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Stage (1)

Throughout the early stages of the unit the students revisit the production and presentation of their (Jikoshoukai) self-introductions as a means of establishing a connection with Japanese people that they may have association with. The vocabulary and sentence structures used here also strengthen the students ability to describe activities and express their likes and dislikes.

Learning Roles
Students review previous tasks and work conducted in relation to self-introductions, they will also extend and strengthen this with the help of the teacher and by using available resources (e.g. Translation dictionary) Teacher monitor the revision process and fill in the gaps for absent or newer students. Provides opportunities to explore and compose using language features that the students are comfortable with while providing situations to encounter new and more complex vocabulary and sentence structures to cater for the development of higher order thinking.

ICT Tools
The students will also listen to profiles of Japanese students created using similar programs (Voki etc.) increasing overall engagement but also strengthening listening skills, pronunciation, and provides audio learners more opportunities to grasp new concepts and ideas. (Profiles will be provided in both audio and written forms to the students.) via email developing the online netiquette involving communication and strengthening the ICT tool Although the students will conduct the drafting process in a document program (Microsoft Word is intended), the students will be given the opportunity and encouraged to submit the finished product using a presentation program (such as Prezi or Microsoft PowerPoint). In this way other ICT skills can also be utilised such as voice recording and distribution through an avatar or character using Voki or Blabberize. Also the manipulation of images to support the content (graphic aid) is also promoted and encompassed in the overall skill of developing an effective presentation using ICT tools.

Stage (2)
Shopping abroad (this includes restaurants and meals) is an authentic scenario that the students can see the value in knowing. Sentence structures relating to the asking of price and ingredients are introduced here, and the vocabulary strengthens the students knowledge of numbers (cross-disciplinary learning between Japanese and mathematics).

Learning Roles
Students investigate the value of Japanese currency in relation to Australias. Shop on a mock Japanese shopping site (developed by the teacher) by enquiring about different products before purchasing them within a set budget (Mathematic component). Depending on the workload and willingness of the teacher and students, this task could be set over a couple of lessons and shopping and enquiry could continue outside of school hours. Teacher provides students with necessary vocabulary related to shopping (asking for prices, asking about items, etc.) teacher develops a mock online Japanese shopping website which has variety of common and eccentric items, each item is only partly described (no price, no physical description, no picture, etc.) the students then have to email the seller (teacher) and enquire about at least 4 different items. The students have an allowance and need to spend as much as they can without going over budget. Strengthening mathematics and Japanese skills and also developing awareness of online shopping safety with browsing and communication.

ICT Tools
The students will use their MIS (managed internet service) webmail issued to them through the school to send and receive emails pertaining to the mock online shopping task. The students will be typing in Japanese and also the ability to send attachments (in this case images of products) with the email will be developed and strengthened in the tasks associated with this segment of the unit. The shopping website that the students visit and interact with will be created as a resource for this unit, developed by the teaching staff as a group to ensure collaborative teaching and learning practices. The website would be designed and created using website creating software such as Weebly (Wix is an alternative that could be utilised to achieve similar results. By putting the products in an online shopping context the students develop website navigation strategies as well as safe online shopping behaviours.

Stage (3)
The unit then leads into the asking of and giving of directions, at this stage it is kept simple and the vocab relates to giving directions from a map or in person where reference can be made from current position (i.e. left side, right side, straight ahead, turn left, turn right). This is again a genuinely authentic skill set that would be necessary when travelling.

Learning Roles
Students exposed to key direction terms (straight ahead turn left/right, on the left/right side) Teacher facilitates physical activity related to giving and receiving directions. (e.g. partnering students up and one member of the team directs the other through an obstacle course around the classroom. Once the students have the concept secured and have established understanding they are provided with a task in which they are to produce a series of directions for the Japanese students to follow using the school as a reference point to find their way to the activities that had been organised.

ICT Tools
Students will review the relevant language features for this section of the unit by utilising a web-based flashcard and reviewing program called Quizlet. Quizlet will allow them to progress through the revision material at their own pace and allow unlimited revisits to the content to ensure that they receive the most out of it. Quizlet allows the flashcards and content to be accesses in both the written and auditory mediums catering for a larger variety of learning styles and therefore students. It also allows students to continue the learning and upkeep of learning required when studying a language outside of school time. The students will also compile the list of directions using Microsoft word to ensure that the accuracy of language skill is the assessable element and that confusion in handwriting the information is reduced.

Stage (4)
Accommodation is another essential aspect of travel and as such it is important to cover the Japanese language components associated with it. At this time the language is focused around obtaining information about potential homestay families (billets). It will include how to express location (city or countryside), the type of building (Apartment, house, etc.), who else lives there (Parents, Siblings, Grandparents, pets, etc.) and the size and features of the home (number of bedrooms, tatami flooring, etc.).

Learning Roles
Teacher introduce language functions that relate to housing in Japan (type of building, city or country, features air conditioning, etc.). Provides students with the floor plans of some Japanese houses to practice describing the housing in a structured manner. Produce a series of Vokis that describe the features of their own home to the students. Students After making efforts to develop their language conventions associated with this topic students write a description of the houses depicted in the floor plans provided. The students then interact with Vokis and interpret the living arrangements of the characters. The students then make a decision on which one of the houses they would most like to live in and have to justify the reasons why by using evidence provided in the Vokis.

ICT Tools
The teacher will develop the vokis that depict the varying living situations of different characters. By using animated avatars to deliver the information the students can differentiate the living situations between the characters. The floor plans of the Japanese houses will be presented to the students using an interactive whiteboard which allows it to be scaled and rotated as necessary to ensure that the students learning is optimally enhanced by the resource.

Stage (5)
Overall, the skill that is of the highest priority is communication. The ability to communicate effectively provides opportunities to expand experiences and more importantly, problem solve. It is therefore the decision that a phrasebook should be developed to ensure at least a simple and limited ability to communicate, to the point that the traveller will survive.

Learning Roles
Teacher Produces a table with the information omitted from various cells with a selection of vocabularies and sentence structures related to the intersection of Japanese and travel. The table also has provision for the students to add the list language conventions that they believe would be beneficially relevant to the context of the unit. Students will be emailed a copy of the incomplete table of phrases and from this the students will be able to save a copy to their computers for editing and also be able to save their finished copy to their computer so that it can revisited at a later time to maintain the level of understanding of the content. The students will be provided (via email) with the phrase table in a word document. The students are not restricted to using Word to create complete the task however, they are invited to use a different program (such as Excel) to complete the table and forward it through to the teacher upon completion.

ICT Tools
The student email accounts will be utilised for the sending and receiving of the task and other relevant correspondence. The students will also be developing and refining their skills in relation to the use of Microsoft office programs by utilising them to complete the table and task.