Expressing Opinions

Overview

This 50-minute lesson is lesson 14 of 16 in the Year 11 Japanese unit "Exploring My Japanese World." The focus is on learning to express opinions in Japanese using the grammatical structure と思います (to omoimasu). Students will practice forming sentences about family and friends. The lesson aligns explicitly with the NSW Stage 6 Japanese Syllabus and enables students to communicate personal perspectives using appropriate linguistic structures, fostering intercultural understanding.

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NSW Curriculum Links

Learning Outcomes and Content

• Communicating: Students use Japanese to express ideas about familiar and some unfamiliar topics, including opinions about people and relationships.
• Understanding: Students use grammatical structures to express feelings, opinions and preferences.
• Cross-Cultural Understanding: Students reflect on how expressing opinions contributes to communication and cultural identity.

Key Syllabus Outcomes (Stage 6 - Year 11)

• JA11-3: Interact in Japanese to exchange information, ideas, opinions and experiences.
• JA11-4: Understand and use language for a widening range of purposes.
• JA11-5: Demonstrate understanding of Japanese culture and identity in communication.

Content Focus

• Language content: Use of と思います to express opinions.
• Topics: Family and friends, personal world.
• Grammar: Sentence formation, opinion expressions.
• Skills: Listening, speaking, reading, writing.

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Lesson Objectives

By the end of the lesson, students will be able to:

1. Understand and correctly use the structure と思います to express opinions in Japanese.
2. Formulate sentences expressing opinions about family and friends.
3. Engage in oral interactions sharing opinions.
4. Recognise cultural nuances around expressing opinions in Japanese.

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Lesson Breakdown (50 Minutes)

1. Warm-up and Recap (5 minutes)

• Briefly review previous lesson content related to describing people and relationships.
• Quick oral Q&A: Ask students simple questions about family or friends in Japanese to activate prior knowledge.

2. Introduction to Expressing Opinions (10 minutes)

• Introduce the grammatical structure と思います (to omoimasu).
• Present sentence structure visually on the board:
  [Phrase] + と思います。
  Example:
  • 彼は優しいと思います。 (I think he is kind.)
• Explain nuances: と思います softens the statement, showing it's an opinion, not a fact.
• Use a colourful, clear PowerPoint slide or handout with model sentences about family and friends.
• Highlight pronunciation and intonation patterns.

3. Guided Practice (10 minutes)

• Provide vocabulary lists for family members and descriptive adjectives (e.g., 優しい, 面白い, かっこいい).
• Students create 3 sentences using と思います about their family or friends with support.
• Pair students and have them share their sentences orally with peer feedback.

4. Listening Activity (8 minutes)

• Play a short recorded conversation or a teacher-read dialogue featuring opinions using と思います about family or friends.
• Students listen for specific opinion phrases and write down what opinions are expressed.
• Brief class discussion to check comprehension.

5. Communicative Activity: Opinion Exchange (12 minutes)

• Small group discussion: Students take turns expressing opinions about fictional or real family/friend scenarios using と思います.
• Provide prompt cards with photos or Japanese names and traits to encourage speaking.
• Teacher circulates offering individual support and feedback on structure and pronunciation.

6. Written Reflection and Exit Ticket (5 minutes)

• Students write 2 sentences expressing opinions about people in their family or friends using と思います.
• Collect these as an exit ticket to assess understanding.
• Briefly summarise today’s lesson and preview the next lesson (e.g., expanding opinions or introducing contrasting expressions).

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Resources Needed

• Whiteboard and markers or digital board
• PowerPoint slides or printed handouts with grammar and vocab
• Vocabulary list handouts (family members, adjectives)
• Audio recording or teacher script for listening
• Opinion prompt cards (with images/names)
• Exit ticket slips or workbook pages

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Differentiation and Support

• For students needing support: Provide sentence starters with と思います and bilingual vocab lists. Allow use of dictionaries or digital translators for writing.
• For advanced students: Encourage creating more complex sentences with reasons, e.g., ～と思います、なぜなら～からです。
• Provide teacher modelling throughout for pronunciation and sentence structure.

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Assessment

• Formative: Observation of oral interaction during pair and group work.
• Written exit tickets demonstrating correct use of と思います.
• Listening activity comprehension check.

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Teacher Reflection Notes

• Monitor if students grasp the difference between stating facts and opinions with と思います.
• Note which adjectives or vocabulary are challenging for students and adjust future lessons accordingly.
• Evaluate student engagement in speaking activities; consider using tech tools such as voice recording apps for additional speaking practice outside class.

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This lesson offers a balanced mix of grammar explanation, vocabulary practice, listening, speaking and writing aligned with NSW Stage 6 Japanese syllabus outcomes. The focus on expressing opinions about family and friends makes it age-appropriate and culturally relevant for Year 11 students. The structured yet communicative approach provides a platform for confident language use and intercultural understanding.

If you would like, I can create detailed handouts, worksheets, or slide contents next!