Topic: Shopping

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• communicate needs, desires, and emotions appropriately
• exchange information orally and in writing using hiragana and katakana
• participate in a variety of familiar situations drawn from real life

It is expected that students will:

• process information from age-appropriate Japanese-language resources to complete authentic tasks
• convey acquired information in oral and visual forms, and in writing using hiragana and katakana

It is expected that students will

• demonstrate knowledge of basic concepts and terms that characterize Japanese culture and society

This unit focussed on vocabulary, customs, and conversations related to shopping transactions. Students participated in a classroom shopping venture as buyers and sellers. Evaluation was based on advertising posters and shopping dialogues.

Planning for Assessment and Evaluation

• The teacher provided instruction about the specific language, vocabulary, and dialogue used for shopping and for buying and selling. Students then practised what they had learned.

• The teacher reviewed vocabulary for small numbers, which students had previously learned, and then introduced higher numbers needed to describe the purchase of large items (e.g., cars, real estate, jewellery). Students used flyers to practise recognizing and saying these larger numbers with partners. Students also played "The Price is Right," in which they guessed the price of an object or item displayed on a board.

• Students watched slides and videos to identify features of Japanese stores. They also discussed the specific customs and etiquette associated with shopping in Japan.

• Students listened to a dialogue and then, using clues, determined the main idea of the dialogue.

• Students practised shopping dialogues with partners and in groups. Then they created their own dialogues and presented them as role plays to the class.

• Using pictures, the teacher reviewed the adjectives needed for shopping and demonstrated how to describe and compare (e.g., too new, too much, too old, too expensive, too cheap; I like A; B is too ______________).

• The teacher reviewed grammatical patterns and endings. Students practised using this information by writing a wish list, a wants list, and a needs list.

• Each student created or provided something to sell (e.g., cookies or craft items), set up shop, promoted the item through advertising posters, and engaged in dialogue as a seller. Students also played buyers and, using yen, participated in dialogues with sellers to buy their products.

Criteria were established for the advertising posters and shopping transaction dialogues.

Poster

• complete, with all necessary information
• includes descriptive vocabulary for product
• words are in Japanese script and are understandable
• grammar, spelling, and sentence construction are correct
• creative and original; promotes the product and encourages customers to purchase it

• Japanese pronunciation and enunciation are a close approximation
• Japanese is understandable, with correct grammatical patterns and endings
• dialogue is sustained and communicates intended message
• student uses appropriate adjectives to describe the product in detail
• student uses phrases and appropriate speech patterns related to shopping
• demonstrates appropriate etiquette and cultural norms associated with shopping

Assessing and Evaluating Student Performance

The teacher completed rating scales for the poster and for the dialogue. During the shopping transactions, students used the rating scale to self-assess, and other group members used it for peer assessment. The teacher asked students to audiotape their transactions for evaluation, and then assessed the tapes.

Poster

Feature	Score
complete with all necessary information	/4
includes descriptive vocabulary for product	/4
words are in Japanese script and are understandable	/4
grammar, spelling, and sentence construction are correct	/4
creative and original; promotes the product and encourages customers to purchase it	/4
Total	/20

Shopping Dialogue

Seller's Name__________________ Rater's Name___________________ Buyer_______________________
Feature	Rating
	Always Sometimes Rarely
Japanese pronunciation and enunciation are a close approximation	5	4	3	2	1
Japanese is understandable, with correct grammatical patterns and endings
dialogue is sustained and communicates intended message
student uses appropriate adjectives to describe the product in detail
student uses phrases and appropriate speech patterns related to shopping
student demonstrates appropriate etiquette and cultural norms associated with shopping

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