas or information may or may not be transferable from one language to another and can provide cultural insights and information.

Cultural practices in the target language can be compared with those of other cultures and connections noticed between language use and cultural knowledge and behaviour.

Assessable elements

Knowledge and understanding

Comprehending texts

Source: Queensland Studies Authority 2007, Languages Essential Learnings by the end of Elementary Stage, QSA, Brisbane.

Listed here are suggested learning experiences for students before implementing this assessment.

Look at stimulus materials related to accommodation in Japan (e.g. large picture cards, DVDs, videos) and identify features. See Appendix A: Japanese web resources.redesign headings_sequence

Investigate the different accommodation options in Japan, including:






youth hostels.

Make summaries of investigations on housing.

Learn key vocabulary and relevant structures in Japanese. See Appendix B: Targeted language element.

Read, interpret and write about similarities and differences in accommodation in Australia and Japan.

Listen to descriptions of different accommodation options in Japan.

Read and interpret brochures about accommodation, including one that promotes a luxury hotel.

Describe own home to a partner.

Write a description of own house and bedroom.

Design a floor plan for an apartment or house.

Enter an annual architecture contest with a Japanese theme.


Teacher resources

Appendix A: Japanese web resources

Appendix B: Targeted language elements

Supporting resources for this assessment include images of housing in Japan. See the Assessment-related resources accompanying this assessment.

Niko Niko; Moshi, Moshi and Pera, Pera from the Yoroshiku series, Department of Education, Queensland & Ministry of Education, Western Australia 1993, Curriculum Corporation, Canberra.


Consider these points before implementing the assessment.redesign headings_develop

Revise any key text structures and language elements targeted for assessment. Students should have significant opportunity to learn the required language elements before the assessment. Make copies of Appendix B: Targeted language elements.

Consider what stimulus resources could be offered in the assessment.

Sample implementation plan

Suggested time

Student activity

Teacher role

Read and respond

1 session

Read and ask any questions about the Guide to making judgments and the Student booklet.

Read the description of a Japanese house.

Answer the questions about the text in English.

Read the Student booklet and Guide to making judgments to students and answer any questions.

Hand out Appendix B: Targeted language elements to students.

Employ the support strategies used in everyday practice for students who may require additional support to complete the assessment.


Resources for the assessment

Appendix A Japanese web resources

Appendix B Targeted language elements

Appendix B is a suggested guide only. Teachers are encouraged to modify this guide to suit their contexts. See the Indicative A response for further information about targeted language elements.

During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. redesign headings_make

After students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments:

Guide to making judgments

Indicative A response

Sample responses (where available).

Making judgments about this assessment

The Guide to making judgments for this assessment demonstrates student development along a continuum. It uses task-specific descriptors to describe the quality of student performance as a standard from A to E across each of the assessable elements. In the continua model, each higher standard grade has those below nested within it. In short, an A standard includes all qualities previously described along the continuum. As the continua model plots noticeable differences in student performance, the descriptor shows what students can do, not what students cannot do.


For further information, refer to the resource Using a Guide to making judgments, available in the Resources section of the Assessment Bank website.

Evaluate the information gathered from the assessment to inform teaching and learning strategies.redesign headings_use

Involve students in the feedback process. Give students opportunities to ask follow-up questions and share their learning observations or experiences.

Focus feedback on the student’s personal progress. Emphasise continuous progress relative to their previous achievement and to the learning expectations — avoid comparing a student with their classmates.


For further information, refer to the resource About feedback, available in the Resources section of the Assessment Bank website.

Japanese web resources

Teachers should always check websites before recommending them to students. These websites were accessed in August 2008.

Japanese houses and architecture

Japanese housing: .

Virtual Japanese house: .

Japanese Streets — magazine about Japanese street fashion and culture: .

Japanese guesthouses: .

Bodoin College: The Japanese garden: .

ThinkQuest: The art of Japan — architecture: .

Kansai Window: Japanese architecture: .

AsianInfo.org: Japanese architecture:


Essential Japan guide: Removing Shoes in Japan:


Japan guide: Japanese bathrooms: .

Japanese language

About.com — Japanese language: .

Loquela education — Japan online:


About Japan and Japanese culture

Earthy family — Japanese culture: .

Japan zone: .

Search for images of Japan on Flickr photosharing website: .

Japan zone — travel guide, information and culture:

Japan guide — Japan living and travel guide: .

About.com — Japanese language and culture: .

Japan Culture Club, online catalogue of Japanese cultural items: .

Babychatter — Japanese names. Select Japanese girls or boys names: .

Japanese web resources (cont.)

At home in Japan — Japanese home-stay tutorial: .

Virtual Museum of Japanese Arts: .

Web Japan — sponsored by Japanese Ministry of Foreign Affairs (MOFA):

Japan Foundation resources: .

Culture at work — Japanese culture: .

Japanese web links: .

Japan National Tourist Organisation: .

Explore Japan — online Japanese gift shop: .

YesJapan.com Culture Centre: .

Asahi guide to Japanese culture: .

Traditional Japanese culture and modern Japan: <www.japanlink.co.jp/ka/home.html>.

Language resources

Curriculum Corporation — Japanese language resources: .

Shunko Muroya, Japanese Advisor for Alberta Education, Canada — Information and Resources for Teachers of Japanese Language: .

Japanese picture dictionary: .

Japanese language resources for teachers:


Script practice sheets

Tokyo Mokyo Kana and Kanji Practice Sheets: .

Loquela education.net — Japan website directory for teachers:


Targeted language elements

Comparing structures, for comparison
(hotter, colder, lower, higher)




台所は いまより小さいです。


Describing and asking about routines and procedures — daily activities



Describing activities (fun, boring, exciting)


Describing places and things
(buildings, household equipment)




Expressing feelings (happy, sad, boring, lonely, tired, excited)



Expressing likes and dislikes



Identifying and asking about places and things, rooms in a building, buildings


Affirming and negating statements
(true and false)




Expressing possibility





© The State of Queensland (Queensland Studies Authority) and its licensors 2009.
All rights reserved. Please read the copyright notice on our website: www.qsa.qld.edu.au


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