Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 10 Time: 8:40am - 9:44pm Students’ Prior Knowledge: Students at this
Date: 5/06/19 stage will be able to compare two or more
items in terms of one being more ___ than
Learning Area: Languages - Japanese the other. Student will be able to convert
high frequency adjectives into various forms
including the negative and past tenses, and
use them to accurately describe their own
thoughts and opinions about fast food.
Students will be familiar with Typical
Japanese and Australian fast foods and
differentiate between the health merits of
each.

Strand/Topic from the Australian Curriculum

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical Personal and Intercultural
✓ creative thinking behaviour Social understanding
competence ✓

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia ✓

Lesson Objectives
As a result of this lesson, students will be able to:
- Answer comprehension questions involving opinions and comparisons of fast-food by completing
three listening exercises.
- Discuss personal opinions about fast-food by comparing places, people and food within a powerpoint
presentation

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Iitomo 3+4 activity book (worksheet with
listening activities on them)
- Iitomo 3+4 CD number 2. Tracks 42, 43 and 36
- School camp reflection journal
- Powerpoint comparing fast foods and other
items with target vocabulary (ninki, karada,
negative adjectives)
- Iitomo 3+4 activity book, page 50 (quiz)
Students who are struggling to comprehend the
listening exercises may listen to the tracks
additional times. Stronger students will be
directed to their activity booklet to complete
additional activities to strengthen understanding

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LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
Students to enter the classroom and sit behind their desks.
5
Minutes Briefly reflect on the school camp. Potentially go through the reflection
booklets? Key questions: 一番好きなイベントは何でしたか。木曜日の Reflection booklet
from school camp
晩ご飯に何を食べましたか。どちらのほうが（美味しい、美味しく
ない、体にいい・よくない、ヘルシー、ヘルシーじゃない。） This activity ended up being a predominantly oral
recount and reflection as the majority of students
did not remember to bring, or did not adequetely
complete the booklet. I decided that a class
discussion was more appropriate and an exciting
5 Refresh students about the purpose of this topic: To compare and way to share educational experiences
minutes contrast fast food choices in Australia and Japan and provide opinions
on if it is healthy.
List the content of this unit that students have been exposed to: target Whiteboard
kanji (体、気、番）、Te form, transforming adjectives into the
negative and past negative forms, hou ga ii and soudesu.

On Friday you have a listening test, focusing on fast food and how we
compare them.

Formative assessment: Listening practice test. Using three listening

activities from iitomo 3+4 activity book, students will listen to a series of
25 - 30
conversations discussing food, individual opinions about fast food and
minutes
comparing fast food in a variety of ways and complete listening CD player, iitomo 3+4
comprehension activities. Play all three tracks in a row, then play them listening exercise
again. Ensure that test conditions are set to imitate the actual test. compilation
worksheet, iitomo CD
Once the activity is completed, go through the answers with the students 2: Track 42, 43 an 36
and identify areas in which they struggled to gain information. (in that order)

Display powerpoint of comparisons on the whiteboard via the projector.

10 Give students 30 seconds per slide to write down an answer to the
minutes Comparison
question in their notebook or on a piece of paper. Students will be powerpoint, projector
selected to answer the question at random. Ensure that students do not This would have been an excellent to really
move on until they have answered in the correct manner, and have used demonstrate a knowledge of the diverse
EAL/D student needs in my class, even
the grammar structure correctly. though i implemented a series of humorous
references (which was completely
recognisable by all students), I could have
linked the pictures explicitly back to the
10 Formative assessment: Distribute iitomo activity book page 50 (quiz) schemata of individual students. I would
minutes Students are to work again in test scenario to complete the worksheet. have included comparisons about Chinese
New Year versus Japanese New year etc
The purpose of which is to provide a brief summary of potential Iitomo 3+4 activity
vocabulary and grammatical points that will arise in the listening book page 50 (Quiz)
assessment.
Prior to the end of the period, allow 5 minutes to check on areas of
contention for students; is there a point that you feel we need to go over?
Do you need anything clarified? Give students the option to come at
lunch time to ask any questions.

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