0 E E v v e e r r y y t t h h i i n n g g Y Y o o u u E E v v e e r r W W a a n n t t e e d d t t o o K K n n o o w w A A b b o o u u t t t t h h e e I I B B a a b b i i n n i i t t i i o o J J a a p p a a n n e e s s e e E E x x a a m m From 2015 K K a a n n j j i i B B o o o o k k Anne Rajakumar
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Minimum GCSE kanji for writingjapanese4schools.co.uk/...IN-complete-assessmentkanji-book_2015.pdf · These are the kanji you must be able to read and write in your Japanese IB ab
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Paper 1: Text Handling (1 hour 30 minutes - 30%) o Text-handling exercised based on four written texts o A short writing exercise in response to the fourth text
Paper 2: Written Production (1 hour - 25%) o One short writing task from a choice of two (minimum 100 characters
in length) o One extended writing task from a choice of three (minimum 200
characters in length)
Written Assignment (independent work - 20%) o A piece of independent research carried out in students’ own time
and word-processed (400 – 700 characters). Between 2-4 Japanese language sources may be used and must be submitted with the assignment, as well as unlimited sources in languages other than Japanese. These must be referenced in the bibliography.
Internal Assessment 25%
Internal Oral Assessment to take place in the final year of the course (10 minutes exam plus 15 minutes preparation time - 25%)
o Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course.
o To be recorded and submitted.
• Part 1: Presentation of a previously unseen visual stimulus (from a choice of two) by the student (1- 2 minutes) • Part 2: Follow-up questions on the visual stimulus (2 - 3 minutes) • Part 3: General conversation including at least two questions on the written assignment (4 - 5 minutes)
Assessment criteria are used to assess the individual oral, which is awarded a total of 25 marks. There are two assessment criteria: Criterion A Productive skills 10 marks Criterion B Interactive and receptive skills 15 marks Total 25 marks
NB. You may make notes during the preparation time, but you must not
write out the presentation in full, and the notes must be submitted to the
IB. You may not use a dictionary.
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Minimum IB ab initio kanji for writing
These are the kanji you must be able to read and write in your Japanese IB
ab initio exams. Please learn them in the correct stroke order! The kanji for
How to use the Everything Kanji Revision Guide The Kanji Revision Guide can be used by teachers or pupils to teach or revise the ab initio IB kanji. The initial section of the book introduces each kanji with information on stroke order, readings, general meaning, kanji radicals, and a label for the component parts of the kanji. In the table to the right, the most important words using that kanji are given, and these should be learnt by the student. The words in shaded boxes include unfamiliar kanji which will be introduced later in the course and do not need to be learned to complete the Revision Test for that particular kanji (see more on Revision Tests below). The example sentence at the bottom of the table is simple and includes the most likely use of that kanji at IB ab initio level. This book works equally well as a personal study tool for students, or a text book for teaching kanji in the classroom. The Revision tests should be completed and marked by the students themselves in preparation for either classroom-based kanji tests, or the IB ab initio exam itself. Ganbatte!
IB
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1. 一 one, first one Radical: ichi (one)
2. 二 two, second two Radical: ni (two)
一つ ひとつ one
一 いち one
一円 いちえん one yen
一人 ひとり one person
一日
中 いちにち
じゅう all day long
一本 いっぽん one long thin thing
一日 ついたち 1st of the month
一月 いちがつ January
一時 いちじ one o‟clock
二つ ふたつ two
二 に two
二円 にえん two yen
二人 ふたり two people
二本 にほん two long thin things
二日 ふつか 2nd of the month
二月 にがつ February
二時 にじ two o‟clock
三つ みっつ three
三 さん three
三円 さんえん three yen
三人 さんにん three people
三本 さんぼん three long thin things
三日 みっか 3rd of the month
三月 さんがつ March
三時 さんじ three o‟clock
四つ よっつ four
四 し or よん four
四円 よんえん four yen
四人 よにん four people
四本 よんほん four long thin things
四日 よっか 4th of the month
四月 しがつ April
四時 よじ four o‟clock
3. 三 three, third one/ two Radical: ichi (one)
4. 四 four, fourth enclosed/human legs Radical: kuni gamae (enclosure)
106. 話 to speak, story word/ tongue Radical: gonben (word)
107. 書 to write, book, documents brush/ lined paper Radical: hirabi (sunlight)
買います (を)かいます to buy 買いもの
します
かいもの
します to go shopping
おもしろい新聞を買いました。 I bought an interesting newspaper.
108. 買 buy net/ shell fish (money) Radical: kai (shellfish)
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生まれます (で)
うまれます to be born
生(の) なま(の) raw 生と せいと pupil 先生 せんせい teacher
二年生 にねんせい 2nd year pupil
大学生 だいがくせい uni student
高校生 こうこうせい senior high student
中学生 ちゅうがくせい middle student
小学生 しょうがくせい primary student
生ぶつ せいぶつ biology 先生は、レスターで生まれました。 The teacher was born in Leicester.
109. 生 live, be born, life living Radical: umareru (be born)
会います (に)
あいます to meet
会話 かいわ conversation 教会 きょうかい church
会社 かいしゃ company/ business
社会 しゃかい society きのう友だちに会いました。 Yesterday I met my friend.
110. 会
meet, meeting, association roof/ cloud Radical: hito (person)
111. 休 rest, holiday person/ tree Radical: nin ben (person)
休みます やすみます rest/ take a holiday
休み やすみ rest/ break/ holiday
休日 きゅうじつ holiday 二時間休みました。 I rested for two hours.
有ります (が)
あります to exist/ to have
有名(な) ゆうめい(な) famous * It is not usual to use this kanji to
writeあります。
112. 有 exist arm by side/ moon or part of body Radical: tsuki (moon)
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114. 住 live person/ master Radical: nin ben (person)
言います (と)
いいます to say
あの人は「こんにちは」
と言いました。 That person said “konnichiwa”.
113. 言 say, word word [blah blah blah mouth] Radical: kotoba (word)
売ります (を)
うります to sell
売店 ばいてん kiosk/ small shop
売場 うりば counter in a shop
キーワースですしを売りません。 They don‟t sell sushi in Keyworth.
知って
います
(を)
しっています to know*
知りません しりません to not know 知らせます しらせます to inform/ tell それを知っています。 I know that. *This verb is usually used in the continuous (ています) form in the positive, but in the
negative it remains 知し
りません.
住んでいます (に) すんでいます
to live in.. *
住所 じゅうしょ address キーワースに住んでいます。 I live in Keyworth. *This verb is usually used in the continuous (ています) form.
115. 売 sell samurai/ table/ human legs Radical: samurai
116. 知 know arrow/ mouth Radical: ya hen (arrow)
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思います (と)
おもいます to think
思い
出します
おもい
だします to recall
やっとあの電話ばんごうを思い
出しました。 I finally remembered that telephone number. テニスは楽しいと思います。 I think tennis is fun.
117. 思 to think, to consider brain/ heart Radical: kokoro(heart)
118. 帰 to return, to conclude standing sword/ broom Radical: rittou (standing sword) *a variation of 力
帰ります (に・へ)
かえります return home
月曜日から金曜日まで三時半
に家うち
へ帰ります。 From Monday to Friday I return home at half past 3.
教えます (を)
おしえます to teach
教会 きょうかい church キリスト
教 きりすと
きょう Christianity
教室 きょうしつ classroom 先生はひらがなを教えました。 The teacher taught us hiragana.
164. 公 public eight/ myself Radical: hachi (eight)
163. 場 place earth/ heat (sun, one, never) Radical: tsuchi hen (earth)
場所 ばしょ place こう場 こうじょう factory 会場 かいじょう meeting place 売り場 うりば sales counter 道場 どうじょう hall for martial arts 入場 にゅうじょう admission 日本のこう場ではたらいています。 I work in a Japanese factory.
父は会社員です。 My father is a business man (company employee).
169. 員 member mouth/ shellfish
Radical: kuchi (mouth)
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Japanese ab initio written assignment
Word Count: 400–700 characters (if the word limit is exceeded, the assessment will be based on the first 700 characters.) Weighting: This task counts for 20% of the overall Japanese ab initio mark. Sources: 2–4 sources in the target language (additional sources in any language are optional, and must be included in the bibliography) Timing:
Title must be submitted in the first week of September, 2014
1st draft must be submitted in the week beginning 10 November, 2014
Completed written assignment must be submitted in the week beginning 1 December, 2014
Dictionaries and Reference Material: May be used Teacher input:
Section A - Description [しょうかい]: A description of the chosen topic
Section B - Comparison [ひかく]: A comparison of the differences and/or similarities between the chosen topic in the target culture(s) and the student’s culture(s)
Section C – Reflection [かんそう]: A reflection related to the chosen topic. The reflection must include answers to all of the following questions.
Which aspect of your chosen topic surprised you? Why do you think these cultural similarities/differences exist? What might a person from the target culture(s) find different
about your chosen topic in your culture(s)? Formal requirements
The written assignment is word processed in the target language.
All extracts from the source material are appropriately referenced.
The sources in the target language are included for submission with the assignment.
A bibliography in standard format is included with references to all sources in all languages.
Assessment criteria are used to assess the written assignment, which is awarded a total of 20 marks.
There are seven assessment criteria. (Total 20 marks)
Criterion A Description 2 marks
Criterion B Comparison 3 marks
Criterion C Reflection question 1 3 marks
Criterion D Reflection question 2 3 marks
Criterion E Reflection question 3 3 marks
Criterion F Language 4 marks
Criterion G Formal requirements and register 2 marks
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Criterion A: Description • To what extent does the student succeed in stating relevant factual information about the target culture(s)?
Criterion B: Comparison • To what extent does the student succeed in presenting one or more cultural differences and/or one or more similarities between the chosen cultural topic in the target culture(s) and in the student’s own?
Criterion C: Reflection—question 1 The reflection must include an answer to the following question: Which aspect of your chosen topic surprised you?
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Criterion D: Reflection—question 2 The reflection must include an answer to the following question: Why do you think these cultural similarities/ differences exist?
Criterion E: Reflection—question 3
Criterion E: Reflection—question 3 The reflection must include an answer to the following question: What might a person from the target culture(s) find different about your chosen topic in your culture(s)?
Criterion F: Language If the word limit is exceeded, the assessment will be based on the first 350 words. • To what extent does the student demonstrate an ability to use the language clearly?
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Criterion G: Formal requirements and register The formal requirements of the written assignment are as follows. 1. The written assignment is word processed in the target language. 2. The sources in the target language are included for submission with the assignment. 3. A bibliography in standard format is included with references to all sources in all languages. • Does the student fulfill all formal requirements of the written assignment?
• Does the student show an awareness of the appropriate register for the task?
Written Exams at the end of the Course
Paper 1: Receptive skills Duration: 1 hour 30 minutes Weighting: 30% Paper 1 is externally set and externally assessed. The aim of this text-handling paper is to assess, through a variety of exercises, the student’s ability to read and understand a range of authentic texts. These texts may have been adapted. The text booklet consists of four texts, and the question and answer booklet contains up to 40 text-handling exercises
Paper 2: Productive skills Duration: 1 hour Weighting: 25% Paper 2 is externally set and externally assessed using the productive skills criteria (see “External assessment criteria”). It is divided into two sections. • Section A: Short writing task—Students answer one question from a choice of two. 7 marks; more than 100 characters.
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• Section B: Extended writing task—Students answer one question from a choice of three. 18 marks; 200 characters.
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Get ahead with your
Japanese ab initio speaking
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Japanese ab initio speaking assessment
What you need to do for speaking
All your speaking is internally assessed and externally moderated.
Your speaking accounts for 25% of your overall grade.
The Individual Oral
This is what you would call your “speaking exam”.
You have to do three things:
(i) Make a presentation about a previously unseen visual stimulus. (You have 15 minutes to prepare for this and a choice of two)
(ii) Participate in a follow up conversation about the picture.
(iii) Participate in a general conversation on a different topic , starting with at least two questions on the written assignment, such as:
What is your written assignment about?
Why did you choose this as your written assignment?
What did you learn from the written assignment?
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What you need to do for speaking
All your speaking is internally assessed and externally moderated.
Your speaking accounts for 25% of your overall grade.
The Individual Oral
This is what you would call your “speaking exam”.
You have to do three things:
(i) Make a presentation about a previously unseen visual stimulus. (You have 15 minutes to prepare for this and a choice of two)
(ii) Participate in a follow up conversation about the picture.
(iii) Participate in a general conversation on a different topic , starting with at least two questions on the written assignment, such as:
What is your written assignment about?
Q. さくぶんは、何(なに)についてですか。
A. Topic についてです。
Why did you choose this as your written assignment?
Q. どうして、それをえらびました。
A. なぜなら、REASON (remember ‘na’ adj/noun takes だ)
からです。
What did you learn from the written assignment?
Q. Topic について、何をまなびました(学びました)か。
A. いろいろなことをまなびました。I learned various things
(いろいろなことです。It was various things.)
たとえば、…… For example,….
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Part I Describing a picture What you have to do
At the beginning of the oral, I will give you a choice of 2 pictures, each on a different ab initio topic. You need to choose one. You then have 15 minutes (by yourself) to prepare. No dictionaries or notes are allowed, but you are allowed to make notes, and you may bring up to 10 headings with you into the exam. You MUST NOT just read what you have written. Your description needs to be 2 – 3 minutes long. Tips for describing the picture Step 1: Introduce your photo/picture:
TOPIC の しゃしん について はなしたい と 思おも
います。
え
I think I would like to talk about the photo/picture of TOPIC.
OR: このしゃしん/え を しょうかい したい と 思おも
います。 I think I would like to introduce this picture.
Step 2: State what the photo/picture is:
これは、*** の しゃしん です。
え Step 3: Make a comment about the weather/season, using the clothing of the people in the picture as your reason.
しゃしんの人は、コートをきていませんから、お天気はさむくないでしょう。 The people of the photo are not wearing coats, therefore the weather is probably not cold.
Nb: to wear something over your arms – きる(きています)
スーツをきています He/she is weating a suit
to wear something over your legs – はく(はいています)
ブーツをはいています He/she is wearing boots
to wear something over your head – かぶる(かぶっています)
ぼうしをかぶっていません He/she is not wearing a hat
Step 4: Choose an area of the picture (え) or photo (しゃしん) and say what there is there:
しゃしん の 上(うえ)(above) に *** が あります。
え 下(した)(below) います。
右(みぎ)(right)
左(ひだり)(left)
中(なか)(middle)
In the [position] of the photo there is a ***.
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Step 5: Speculate about the items in the picture in the location you have chosen,
using the following variations of the basic ‘A is B’ [A は B です] pattern:
A は B でしょう。A is probably B.
A は B かもしれません。I wouldn’t be surprised if A were B.
A は B にみえます。 A looks like B.
A は B だと思います。I think A is B.
For added WOW factor, insert ‘In my opinion’ before any of the above:
わたしのいけんでは、。。。。
If you have several people in the picture you want to talk about, it is probably
easiest to give them names, or if it is a family, call them お父さん、お母さん、お
兄さん etc.
Step 6: Go on to describe some details: (This is probably what you want to think about in your 10 minute preparation time and make some notes on).
What the people are doing
What you can see in the background
If anything is special or unusual about the picture (eg it is a birthday)
To get a top grade, you probably need to go beyond just describing what you see in the picture. To do this you can
Tell me what happened BEFORE the picture (tell a little story)
このまえに、みんなで 買か
い物もの
に行い
ったかもしれません。
Tell me what you think is going to happen AFTER this picture
これから、友とも
だちと 図書館としょかん
に行い
くでしょう。
Link it to your own experience and tell me about your own experience / thoughts
私わたし
のうちでは、 妹いもうと
と料理りょうり
をします。
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Example
スポーツのえについてはなしたいと思います。これは、やきゅうのえです。
お天気はいいと思います。えの中に男の子がいます。あの人は、やきゅうの
せんしゅでしょう。なまえは、けんじだと思います。けんじは、15さいで、
ハンサムです。アメリカ人にみえます。わたしのいけんでは、やきゅうはお
もしろいスポーツです。やきゅうが好きですが、わたしの学校でやきゅうを
しません。サッカーをしたり、ホッケーをしたりします。ホッケーをするこ
とが好きですが、あまりじょうずではありません。でも、けんじくんは、と
てもじょうずだと思います。
えの右に小さい男の子がいます。けんじくんのおとうとかもしれません。す
わっています。やきゅうはできませんから、すわっています。けんじくんを
待ま
っているでしょう。なまえは、ひとしでしょう。小学生にみえますから、
9さいでしょう。
木の下に女の子がいます。けんじくんのガールフレンドでしょう。かわいく
て、やさしいでしょう。ダンスが好きで、ファッションも好きでしょう。け
んじを見たり、ダンスをしたりします。やきゅうはできませんが、勉強べんきょう
する
ことが好きでしょう。このえの天気て ん き
ははれでしょう。このまえにやきゅうを
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れんしゅうしました。これから、やすんで、きっさてんでコーラを飲んだり、
ケーキを食べたりするかもしれません。土曜日ですから、学校に行きません。
いいですね!
Here are some pictures for you to practice.
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Part II Follow up Questions
After you have presented your picture, I will ask you questions about it for 2 - 3 minutes. There is nothing you can specifically do to prepare for this. However, if you strategically leave out some of the information from the picture, I am likely to ask you about that. This discussion is likely to focus on your own experiences and
opinions, rather than just repeating the description of the picture.
Part III General Conversation
Finally, we will have a general conversation of about 4 - 5 minutes, covering different
aspects of the ab initio syllabus, staring with at least two questions about your
written assignment. Here are some of the questions you may be asked. Remember,
always expand your answer.
About your written assignment
さくぶんについてせつめいしてください。Please explain about
your Written Assignment.
なぜそれはおもしろいと思おも
いましたか。Why did you think it was
interesting?
イギリスにもおなじしゅうかんがありますか。 Are there the same
custom/s in the UK?
そのしゅうかんのいいてんは何なん
ですか。What are the good things
about those custom/s?
そのしゅうかんのわるいてんは何なん
ですか。What are the bad things
about those custom/s?
Personal Information, Family
どこに住す
んでいますか。そこは、どんな所ところ
ですか。
Where do you live?
どんな家いえ
に住す
んでいますか。あなたのへやは、どんなへやですか。
What kind of house do you live in? What kind of room is your room?
何才なんさい
ですか。or おいくつですか。お誕生日たんじょうび
は いつですか。
How old are you? When is your birthday?
たんじょうびに どんな事こと
をしますか。
What kinds of things do you do on your birthday?
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お国くに
は? or お国くに
は どちらですか。
Your country? Which is your country?
今日きょう
は何を着き
ていますか。
What are you wearing today?
お友とも
だちのお名前なまえ
は何ですか。どんな人ですか。
What is your friend’s name? What kind of person is he/she?
しゅみは 何なん
ですか。いつ そのしゅみを はじめましたか。
What is your hobby? When did you start that hobby?
ひまなとき、何をしますか。
In your free time, what do you do?
………さんは 何なに
が 好す
きですか。
Miss/Mrs/Mr……likes what?
スポーツが 好す
きですか。
Do you like sports?
どんな スポーツを しますか。いつ しますか。 What kind of sports do you do? When do you do them?
スポーツは だれと しますか。どこで しますか。 Who do you play sports with? Where do you play?
おんがくが 好す
きですか。どんな おんがくが 好す
きですか。 Do you like music? What kind of music do you like?
かぞくは なんにんですか。だれが いますか。 Your family is how many people? Who is in it?
お父とう
さんは どこに つとめていますか。 Where does your father work?
かぞくで いっしょに 何なに
をしますか。 As a family, what do you do together?
お母かあ
さんは、毎日まいにち
、いそがしいですか。 Your mother, everyday, is she busy?
うちで、どんな てつだいをしますか。 At home, what kind of help do you do?
ペットを かって いますか。 Do you look after a pet?
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School and Education
学校がっこう
で、何なに
を勉強べんきょう
していますか。 At school, what are you studying?
一番好いちばんす
きなかもくは、何なん
ですか。どうしてですか。 What is your favourite subject? Why?
一番いちばん
むずかしいかもくは、何なん
ですか。どうしてですか。 What is your hardest subject? Why?
じゅぎょうは何時な ん じ
から何時な ん じ
までですか。 Lessons are from what time (o’clock) to what time (o’clock)?
ホカリルに せいふくが ありますか。 Do you have a uniform at Hockerill?
せいふくについて、どう思おも
いますか。 About uniforms, what do you think?
学校でスポーツをしますか。どんなスポーツチームがありますか。 At school, so you do sports? What kind of sports teams are there?
学校に、どんな きそくが ありますか。 At school, what kind of rules are there?
学校では、どんな行事ぎょうじ
がありますか。 At school, what kind of events are there?
学校でクラブ かつどうをしていますか。いつ、何をしますか。 At school, do you have club activities? When, what do you do?
毎日 しゅくだいを たくさん しますか。 Everyday, do you do a lot of prep?
一番おもしろい先生は、だれですか。どうしてですか。 Who is your most interesting teacher? Why?
しょうらいは、どんな しごとを したいですか。 In the future, what kind of job do you want to do?
学校を そつぎょうしてから、何をしますか。どの大学で、何を勉強します
か。 After graduating from school, what will you do? At which university , what will you study?
あなたの国くに
の学校がっこう
と、ホカリルは にていますか。 Schools in your country and Hockerill, are they similar?
アルバイトをしていますか。そのお金かね
は、何なに
に使つか
いますか。 Do you have a part-time job? What do you use the money for?
貯金ちょきん
をしていますか。何なん
のために貯金ちょきん
していますか。 Do you save? For what purpose are you saving?
高校生こうこうせい
のアルバイトは、いい事だと思おも
いますか。どうしてですか。 Do you think it is a good thing for a senior high school student to have a part-time job? Why?
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学校がっこう
のしゅうがく旅行りょこう
に行きましたか。どこに行きましたか。どうでしたか。 Did you go on a school trip? Where did you go? How was it?
Travelling, Holidays
きょねんの 夏休なつやす
みにどこに 行い
きましたか。 Last year’s summer holidays, where did you go?
だれと行きましたか。 With whom did you go?
何なに
をしましたか。何を見み
ましたか。 What did you do? What did you see?
休やす
みのとき、何をするのが好す
きですか。 When on holiday, what do you like doing?
天気て ん き
はどうでしたか。あなたの国くに
の天気て ん き
とくらべて、どうですか。 What was the weather like? Compared with the weather in your country, how was it?
何なに
を食た
べましたか。What did you eat?
どんな おみやげを 買か
いましたか。What kind of souvenirs did you buy?
その国くに
はどんな国ですか。何でゆうめいですか。That country was what kind of country? For what is it famous?
その国について、どう思おも
いましたか。About that country, what do you think?
よく家族か ぞ く
と旅行りょこう
に行い
きますか、友とも
だちと行くほうが好す
きですか。 Do you often with your family go on holiday? Do you prefer to go with your friend/s?
今年こ と し
の夏休みに どこか行きますか。だれと行きますか。何をしますか。 This year’s summer holiday, will you go anywhere? With whom will you go? What will you do?
しょうらい、どの国に行ってみたいですか。どうしてですか。 In the future, which country would you like to try going to? Why?
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Other topics
よく買か
い物もの
に行い
きますか。どこに行い
って、何なに
を買か
いますか。 Often, do you go shopping? Where do you go (and) what do you buy?
最近さいきん
、何なに
か買か
いましたか。 Recently, did you buy anything?
よくレストランに行い
きますか。どんな料理りょうり
が好す
きですか。 Often, do you go to restaurant/s? What kind of cuisine do you like?
あなたの町まち
はどんな所ところ
ですか。若わか
い人ひと
は何なに
ができますか。 Your town is what kind of place? Young people can do what?
しょうらい、どんな所ところ
に住す
みたいですか。どうしてですか。 In the future, what kind of place do you want to live? Why?
あなたの国くに
はどんな所ところ
ですか。かんこうきゃくは何なに
を見み
ますか。 Your country is what kind of place? Sightsee-ers look at what?
あなたの国くに
の天気て ん き
はどうですか。どのきせつが一番好いちばんず
きですか。 How is your country’s weather? Which season is your favourite?
あなたの国くに
で、クリスマス(新年しんねん
)には、どんな事こと
をしますか。 In your country, on Christmas (New Year), what kind of things do you do?
あなたの国には、どんな行事ぎょうじ
がありますか。何をしますか。何がおもしろい
ですか。 In your country, what kind of events do you have?
若わか
い人にとってダイエットは ひつようですか。どうしてそう思いますか。 For young people, is it necessary to diet? Why do you think so?
**さんは、どんなふくが好す
きですか。ふくにお金かね
をたくさんつかいますか。
What kind of clothes does Mr/Mrs/Miss ** like? Do you use a lot of money for clothes?
若わか
い人ひと
にとってファッションは大切たいせつ
だと思おも
いますか。どうしてそう思おも
います
か。 For young people, do you think fashion is important? Why do you think so?
今日の若い人はテレビを見過み す
ぎていると思いますか。 Today’s young people watch too much TV do you think?
貯金ちょきん
をしていますか。何なん
のために貯金ちょきん
していますか。 Do you save? For what purpose do you save?
よく読書どくしょ
をしますか。どんな本ほん
が好す
きですか。さいきん、どんな本ほん
を読よ
みま
したか。 Often, do you read? What kind of books do you like? Recently, what kind of book/s are you reading?
13
Key Question Words
You MUST know all of these question words
When いつ
Where どこ
Who だれ
What なん・なに
Why どうして
How much money いくら
Which どの
Which one どれ
Which (out of a pair), where **と**と、どちら(のほうが)
How (formal) いかが
How どう
How many , How old いくつ
Why (formal) なぜ
What kind of どういう
By what method どうやって
What kind of どんな
Who (formal) どなた
How much (quantity) どのぐらい
What kind of どのような
Why (informal), by what means なんで
14
What to do if you get stuck
Don’t just say nothing!
Say
もういちど、おねがいします。 to ask for the question again.
If you can identify the word you don’t know, ask
「***」のいみは、何なん
ですか。 What’s the meaning of ***?
If you need time, say
ちょっと まって ください。 Please wait a moment.
A drawn out
そうですねえ。 also buys you time.
If you want to say “I’m thinking about my answer”, you could say
しつもんは わかりますが、 こたえを ちょっと かんがえています。
15
Grammatical Structures to try to include
Try NOT to repeat just ました。ました。ました。with the occasional かったです。
You MUST include:
A sentence including a て、……て link. I did …… and……………
A かったです。 The past tense of an i adjective.
A から For giving a reason
verb たり verb たり します/しました。 I do/did things like this and that
An opinion using と思います。or と思いました。
Try to include a selection of the following:
Verb dict form + 前まえ
に eg 食た
べる前まえ
に Before I eat
Verb ta form +後あと
で eg 食た
べた後あと
で After I ate
Verb masu stem + ながら eg 食べながら Whilst I am eating
Verb te form + います eg 食べています。 I am eating (continuous)
Verb te form + みます eg 食べてみます。 To try to do something
plain form verb +つもりです eg 食べるつもりです。 I intend to eat
plain form verb + よていです eg 食べるよていです。 I plan to eat
plain form verb + でしょう eg 食べるでしょう。 I will probably eat.
plain form verb + かもしれません eg 食べるかもしれません。I may eat.
Plain negative (nai) form + なければいけません eg 食べなければいけません。You (I) have to eat.
A comparative eg すしは なっとうより おいしいです。Sushi is, compared to natto, delicious. (Sushi is more delicious than natto)
A superlative eg 学校の かもくで、日本語に ほ ん ご
が一番いちばん
おもしろいです。Amongst school subjects, Japanese is the most interesting.
The linking from of an i adjective using くて 私わたし
のうちは古ふる
くてせまいです。My home is old and cramped.
16
If you’re feeling really ambitious, you can use two of the above on top of each other!
17
Criterion A: Tips
Criterion A is basically looking at how well you can use vocabulary and grammar.
So:
Include as many different grammatical structures as you can (see p 8)
Try to use more difficult and more interesting vocabulary if you know it eg if
you need a colour むらさき is better than ピンク since it demonstrates to the examiner that you have actually learnt the vocabulary for colours and are not just taking a guess from the English. Similarly, do try to eat
something other than すし if you need a food.
18
Criterion B: Tips
Criterion B is looking at the CONTENT of what you say.
Is it interesting?
Do you just say one thing, or are you capable of expanding it?
Can you go beyond pure description to include ideas and opinions?
Are the ideas in a logical order, or do you jump around all over the place?
So:
Try to say lots.
Try to make what you say interesting – if you can think of something to say which you think no-one else will have thought of, say it.
When presenting the visual stimulus, use your list of headings to help you put it in a logical order.
Try not only to answer the question, but say a bit extra to expand it anywhere you can.
Always try to go into ideas and opinions, even if you have to “hijack” the question I ask you slightly to do so.
Use lots of linking words when you are speaking, to help the listener make the connection between what you said previously and what you are going to say next.