Sander.v.Ginkel - Web view– Translate and reflect on language used in games (writing, reflecting). Task: Part A. Undertaken in groups. ... Translate the first caption into English

JapaneseWhat builds a good team?

Years 3–4 Band Unit 3

Assessment task — Collection of work: speaking, writing, reflecting

Name Class

Teacher Date From week 6

Task

To interact with the teacher and peers in structured interactions.

To translate simple texts.

Task

• Part A – Participate in games (speaking — communicating task).

• Part B – Translate and reflect on language used in games (writing, reflecting).

Task

Part A

• Undertaken in groups

• Undertaken in class time

• May be completed over a number of sessions

Part B

• Undertaken individually

• Undertaken in class time

• May be completed in one uninterrupted supervised session or a number of supervised sessions

Part A: Participate in games

During your lessons your teacher will assess your use of Japanese language and gestures.

1 of 9JAP_Y03-04Band_U3_AT_CollOfWorkDraft for consultation

You are to:

Find your partner or group (up to 5 people) Decide (1) performers (“runners”) and (2) cheerers Make a script with your partner or group members. Show your group performance in front of the class. Your performance needs to include (1) before the game, (2) During the

game, (3) after the game Your scripts needs: (1) performance, (2) cheering words and actions, (3)

explanation for the cheering words and actions. Your group needs to speak Japanese including (1) cheering words and

(2) appropriate gesture. Your performance needs to be done within 2 minute. Your group needs to show their performance although you think you are

not ready. You will be given a second chance if you would like.

Japanese Assignment: My group performance

Class:

Group members (First name & Last name):

What do performers do? Write it in English.

What will cheerers do and say? Write in Japanese and English.

Why do you do/say it? Write it in English.

Before the

game

During the

game

After the game


Useful Japanese Expressions (Unit 3: What builds a good team?)

Uses formulaic and rehearsed language

Uses language spontaneously to praise and encourage

Use of non-verbal behaviours appropriate to context:

どうぞ Douzo (= Please)

Name of game です desu。(= It is (name of game))

がんばりましょうganbarimashou (= Let’s do our best)。

がんばります ganbarimasu。(= I will do my best)

ありがとう（ございます）arigatou (gozaimasu)。(= Thank you (very much))

よくできました。Yoku dekimashita. (= Well done.)

おめでとう（ございます）Omedetou gozaimasu。(= Congratulations)

やったー！Yatta! (You/We did it!)

かった!・まけた! katta! (Won!) Maketa! (Lost!)

上手 jouzu (well) がんばれ・がん

ばって ganbare・ ganbatte (= Do your best)

だいじょうぶ？daijoubu (= Are you OK?)

はい・いいえ hai (= Yes), iie (= No)

ファイト！ Faito! (= Fight)

ナイス　シュート！ Naisu shuuto! (= Nice shoot)

ドンマイ donmai (= Don’t mind)

High five Pat on the back Fist in the air Handshake Clapping Bowing


Part B: Translate and reflect on language used in games

1. Translate the first caption into English. Use the phrases below to translate the other captions into Japanese.

がんばれ！だいじょうぶですか。ありがとう。はじめましょう。

Sander.v.Ginkel, Athletics at the 2012 Summer Olympics – Men's 100 metres, Preliminaries heat 1 (6) https://commons.wikimedia.org/wiki/File:Athletics_at_the_2012_Summer_Olympics_%E2%80%93_Men%27s_100_metres,_Preliminaries_heat_1_(6).JPG CC BY-SA 3.0 creativecommons.org/licenses/by-sa/3.0/

Eckhard Pecher (Arcimboldo), Osaka07 D8M Yuki Yamazaki helpers, https://commons.wikimedia.org/wiki/File:Osaka07_D8M_Yuki_Yamazaki_Helpers.jpg CC BY 2.5 creativecommons.org/licenses/by/2.5/deed.en


Let’s begin! Are you okay?

がんばれ！

2. Which phrase did you use for がんばれ? Why?

3. Look at the photo and caption below.

Sander.v.Ginkel, Athletics at the 2012 Summer Olympics – Men's 100 metres, Preliminaries heat 1 (6), commons.wikimedia.org/wiki/File:Athletics_at_the_2012_Summer_Olympics_%E2%80%93_Men%27s_100_metres,_Preliminaries_heat_1_(6).JPG CC BY-SA 3.0 creativecommons.org/licenses/by-sa/3.0/

a. Why do you think this is used to cheer someone on in Japan?

b. Would you use this in the same situation in Australia? If not, what would you say?


This word is borrowed from the English word ‘fight’.

ファイト！

4. Look at the photo below.

a. Why do you think he says ‘no’ when praised for his effort?

b. What do you say when someone praises you? Why do you do this?


じょうずですね。いいえ。

Japanese Assignment Criteria (Year 3&4)

A B C D

Communicating

Combines verbal and non-verbal behaviours to encourage others during play.

Compares language choices when translating.

Provides an example to support explanations of cultural differences.

Encourages others in Japanese during game play.

Explains language choices when translating.

Explains cultural differences between ways of communicating.

Interacts with the teacher and peers in structured interactions

Uses formulaic and rehearsed language in familiar interactions.

Uses language spontaneously in a simple familiar communicative exchange.

Translates a simple text.

Identifies examples of cultural differences between ways of communicating.

Uses はい・いいえ or gestures to respond to familiar instructions and/or questions.

Translates a Japanese word into English.

Participates in Japanese activities and games.

Understanding

Compares different responses to praise in Japan and Australia.

Explains how Japanese respond to praise.

Identifies changes in language that occur according to the relationship of participants and according to the situation.

Demonstrates understanding of the importance in Japanese of non-verbal communication.

Uses a visual cue to determine meaning.

Identifies a Japanese gesture.


Years 3–4 Band Japanese: Unit 3 — What builds a good team? Collection of work: speaking, writing, reflecting

Name:

Purpose of assessment: To interact with the teacher and peers in structured interactions. To translate simple texts.Communicating Understanding

Interact with the teacher and peers in structured interactions. Use formulaic and rehearsed language in familiar interactions. Use language spontaneously in simple familiar communicative exchanges. Translate simple texts noticing that some words and expressions do not translate easily. Identify examples of cultural differences between ways of communicating in Japanese and in their own language(s).

Identify language variations that occur according to the relationship of participants and according to the situation. Demonstrate their understanding of the importance in Japanese of non-verbal communication.

Combines verbal and non-verbal behaviours to encourage others during play.Compares language choices when translating.Provides an example to support explanations of cultural differences.

Compares different responses to praise in Japan and Australia. A

Encourages others in Japanese during game play.Explains language choices when translating.Explains cultural differences between ways of communicating.

Explains how Japanese respond to praise. B

Interacts with the teacher and peers in structured interactions.Uses formulaic and rehearsed language in familiar interactions.Uses language spontaneously in a simple familiar communicative exchange.Translates a simple text.Identifies examples of cultural differences between ways of communicating.

Identifies changes in language that occur according to the relationship of participants and according to the situation.Demonstrates understanding of the importance in Japanese of non-verbal communication.

C


Uses はい・いいえ or gestures to respond to familiar instructions and/or questions.Translates a Japanese word into English.

Uses a visual cue to determine meaning.

Participates in Japanese activities and games. Identifies a Japanese gesture.


Documents

Sander.v.Ginkel - Web view– Translate and reflect on language used in games (writing, reflecting). Task: Part A. Undertaken in groups. ... Translate the first caption into English