Preliminary Japanese Beginners - Ambarvale€¦ · TASK 1 TASK 2 TASK 3 Term 2 – Week 2 Term 2 ... to the production of texts. Notice of Assessment Task Preliminary Business Studies

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



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:


1.2 manipulates linguistic structures to express ideas effectively in Japanese


2.1 understands and interprets information in texts using a range of strategies





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


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


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



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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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


1.2 manipulates linguistic structures to express ideas effectively

in Japanese


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



2.5 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



3.3 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。


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。


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。

Preliminary Japanese Beginners - Ambarvale€¦ · TASK 1 TASK 2 TASK 3 Term 2 – Week 2 Term 2 ... to the production of texts. Notice of Assessment Task Preliminary Business Studies

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