1. Using Ikimashoo available on TaLe, practise saying where you are going, how you get there.(S,LR)
2. Use the Sugoi!Getting around activities available on TaLe to practise talking about transport.(S,LR,RR)
3. Describe how to get from one place to another. With your partner, use a map to ask and explain how to get from one place to another. (S*,RR, LR*)
4. Shinkansen timetable. Explain the five lines of the Shinkansen and the speeds of the trains. Ask and answer questions about how long it takes from A to B (S, RR). Most frequently used line – Tokaido line which has Nozomi, Hikari and Kodama.
5. Use the Hyperdia website to find out about different ways of getting around Japan. Compare price and speed. Find out how far it is and how long it takes to get between major Japanese cities. Record your conversations at the Midori no Madoguchi (ticket window) in Japan. (S)
Evidence of learning Evidence of learning would be gathered by the demonstration of outcomes in all class activities including the following:
Presentation of PowerPoint
Continuous informal class assessment
Teaching and learning activities (cont.) 6. Information gap. In pairs read a timetable that has only half the required information on it. Ask questions of your partner to complete the information. (S)
7. Buying a ticket. Using the Shinkansen website write and record a dialogue to buy a ticket. Record your dialogue using Audacity. (S, W)
8. Planning your itinerary for a trip to Japan. Decide which places you would like to visit, and which means of transport you will use. Write your conversation, then record it and present it using PowerPoint incorporating photos from the internet. (S*,W*)
Activities above marked * could be used for assessment.
Feedback Informal teacher observations in class – all skills
Verbal feedback in class – all skills
Written annotations on written work
Peer assessment of PowerPoint via checklist
Parent teacher night – all skills
Student interviews – all skills.
Evaluation and variation
Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources; suitability of ICT/laptop activities; literacy/numeracy links.