1. Topic-
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2. Content-
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| The students learn the basic counting numbers and the usage of numbers
in different situations. |
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3. Goals: Aims/Outcomes-
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1. The students must learn the basic number system
2. They must be able to read numbers without ambiguity.
3. Students should use numbers in different situations. I.e., 5th
day and 24th days of the 7th month. |
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4. Objectives-
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1.With the use of familiar things or words like 'itchy,' 'go,' 'she,'
that the Japanese number system resembles, the students learn the
number system.
2. By conducting an activity where the student is spontaneously asked
to say the given number in Japanese. Also, groups of things placed
together asked to be counted can also be an activity.
3.Mere numbers and their usage in different situations have a varying
range of pronunciations and readings. With having ample examples for
a few such situations, the students get to know how to use the numbers
in a particular context. |
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5. Materials and Aids-
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| Everyday things that students see around them can be used as the
Audio-Visual help. |
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6. Procedures/Methods-
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A. Introduction-
1.To tell students that Japanese, too, has its unique set of numbers.
2.To remind them that they've come across it before in the karate
shouts/chants.
3.Explain to the students that the number system in Japanese is actually
convenient with one simple example. (How the number 50 is written
and pronounced.) |
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B. Development-
1. To clearly pronounce and write the basic numbers of 1-10.
2. Explaining the logic of how numbers other than 1-10 are read and
written.
3. Telling students about the other extra numbers like 100,1000,10000. |
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C. Practice-
1.Students will copy down what is on the board and practice the
same.
2.After a fair amount of practice, the students say the numbers out
loud to familiarize themselves with the intonation and sound.
3. Students can read out the digits of their register numbers to add
a touch of personal familiarity. |
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D. Independent Practice-
1.To practice the basic numbers taught
2.To write down a few historical dates they know well, in Japanese.
3.Research on the pronunciation of a few specific words like 800,
600, 20 years as they are pronounced differently from the norm. |
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E. Accommodations (Differentiated Instruction)-
1.Depending on each student's level and interest, a few numbers
are given that are to be said and written in Japanese by the end of
the session.
2.A light breather can be introduced; explaining how certain numbers
aren't favored with regard to the Japanese culture, how differently
certain numbers are used while counting.
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F. Checking for understanding-
1. Students are asked to present their doubts at any point of time.
2. They are encouraged to voice out what difficulties they face with
the various numbers.
3. The pace of teaching can be altered according to the grasping ability
of the students collectively. |
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G. Closure-
1. Asking students to voice out their doubts and clearing them.
2. To close the session with a number based activity; 'On what date
is the next session?', 'When is the New Year?' |
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7. Evaluation-
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1. Evaluation is based on how the students react to what is being
taught in class; emotions, responses that students elicit
2.Gauging how much the students have learnt during the session. |
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8. Teacher Reflection-
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| Students must be able to at least remember the correct pronunciation
and usage of basic numbers. They must be aware of a few special numbers
that are used differently. |
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