Japanese Stages 4/5. Describing body parts - 体 (からだ) Co-creator: Lyn Lockwood School: Wagga Wagga High School Activity context

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1 Japanese Stages 4/5 Describing body parts - 体 (からだ) Co-creator: Lyn Lockwood School: Wagga Wagga High School Activity context These digital resources have been designed for languages teachers to use with Interactive Whiteboards (IWBs). These activities consolidate vocabulary and structures related to describing body parts. Syllabus links: 4.UL.1 4.UL.2 5.UL.3 5.UL.4 5.MLC.1 4.MBC.1 A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately A student uses Japanese by incorporating diverse structures and features to express own ideas A student experiments with linguistic patterns and structures in Japanese to convey information and to express own ideas A student demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages A student demonstrates understanding of the interdependence of language and culture Notebook page Activity Title page This Notebook introduces body parts and a range of adjectives which can be used to describe them. It is divided into four sections: Head and face; Body; Adjectives; Culminating activities. Most of the instructions can be found on the pull tabs on individual pages of the Notebook. Touch the orange button for the teacher's notes. NSW Department of Education and Training 2010 Page 1

2 Contents This contents page shows the activities in each of the four sections: Head and face; Body; Adjectives; Culminating activities (see next page). Vocabulary (head): Introduction (listening) This page introduces the vocabulary for parts of the head (head, hair, eye/s, nose, mouth, ears). Touch each part to hear the audio and ask students to repeat. This page can also be used at anytime during the topic to revise parts of the head. Ask students to 'Think/Pair/Share' about the hiragana spelling for each part and to write their guesses in their books. Go to the next page for answers. Vocabulary (head): Label and reveal to label one part of the head in hiragana using the pen (they should write under the English words). When all parts of the head have been labelled, ask different students to reveal the correct spelling by dragging the magnifying glass over each (English) word. Ask students to copy the picture and labels into their books. Vocabulary (head): Hiragana practice to touch the image to hear the audio. Students write the hiragana for the body part in the blue box using the audio as a guide. Students can check their stroke order by pressing the play button at the bottom of this page. NSW Department of Education and Training 2010 Page 2

3 Vocabulary (head): Listening practice to pull ONE item out of one of the coloured boxes. They then touch each of the sound files in the second column and place it in the appropriate place in the table. When the table has been completed, touch each cell shade in the right column to reveal the answers. Vocabulary (body): Introduction (listening) This page introduces the vocabulary for parts of the body (shoulders, arms, hands, fingers, legs/feet, knees, toes). Touch each part to hear the audio and ask students to repeat. This page can also be used at anytime during the topic for revision of parts of the head. Ask students to 'Think/Pair/Share' about the hiragana spelling for each part and to write their guesses in their books. Go to the next page for answers. Vocabulary (body): Label and reveal to label one part of the head in hiragana using the pen (they should write under the English words). When parts of the body have been labelled, ask different students to reveal the correct spelling by touching and dragging the magnifying glass over each (English) word. Ask students to copy the picture and labels into their books. Vocabulary (body): Labelling to write the hiragana for each body part. NSW Department of Education and Training 2010 Page 3

4 Vocabulary (body): Hiragana practice to touch the image to hear the audio. Students write the hiragana for the body part in the blue box using the audio as a guide. Students can check their stroke order by pressing the play button at the bottom of this page. Body parts: Hiragana practice This page can be used to consolidate the vocabulary for the parts of the body. Divide the class into two groups. Ask the question ~はえいごでなんですか Choose a student to answer the question. The student answers using the structure ~はえいごで~です Students can check their answer by touching each word and dragging it through the tunnel to the other side. If they are correct, they receive a point for their team. If they are incorrect, the other team receives the point. The student then selects someone from the other team and asks the question in Japanese. Continue in this way until all the vocabulary has been covered. Body parts: Labelling This page can be used to revise the vocabulary for the parts of the head and body. Invite students to the board one at a time to drag the hiragana word to the corresponding part. After students have dragged each word into place, they can use the pen to draw an arrow to the body part. NSW Department of Education and Training 2010 Page 4

5 Adjectives: Introduction This page can be used to introduce adjectives to describe parts of the body. Ask students to guess the meaning of each adjective. Invite students to the board to touch each picture to reveal the English meaning. As a follow up activity, students can create their own adjectives posters (A4) to display in the classroom. This can be done by hand or on the computer. Adjectives: Anagram This page can be used to revise the vocabulary and hiragana spelling for adjectives. Touch 'Start' to begin. Students rearrange the hiragana to spell the adjective correctly. Correct spelling wins points. Completion before the time runs out gains bonus points. Touch 'Clue' if a hint is needed. Touch 'Edit' to insert different vocabulary. This activity can be done as a class competition. Colours: Anagram This page can be used to revise the vocabulary and hiragana spelling for colours. Press 'Start' to begin. Students rearrange the hiragana to correctly spell the adjective. Correct spelling wins points. Completion before the time runs out gains bonus points. Touch 'Clue' if a hint is needed. Select 'Edit' to insert different vocabulary. This activity can be done as a class competition. Body parts: Vortex This page can be used to revise the vocabulary for the parts of the body. Touch 'Start' to begin. Invite students to the board to place each vocabulary item into the right category: 'Head' or 'Body'. If correct, the vocabulary will be sucked into the vortex. If incorrect, it will bounce back. Touch 'Reset' to play again. Select 'Edit' to insert different vocabulary. NSW Department of Education and Training 2010 Page 5

6 Body parts: Sentences Invite students to match a body part with an adjective by dragging the body part to the word. Ask students to say their sentence in Japanese, e.g. めがおおきいです When all the adjectives have been used, ask the class to write the sentences in their books, using the picture cues as a guide. Teachers may wish to discuss the use of particular adjectives with certain body parts at this time. For example, あたまがおおきいです does not have the same meaning of "inflated ego" that it does in English but literally that the person has a big head. Another example is はながたかいです (to have a high-bridged nose) and はながひくいです (to have a low-bridged nose). Describing body parts: Sentences Ask students to 'Think/Pair/Share' about whether each part belongs to the 'Body parts' category or the 'Adjectives' category. Pull the star across the page to the right to reveal the sentence structure. Students can place the words in the appropriate place to form meaningful sentences. Describing body parts: Wanted! Invite students to touch one of the black question marks. They will be given a description of the 'bank robber' and must create an identikit image of the robber in the box provided. Students listen to the description given and move the correct body part into the appropriate location. Some body parts may need to be re-sized. This can be done by selecting the object and then dragging on the white circle in the bottom right-hand corner until the appropriate size is achieved. When all descriptions have been heard, students may use the pens to fill in the missing body parts. Touch the red rectangle to reveal the 'robber' and see how close the students are in their identikit picture. NSW Department of Education and Training 2010 Page 6

7 Describing body parts: "Who is it?" cloze Invite students to roll the dice. Students create a description of the character displayed on the dice by dragging body parts and adjectives into the sentence template. When complete, they read the description out to the class. Different students continue until all the characters on the dice have been described. Assessment strategies: The teacher provides informal feedback on student responses. The student creates their own 'Who is it?' slide with sound and an image and submits it to the teacher for marking. Assessment criteria: The student has used a range of appropriate vocabulary and grammar to express own ideas in writing. The student uses correct pronunciation and is clearly audible in the sound recording. The Notebook files for each student can form part of your assessment to inform your teaching and capture "point in time" learning. NSW Department of Education and Training 2010 Page 7

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