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Preliminary Japanese Beginners
Course Information and
Assessment
2019
PRELIMINARY ASSESSMENT IN HSIE
The HSIE Faculty will follow the policy and procedures outlined in the AHS
Assessment Policy and Procedures Booklet.
Please note in particular the following points;
• If you have a legitimate reason why you will be unable to achieve an
assessment deadline, you may be eligible for special consideration
on your task. You must notify your teacher and negotiate this well
BEFORE the due date of your task. You may require supporting
documentation.
• All tasks are generally required to be submitted in PAPER form, NOT
electronically, unless your task specifically states otherwise. Be
organised.
• Be aware that computer or electronic failure are NOT considered
by NESA to be a valid reason for a late or non-completion of tasks.
Always, always, always back up your work.
• Students are required to submit their tasks before the end of school
day ON THE DUE DATE and it will therefore be enforced in HSIE that
all tasks must be received by 2.50pm.
• Failure to submit tasks on or before the due date will result in a
deduction of marks. 20% will be deducted for each day that the task is
late. After 5 school days, students will receive a zero mark and be
issued an academic warning letter. Students will still have to submit
the task to clear the warning and to be able to complete the course.
Exceptions include the following;
• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see
your classroom teacher / Head Teacher HSIE before school the
morning of your return and present your paperwork.
• MISADVENTURE covered by a MISADVENTURE FORM. See your
classroom teacher / Head Teacher HSIE before school the
morning of your return to school and present your paperwork.
Non-Serious Attempts and Malpractice.
• NESA requires that all student assessments submitted are a serious
attempt of the task. Non-Serious Attempts attract and N-Award
Warning Letter and you will be required to resubmit the task to
ensure you meet NESA standards of ‘diligence’. Please be aware you
must make a ‘reasonable attempt’ of all assessment tasks. Your
teacher will specifically advise you of what constitutes a ‘reasonable
attempt’.
• Malpractice is a serious matter and includes plagiarism and cheating.
In HSIE, there is a significant research component across our
subjects and it is important to pay particular attention to plagiarism
and accurate referencing. ANY infraction to NESA policy will result
in a ZERO mark on the task, an N-Award Warning Letter and you
will be required to resubmit the task. Be aware that further
consequences can include Executive intervention, suspension and
formal reporting. Please refresh and ensure you understand your
obligations as outlined during the compulsory “All my Own
Work” program or seek advice from your teacher if you are
unsure of your obligations.
For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.
Faculty: HSIE Course: Japanese Beginners
In this Subject, you will cover:- Module Topic
CORE: The Personal World
The Personal World, will enable students to use Japanese to express and share ideas about experiences and activities relating to daily life and transactions in their own world.
CORE: The Japanese Speaking Community
The Japanese-Speaking Communities, will enable students to inquire about and to express ideas in order to undertake activities and transactions appropriately in one or more communities where Japanese is spoken.
Components:
A Listening B Reading C Speaking D Writing
Components Weighting
TASK 1 TASK 2 TASK 3
Term 2 – Week 2 Term 2 - Week 8 Term 3 – Week 9-10
Interview with teacher/ response to listening materials in
Japanese
Response in English and Japanese to
written materials Yearly Examination
OUTCOMES 1.1, 1.2, 1.3, 2.2,
3.2,3.3
OUTCOMES 2.1, 2.2,2.3,2.4, 2.5,
3.1, 3.2
OUTCOMES 2.1, 2.4, 3.1, 3.2, 3.3
A 30% 10% 20%
B 30% 20% 10%
C 20% 20%
D 20% 10 10%
Total 100% 30% 30% 40%
Course Outcomes:
1.1 establishes and maintains communication in Japanese
1.2 manipulates linguistic structures to express ideas effectively in
Japanese
1.3 sequences ideas and information
1.4 applies knowledge of the culture of Japanese-speaking communities
to interact appropriately
2.1 understands and interprets information in texts using a range of
strategies
2.2 conveys the gist of and identifies specific information in texts
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of Japanese-speaking
communities in texts
3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey
information and express original ideas in Japanese
3.4 applies knowledge of the culture of Japanese-speaking communities
to the production of texts.
Notice of Assessment Task Preliminary Business Studies
Date of initial notification: Term 1 week 9
Date of submission: Term 2, Week 2
Task Number: 1 Weighting of task: 20%
Course component/Focus area/Topic/Module: Family, Life and Home, Neighbourhoods and Communities, Education and Work.
Task Description: One on One speaking examination with the teacher
This task is an opportunity for you to practice your speaking skills under examination condition one on one with a teacher.
• Use the questions from your question booklet to help you prepare for the speaking examination
• The interview takes approximately 5-8 minutes
Outcomes Assessed:
1.1: establishes and maintains communication in Japanese
1.2: manipulates linguistic structures to express ideas effectively in Japanese
1.3: sequences ideas and information
2.2: understands and interprets information in texts using a range of strategies
3.2: structures and sequences ideas and information
3.3: applies knowledge of diverse linguistic structures to convey information and express original ideas
in Japanese
Notes:______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Marking Criteria Marks
• Converses effectively by exchanging relevant information, opinions and
comment
• Uses acceptable intonation and pronunciation
• Demonstrates an excellent control of a variety of vocabulary and language
structures
17 — 20
• Converses using relevant information and opinions
• Uses acceptable intonation and pronunciation in most instances
• Demonstrates a sound knowledge of vocabulary and language structures
13 — 26
• Expresses relevant information and opinions in response to questions
• Demonstrates some knowledge of vocabulary and language structures
9 — 12
• Responds to simple questions, using single words and some formulaic
expressions
• Demonstrates a basic knowledge of vocabulary and language structures
5 — 8
• Achieves minimal communication through the use of single words and
formulaic expressions
1 — 4
Notice of Assessment Task
Japanese Beginners
Date of initial notification: Term 2, Week 6
Date of submission: Term 2, Week 8
Task Number: 2 Weighting of task: 30%
Course component/Focus area/Topic/Module: Topic 3 – Education and Work Topic 4 – Friends, Recreation and Pastimes
Task Description: Extended Writing Response
• Student will be given two passages in Japanese and they are to write an extended response in Japanese
• Students are to encouraged to use a wide range of grammar structures and Kanji in their response.
Outcomes assessed:
1.1 establishes and maintains communication in Japanese
1.2 manipulates linguistic structures to express ideas effectively in Japanese
1.3 sequences ideas and information
2.1 understands and interprets information in texts using a range of strategies
2.2 summarises the main points of a text
2.3 draws conclusions from or justifies an opinion about a text
3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
Notes:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Written Response 1
Criteria Marks
• Communicates ideas and information appropriate to audience, purpose and context
• Organises ideas and information coherently
• Applies knowledge of vocabulary and language structures to the task
6
• Communicates with some awareness of audience, purpose and context
• Organises ideas and information with some coherence
• Demonstrates knowledge of vocabulary and language structures
4–5
• Demonstrates some understanding of the requirements of the task
• Demonstrates some ability to organise information
• Demonstrates some knowledge of vocabulary and language structures
2–3
• Produces some comprehensible language related to the task 1
Total __/6
Written Response 2
Criteria Marks
• Presents ideas and information relevant to audience, purpose and context
• Organises ideas and information coherently
• Demonstrates control of a range of vocabulary and language structures
9–10
• Presents ideas and information mostly relevant to audience, purpose and context
• Organises ideas and information with some coherence
• Demonstrates knowledge of vocabulary and language structures
7–8
• Presents some ideas and information relevant to audience, purpose and context
• Demonstrates some ability to organise information
• Demonstrates some knowledge of vocabulary and language structures
5–6
• Presents some information relevant to the task
• Demonstrates a basic knowledge of vocabulary and language structures 3–4
• Produces some comprehensible language related to the task 1–2
• Total__/10
Notice of Assessment Task
Preliminary Japanese Beginners
Date of initial notification: Term 3, Week 5
Date of submission: Term 3, Week 7
Task Number: 3 Weighting of task: 40%
Course component/Focus area/Topic/Module: Topic 1: Family Life and Home Topic 2: Neighbourhoods and Communities Topic 3: Education and Work Topic 4: Friends, Recreation and Pastimes Topic 5: Holidays, Travel and Tourism Topic 6: Future Plans and Aspiration
Task Description: Yearly Examination
• students are to complete a Yearly Examination on the topics above
• the examination consists of 3 parts: -listening -reading -writing
• the test will be completed in a separate location
Notes:______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Outcomes Assessed: 1.3: sequences ideas and information 2.1: understands and interprets information in texts using a range of strategies 2.2: conveys the gist of and identifies specific information in texts 2.3: summarises the main points of a text 2.4: draws conclusions from or justifies an opinion about a text 3.1: produces texts appropriate to audience, purpose and context 3.2: structures and sequences ideas and information 3.3: applies knowledge of diverse linguistic structures to convey information and express original ideas in Japanese
Japanese Beginners
Stage 6 Syllabus
June 2010
Original published version updated:
August 2013 – Updated with minor amendments
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20110863
20130570
7 Japanese Beginners Outcomes Objectives and Outcomes
7.1 Table of Objectives and Outcomes The outcomes and associated knowledge, understanding and skills that students are expected to achieve at the end of this course are listed below. These outcomes arederived from the objectives.
Objectives Outcomes
A student:
Interacting
1.1 establishes and maintains communication in Japanese
1.2 manipulates linguistic structures to express ideas effectively
in Japanese
1.3 sequences ideas and information
1.4 applies knowledge of the culture of Japanese-speaking
communities to interact appropriately
Understanding Texts
2.1 understands and interprets information in texts using a range
of strategies
2.2 conveys the gist of and identifies specific information in
texts
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of Japanese-
speaking communities in texts
Producing Texts
3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey
information and express original ideas in Japanese
3.4 applies knowledge of the culture of Japanese-speaking
communities to the production of texts.
8.2 Topics The prescribed topics should be studied from two interdependent perspectives:
• the personal world
• the Japanese-speaking communities.
The two perspectives will enable students to develop knowledge and understanding of and
skills in the Japanese language, linked to cultural values, attitudes and practices.
The perspective, the personal world, will enable students to use Japanese to express and share
ideas about experiences and activities relating to daily life and transactions in their own
world.
The perspective, the Japanese-speaking communities, will enable students to inquire about
and to express ideas in order to undertake activities and transactions appropriately in one or
more communities where Japanese is spoken.
The prescribed topics provide an organisational focus so that tasks can be presented as a
series of related learning experiences in cohesive contexts.
Topics
The topics are sufficiently broad to allow flexibility in school programs, but specific enough
to be of practical assistance to students and teachers. The length of time devoted to each topic
will vary according to the needs and interests of students and the availability of resources.
The Personal
World
The Japanese-speaking
Communities
• Family life, home and neighbourhood
• People, places and communities
• Education and work
• Friends, recreation and pastimes
• Holidays, travel and tourism
• Future plans and aspirations
8.8 Grammar Throughout the Japanese Beginners course, students will learn about grammatical structures in context as they complement the content and organisation of individual programs. The grammatical structures that will be defined are those that students will be expected to recognise and use by the end of the HSC course. They should be read in conjunction with the content of the syllabus. Grammar should be used to support the process of language acquisition and to facilitate communication, rather than being taught in isolation. Students will be expected to recognise and use the following grammatical structures:
Plain Forms Polite Forms Nouns
先生 だ です だった でした
Adjectival Nouns
きれい じゃない じゃ (or では) ないです/
じゃ (or では) ありません
じゃなかった じゃ (or では) なかったです/
じゃ (or では) ありませんでした
でしょう
じゃ (or では) ないでしょう
~い Adjectives
おもしろい おもしろいです
おもしろくない おもしろくないです
おもしろかった おもしろかったです
おもしろくなかった おもしろくなかったです
~る Verbs
食べる 食べます
食べない 食べません
食べた 食べました
食べなかった 食べませんでした
食べましょう
食べませんか
~う Verbs
のむ のみます
のまない のみません
のんだ のみました
のまなかった のみませんでした
のみましょう
Plain Forms Polite Forms
のみませんか
Plain Forms Polite Forms Irregular Verbs
来る 来ます
来ない 来ません
来た 来ました
来なかった 来ませんでした
来ませんか
する します
しない しません
した しました
しなかった しませんでした
しましょう
しませんか
Verbs: ~て form Form Function/Use Example
~て linking ideas 家にかえってしゅくだいをします。
~て+ください requesting ドアをあけてください。
~て+います
~ていました (past)
~ていません (negative) ~ていませんでした (negative past)
expressing what you are
doing ピザを食べています。
~て+もいいです(か) giving (asking)
permission テレビを見てもいいです(か)。
~て+はだめです denying permission テレビを見てはだめです。
~て+みます expressing a desire to try
to do something さしみを食べてみます。
Adjectives: ~て form Form Function/Use Example
~くて/で linking ideas ふじ山はきれいでゆうめいです。
日本語はおもしろくてたのしいで
す。
Verbs: ~た / ~たり / ~たら forms Form Function/Use Example
~たあと(で) expressing when (after)
you do something しゅくだいをしたあとで、テレビ
を見ます。
~たり~たり expressing that you do
various activities おんがくを聞いたりテレビを見た
りします。
Verbs: ~ます Base Form Function/Use Example
BASE+たいです expressing what you want
to do 海に行きたいです。
BASE+たいと思いま
す
expressing what you think
you’d like to do 日本に行きたいと思います。
BASE+に indicating purpose えいがを見に行きます。
BASE+ながら indicating actions done
simultaneously テレビを見ながらおかしを食べま
す。
Verbs: Finite Form Form Function/Use Example
FF+時 expressing when you do
something (when) 私が日本に行った時…
FF+前 expressing when you do
something (before) 日本に行く前に…
FF+ことができます expressing what you can do 中国語を話すことができます。
FF+つもりです expressing what you intend
to do あした海に行くつもりです。
FF+と思います expressing what you think みち子さんも来ると思います。
FF+から giving reasons あさはやくおきるから、はやくね
ます。
FF+Noun relative clause あした見るえいが…
きのう買った本…
Nouns, Adjectival Nouns and Adjectives: Finite Form Form Function/Use Example
FF+と思います expressing what you think さおりさんの本だと思います。
きれいだと思います。
おもしろいと思います。
FF+といいます quoting what someone said けんくんはあした来るといいまし
た。
FF+から giving reasons 先生のくるまだからです。
ゆうめいだからです。
あついからです。
Particles Particle Function/Use Example
は topic marker 私は日本人です。
contrast 本はありますが、じしょはありま
せん。
が subject marker ねこがいます。
まさおくんが来ました。
expressing likes 日本語が好きです。
expressing abilities 日本語ができます。
の possessive (of, ’s) 私の本です。
ジョンくんのじしょです。
possessive pronoun 私のです。
adjectival 日本のくるまです。
locational つくえの上にあります。
(の)んです asking/giving clarification,
explanation どうしたんですか。
あたまがいたいんです。
を direct object コーラをのみます。
place of motion (along,
through) このみちをまっすぐ行ってくださ
い。
Particle Function/Use Example
に place of existence (in, at) 町に住んでいます。
Particle Function/Use Example
position/location へやにいます。
つくえの上にあります。
destination (to) あした町に行きます。
point of time (at, on, in) 三時に行きます。
月よう日にあいましょう。
十二月に行きます。
indirect object 先生に聞いてください。
making a decision すしにします。
purpose あそびに行きます。
へ direction (to) 日本へ行きます。
letter-addressee (to) よう子さんへ
より letter-sender (from) ゆみ子より
で place of action レストランで食べます。
by means of (transport) でんしゃで行きます。
with (implement) はしで食べます。
in (language) ひらがなでかきます。
と linking (and) 本とざっしを買います。
with (person) 友だちと行きます。
や linking (and, etc.) 本やざっしを買います。
も linking (as well, too) あきらくんもいます。
広島にも行きたいです。
か question marker 何才ですか。
alternative (or) えんぴつかペンをください。
ね/ねえ tag question (isn’t it?) むずかしいですね。
Particle Function/Use Example
よ emphasising/exclaiming (!) あぶないですよ。
assuring/gently persuading やさしいですよ。
Conjunctions Conjunction Function/Use Example
が linking (but) すう学はつまらないですが、
日本語はおもしろいです。
けど/けれど/けれども linking (but) 日本に行きたいけど/けれど、お金
がありません。
Connectives Connective Function/Use Example
そして and then 六時におきます。
そしてシャワーをあびます。
だから therefore あたまがいたいです。
だからねます。
でも however よくテニスをします。
でもへたです。
それから after that しゅくだいをしました。
それからテレビを見ました。
Nominalisers Nominaliser Function/Use Example
時 nominalisation (time) 子どもの時からピアノをならって
います。
小さい時オーストラリアに来まし
た。
こと nominalisation えいがに行くことが好きです。
の nominalisation 本をよむのが好きです。
nominalisation (the one) あかいのをください。
Words indicating extent
Word Function/Use Example
から since, from (a point of
time) 五時からです。
from (a place) フランスから来ました。
まで until (a point of time) 十時までべんきょうします。
to (a place) 家から学校まであるいて行きます。
ごろ approximate point of time 三時ごろかえります。
ぐらい approximate amount 十ドルぐらいです。
approximate length of time 五分ぐらいかかります。
approximate length
(measurement) 五メートルぐらいです。
より comparative (than) くるまはバスよりはやいです。
ほう comparative りんごのほうがやすいです。
いちばん superlative (the most) すう学が一ばん好きです。
だけ extent (only) 私だけ行きます。
Counters Counter Example
にん (people) 何人なんにん
ひとり、ふたり、さんにん…
ひき (small animals) 何なん
びき
いっぴき、にひき、さんびき…
さい (age) 何才なんさい
いっさい、にさい、さんさい…
つ (general) いくつ
ひとつ、ふたつ、みっつ…
Counter Example
さつ (books, magazines) 何なん
さつ
いっさつ、にさつ、さんさつ…
ばん (numbers) 何なん
ばん
いちばん、にばん、さんばん…
じ (time) 何時な ん じ
いちじ、にじ、さんじ…
まい (thin, flat objects) 何なん
まい
いちまい、にまい、さんまい…
ほん (long, slender objects) 何本なんぼん
いっぽん、にほん、さんぼん…
えん (yen) いくら
ひゃくえん、にひゃくえん、さんびゃくえん…
ドル (dollars) いくら
いちドル、にドル、さんドル…
セント (cents) いくら
ごセント、じゅっセント、にじゅっセント…
じかん 何なん
時じ
間かん
いちじかん、にじかん、さんじかん…
じかんめ 何なん
時間じ か ん
目め
いちじかんめ、にじかんめ、さんじかんめ…
にち 何日なんにち
(間かん
)
いちにち、 ふつか(かん)、みっか(かん)…
しゅうかん 何なん
週しゅう
間かん
いっしゅうかん、にしゅうかん、さんしゅうかん…
かげつ 何なん
か月げつ
いっかげつ、にかげつ、さんかげつ…
ねん 何年なんねん
(間かん
)
いちねん(かん)、にねん(かん)、さんねん(かん)…
In addition, students will be expected to recognise the following grammatical structures:
Form Function/Use Example
~くなる / ~になる expressing change in state おもしろくなります。
しずかになります。
しょう来、先生になります。
Form Function/Use Example
~たことがあります relating your experience 日本に行ったことがありますか。
~たら expressing a condition 日本に来たら、ぜひれんらくして
ください。
FF + そうです saying/reporting what you
have heard トムくんは日本に行くそうです。
それはアメリカのえいがだそうで
す。
ふじ山はきれいだそうです。
日本のなつはあついそうです。
Base + なければなりません
expressing what you have to
do/ must do しゅくだいをしなければなりませ
ん。
Base + ないでください
requesting someone not to
do something くるまで行かないでください。