The Japan Forum > Click Nippon > Class Ideas

Students explore Japanese values and culture emerging from the Japanese concept of uniform.
Students consider the roles of uniform and effects on different points of views; those who wear them, those who make their staff/students wear them and the public. Comparing Japanese uniform culture and that of Australia, students realize Japanese high school students consider their uniform as a form of fashion.

By reading a poem, Dear Fukushima, students will become aware of various global issues and comprehend the issues of Fukushima as close to home, not just someone else’s problem. Students will be lead to take the ‘far away Genpatsu issue’ to the personal level. Students will also connect people, people’s emotions and the issues which we are all responsible for. In the process of studying this unit, students will notice and cultivate ‘Power of words’.

The learners will read an article that Japanese high school students are discussing about their attitudes towards fashion. After reading the text, the learners will write and share their questions, preferences and opinions about fashion within the group.

Students think about the merits and demerits of uniforms and design their favorite uniform.

Students read "大学生のかんきょう活動" and explore Japanese young people's involvement in activities that help the environment. Then students explore the interview though various activities, which include creating an overview of the interview, matching key expressions, completing multiple choice, comparing and reflecting how people help the environment in Japan and student's local area, writing an email or creating a short play which illustrates their activities.
Through studying this interview, students are encouraged to reflect and discuss what they are already doing and further explore ideas that help the environment.

Students read "大学生のかんきょう活動" and explore Japanese young people's involvement in activities that help the environment. Then students explore the interview though various activities, which include creating an overview of the interview, matching key expressions, completing multiple choice, comparing and reflecting how people help the environment in Japan and student's local area, creating a poster or a short play which illustrates their activities.Through studying this interview, students are encouraged to reflect and discuss what they are already doing and further explore ideas that help the environment.

Reading the text, What we have lost", students explore the relationship young Japanese people have with their mobile phones. Activities include: research etiquette in Japan, compare how people use mobile phones, conduct class survey and so on. Make a connection with the topic by brainstorming before reading the interview. Students study the interviewees' opinions about usage, handy functions, and drawbacks of mobile phones. Then give their own opinions. Through studying this interview, students are encouraged to think and discuss about etiquette, and safety issues of using mobile phones as their prime concern.

Reading the text, students explore the relationship young Japanese people have with their mobile phones. Activities include: research etiquette in Japan, compare how people use mobile phones, conduct class survey and so on. Students study the interviewees' opinions about usage, handy functions, and drawbacks of mobile phones. Then give their own opinions. Through studying this interview, students are encouraged to think and discuss about etiquette, and safety issues of using mobile phones as their prime concern.

Students engage with the prefectures and make up of Japan; uncovering the unique specialities of each prefecture in an appealing way through the Kewpie character mascots.

Using the handout, students explore theJapanese high school students' experience and reflection of entering the nation wide competition, Fasshon Koshien, which was extended from their club activity. Other activities include: watching video of the Fasshon Koshien and choose the best one pretending to be judges and explain their reasons for their selection, designing clothes imaging they will enter the Fasshon Koshien next year.

Using the handout, students explore theJapanese high school students' experience and reflection of entering the nation wide competition, Fasshon Koshien, which was extended from their club activity. Other activities include: watching video of the Fasshon Koshien and choose the best one pretending to be judges and explain their reasons for their selection, designing clothes imaging they will enter the Fasshon Koshien next year.

Students learn shodo through activities such as matching new expressions and close activities. Students experience shodo by writing their favourite kanji or word. As a final activity, students compare how Aika's shodo club and the students' club activities are organised (notice similarlities and differences), discuss how Aika grew up through practising shodo, and share their similar experience.

The activity highlights the pros and cons of cell phone use and introduces students to the use of emoticons with Japanese text messages.

Students understand Aika through activities such as multiple choice, matching new expressions and so on. Students experience shodo by writing their favourite kanji or word. As a final activity, students compare how Aika's shodo club and the students' club activities are organised (notice similarlities and differences), discuss how Aika grew up through practising shodo, and share their similar experience.