Education & Work | HSC Japanese Beginners

Summary Duration

Assessment Task 2 “Half yearly examination” will be due in Weeks 10-11 Term 1 Term 1 2017. Assessment Weighting: 16%. 5.5 weeks Outcomes Assessed: 1.2, 2.3, 2.4, 3.2. Detail: 19 hours, 7 lessons/fortnight

Unit overview Kanji/Sentence structures/Vocabulary

This is the last “major” topic, with a range of necessary sentence structures, See attached. grammatical forms and key vocabulary. Completion of this topic will allow students to refine their skills in upcoming topics, based upon what has been covered. Although there are only three units, this topic still has a great deal of grammatical structures which will require significant time to master. Units covered in this topic are: your school and Japanese schools, your day at school and classroom expressions, future education, part-time jobs, professions and work.

Outcomes Assessment overview

Japanese Beginners Stage 6 Half yearly examination – similar to a HSC examination. 3 hours in length (includes speaking practical). 1.2 manipulates linguistic structures to express ideas effectively in Japanese 2.3 summarises the main points of a text 2.4 draws conclusions from or justifies an opinion about a text 3.2 structures and sequences ideas and information

Erina High School 1 Students learn about Students learn to Resources Learning Experiences/Assessment QT/Cross-curriculum content Registration Links in communication Use strategies to initiate, maintain and conclude an interaction, eg すみません。 そうですね。 そうですか。 もういちどいってください。 A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet  Teacher-directed instruction of grammatical terms and concepts, as set out in textbook.

 Board notes (if necessary) to compliment explanations in textbook, recorded in student notebooks.

 Worked examples on the board, with students filling in blanks (in notebooks, on worksheets or on the board) or expanding upon examples with associated vocabulary.

 Once students are comfortable with the new structures/vocabulary, students work through associated activities in the workbook.

 Teacher-directed review of previous lessons at the beginning of new lessons, making links between past grammar and new structures to highlight the continuum of learning associated with studying a language and the necessity of ongoing revision and practise.

Intercultural understanding Metalanguage Literacy Numeracy Background Knowledge

Erina High School 2 Cultural Knowledge

The purpose and context of communication Select and incorporate particular vocabulary and structures to achieve specific communication goals A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet Unit One (textbook, pp. 172-182; workbook, pp. 122-127)

 school vocabulary; describing school buildings (review of past structures with application of new vocabulary); structure of the Japanese education system; associated vocabulary; counters: school year (~ 年生), hours (～ 時 間), days (～ 日), weeks (～ 週 間), months (～月), years (～ 年 間).

Unit Two (textbook, pp. 183-192; workbook, pp. 128-137)

 more school vocabulary (focus on subjects and command verbs); daily school life; counters: school period (～ 時 間 目).

Unit Three (textbook, pp. 199-211; workbook, pp. 138-144)

 vocabulary associated with professions; discussing future plans.

Metalanguage Literacy Numeracy

Intercultural understanding Background Knowledge Cultural Knowledge

Ways of identifying relevant details in texts when listening or reading for specific information Make judgements about the relevance of detail in understanding text, e.g. extracting ideas and issues referred to in text A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet

Erina High School 3 Deep Knowledge Metalanguage

Ways of inferring meaning from text Use contextual and other clues to infer meaning from text A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet  sentence structure: ～ に ～ があります

 whilst doing: ~ ながら

 have to do …: ～なければなりません

 commands - please do / please don’t: ～てください / ～ないでください

 giving and denying permission: ～てもいいです / ～ではだめです

 “it is called …”: ～といいます

 expressing thoughts (noun, adjective and verb constructions): ～と思います

 expressing what you think you’d like to do (verb construction): ～たいと思います

 quoting others (noun, adjective and verb constructions): ～といいます

 expressing intentions: ～ つもりです

 RECOGNITION ONLY – if or when: ～たら

 RECOGNITION ONLY – I hear that …: ～そうです RECOGNITION ONLY – to become …: ～になります

Deep Knowledge Metalanguage

Resources available to access, enhance or promote independent learning Access available resources to assist comprehension of a text, e.g. dictionaries, word lists, glossaries, charts

Erina High School 4 A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet Dictionary races Deep Knowledge Metalanguage

The logical sequencing of ideas in extended text Sequence ideas and information in texts A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet  expressing what you are doing / continuous action (formation and structure): ～ています

Deep Knowledge Metalanguage

The conventions of the writing system.

Apply the conventions of the writing system, eg on/kun readings, okurigana, stroke number, order and direction. A First Course in Japanese: Beginners Course/Accelerated Level (Textbook and Workbook) Senior Vocabulary Booklet Characters – recognition and use: to be born (生), to learn (学), school building (校), language (語), every (毎), year (年), fire (火), water (水), gold (金), earth (土), to talk (話), to hear (聞), to understand (分), name (

), to think (思), country (国), sea (海), spring (春), summer (夏), autumn (秋), winter (冬).

Deep Knowledge Metalanguage

Topic in Review

Erina High School 5  Classroom discussions about new grammar and/or structures and perceived difficulties.

 One-on-one monitoring of workbook activities, verbal feedback as necessary.

 Ongoing quizzes (mix and match activities, fill in the blanks, cloze passages, comprehension passages, etc.) to check recognition and any weaknesses.

Collection of workbooks to check activity completion, assess any areas which need improvement, verbal and written feedback to students as necessary; if necessary, re-teaching of difficult grammatical points. Deep Understanding Problematic Knowledge Higher Order Thinking Knowledge Integration Substantive Communication Connectedness Narrative

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Sustainability

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Civics and citizenship

Difference and diversity

Erina High School 6 Work and enterprise

Curriculum adjustments Evaluation

Teacher Sign-off: ______Date: ______

Erina High School 7