Lesson Plan

Teacher: Jingyi Lu Class: Year 9 (Stage 5)

Language: Japanese Period: 4
Time: 55 minutes Number of students: 12
Topic: Types of Accommodation in Japan
Aim: To learn different names of accommodation in Japan
Prior Knowledge:
 Students should know the six names of cities and transports in Japan.
 Students should know the basic verbs of すむ(live),おんせん(hot spring), which learnt from activities.
 Students should know the sentence structures that learnt in the last two lessons.
Syllabus & Lesson Outcomes:
 5.UL.1: Students can recognize and select the words of accommodation in Japan in spoken texts.
 5. UL.3: Students can use the words of destinations, transports and new learning words of
accommodation to share ideas and communicate with each other.
 5. UL.4: Students can use the sentence structures and words to translate the sentences into English or
Hiragana. The sentence structures are **で、いきます。**があるから。/ **ですから。
 5. MLC.2: Students learn to use appropriate sentence structures when producing the travel plan to
express the ideas.
 5. MBC.2: Students can learn about the culture knowledge about special types of accommodation in Japan
from the video clip and the word of Tatami, and learn to use these words to express own ideas.
Language of learning: Types of accommodation in Japan and other related words:
 みんしゅく(Private home providing for tourists)
 りょかん (Japanese Inn)
 ホテル (Hotel)
 カプセルホテル(Capsule Hotel)
 たたみ (Tatami)
 わしつ (Japanese-style room)
 ようしつ (Western-style room)

 A: どこにすみたい。(Where do you want to live?)

Sentence structures of Learning:  B: **にすみたい。(I want to live at **.)

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  A: なぜ** にすみたい。(Why do you want to live at
**?)

 B: **があるから。/ **ですから。(Because it has/is**)

Stages: Time: Teaching strategies and Students’ action:

Learning activities:
Introduction: 2 minutes Say Hello to students in Say hello to teacher in Japanese.
Japanese and mark the
roll.

1 minute Use whiteboard to show Listen carefully. Can take notes.

the topic in PPT and
introduce today’s lesson.

Revision: 3 minutes Choose three students Listen to English and write

randomly and ask them Hiragana on the whiteboard or
to write words on own paper.
whiteboard, which
means teacher says
words in English, they
write in Hiragana.
Provide whiteboard
markers for each
student. The words will
be the names of city and
transport. Rest of
students can write on
their own paper.

2 minutes Call students to read out Say the sentences or listen to

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 the sentences, which others’ sentences.
they wrote in last
lesson’s homework
New material & Practice: sheet.

4 minutes Use PPT to show three Listen carefully and follow to

pictures of the feature repeat reading.
words before teaching
four types of
accommodations and
introduce in English.
Three feature words are
Tatami, Japanese-style
room and Western-style
room. Ask students to
follow to repeat reading.

5 minutes Show four pictures of Look at the PPT and follow teacher
types of to repeat. Listen to teacher’s
accommodations in PPT introduction.
and read each Hiragana
and ask students to
follow to repeat three
times. Then, introduce
them in English.

3 minutes Speaking and writing Participant into speaking and

Exercise: Use flash cards writing exercise.
to ask students to write
the words in Hiragana on
their own paper and call
students to speak

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 Japanese words
according to the picture
on flash cards.

3 minutes Provide opportunities Choose the most interested one

for students to put hands and watch the video clip to learn
up to vote their most some Japanese cultural
interested type of knowledge.
accommodation. Teacher
will show the video clip
of the most popular type
from You tube.
Recommend the most
special type to students
before they vote. (Send
the links of other video
clips to students after
lesson.)

5 minutes Show the sentence Participant into speaking and

structures on the listening to teacher. Take notes.
whiteboard and explain
the meaning in English.
Students follow teacher
to read the sentences
three times. Ask students
to take notes.

5 minutes Speaking Exercise: Pair Practice speaking and

work. Show the words of communicative skills. Present in
accommodation, three the classroom to express their
feature words and sentences or ideas.

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 sentence structures on
the whiteboard. Ask
students to make a short
conversation and let
each group to present in
the classroom.

7 minutes Listening Activity: Listen to the tape, finish the

Provide each student a worksheets individually and share
worksheet to complete. the answers in the classrooms.
Listen to the audio-tape
twice and find the
correct words to
complete the sentences.
(Appendix 9) After
finishing, call students to
read their sentences.

Task & Consolidation: 8 minutes Writing task: Group Participant into writing tasks and
work. Form students into share ideas. Present or listen to
four groups and ask each the travel plan.
group to make a travel
plan and they will be
given the worksheet,
which has the sample
format, to facilitate their
writing. (Appendix, 1)
Decide each student’s
role in the group. (Group
leader, Recorder &
Presenter) After
finishing, ask each

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 group’s presenter to read
their travel plan.

Assessment: 5 minutes Provide assessment Listen, ask questions, discuss with

outline on the each other and take notes.
whiteboard and explain
in detail. Let them
discuss with each other
and provide time to
answer their questions
about assessment. Take
notes

1 minute Ask students to review Listen and take notes.

the words of cities,
transports,
Final Homework: accommodation and all
sentence structures to
prepare their
assessment and provide
the worksheets for them
to summarize. (Appendix
11)

1 minute Say Goodbye to students Say Goodbye to teacher in

in Japanese and inform Japanese.
the topic of next class.

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 Resources: Assessment:
 Whiteboard Pair Role- Play (Travelling)
 PowerPoint  3-4 minutes
 Whiteboard Marker  Decide the roles by themselves and discuss the
 Worksheets travel plan. (The content must include the place you
 Flashcards want to go, the activities you will do, the transports
 Internet website to show video clip fro You Tube you will choose, the accommodation you will
 Assessment Outline choose and the reason. However, they are allowed
 Audio-Tape to add more information.)
 Students will be asked to perform on the
assessment day. They can bring other useful tools if
they want to.
Main Marco skills: Listening, Speaking and Writing.

For next class: Evaluation:

 Revision of the words of cities, transports,  Did all students learn well?
accommodation and its features, and sentence  Which activity is most successful and effective for
structures. syllabus outcome?
 Learn how to buy the tickets in next lesson.  How was the time management?
 What should be improved and maintained in
further classrooms?
Website Link:
https://www.youtube.com/watch?v=Vu6ZoAg939E (Japanese Inn 37’’-2’37’’)
https://www.youtube.com/watch?v=FVAkuBSkaw0 (Capsule Hotel)
https://www.youtube.com/watch?v=YrpKPp5_oX0 (Japanese Private house for tourists’)

Appendix, 1
Format of Travel Plan
Instruction: Following is the format of the travel plan, which can help your group to write the plan. You can
follow this format or design own one. Please write in Hiragana. Most important, write in logic and in full
sentences.

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 Who you want to go with? ＿＿＿＿＿といきます。
 When you want to go? ＿＿＿＿＿に/でいきます。
 Where you want to go? ＿＿＿＿＿にいきたい。
 What do you do there? ＿＿＿＿＿で、＿＿＿をしたい。
 How you go there? ＿＿＿＿で、＿＿＿にいきます。
 Where do you want to live? ＿＿＿＿＿にすみます。
 Why? ＿＿＿＿＿＿から。

Write your Plan

Names of Group members:

Start Here
Who: ……
Date: ……
Where: ……
How: ……
Where you live: ……
Why: ……
What activity: ……