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COURSE DESCRIPTION The AP Japanese course is designed to be equivalent to approximately 300 hours of college-level classroom instruction. Students should have at least 3 years of previous language learning experience in Japanese. Throughout the course students will be developing the productive, receptive and cultural skills necessary to communicate with native speakers of Japanese. At the end of the course, students are expected to reach the Intermediate Low to Intermediate Mid range according to the American Council on the Teaching of Foreign Languages Proficiency Guidelines. Understanding the culture is a very important component of acquiring a language; so many cultural lessons will be incorporated in the AP course. AP students are always challenged to expand their learning by using the target language outside of the classroom. Students are encouraged to find opportunities to use the target language by making a connection with a group of native speakers in the community, such as exchange students in local colleges and elderly people of Japanese decent in retirement homes. Students are also expected to participate in community events such as multicultural day, Aki Matsuri, Sakura Matsuri, Future Freshman Nightetc.
Technology Rites of Life Leisure, Hobbies, Sports Family Work, Career Body & Health
ASSESSMENT AND EVALUATION In keeping with the format of the AP Exam, the various components of language proficiency will be assessed. Student progress will be assessed during each topic through complex assessment tasks for which rubrics will be shared with them ahead of time. Rubrics according to the AP Japanese Language and Culture Course will be used for all of the tasks with particular emphasis on 1) Task Completion 2) Delivery Usage and 3) Language Usage. Furthermore, language and culture proficiency will be evaluated based on the exam requirements as shown below: Language Modality & Communicative Mode Assessment Tasks Language Modality Listening Reading Writing Writing Speaking Speaking Communicative Mode Interpretive Interpretive Interpersonal Presentational Interpersonal Presentational Tasks 10 8 1 2 2 3 Questions 30-35 35-40 6 2 8 3 % of Final Score 25% 25% 12.5% 12.5% 12.5% 12.5%
Student progress will be assessed through weekly vocabulary quizzes (including kanji quizzes) and unit tests consisting of listening, reading, writing and speaking after each unit. Also writing and reading assignments will be given weekly. Final comprehensive exams are given at the end of the first semester and at the end of the year.1 to 2 research projects (followed by oral presentation) will be given in each semester. Rubrics for each assessment will be given before the assessments. Homework is assigned on a daily basis, which typically includes vocabulary-building and grammar exercises, as well as reading/writing practice. Vocabulary and reading comprehension quizzes usually include dictation of kanji, vocabulary, fill in blanks or multiple- choice questions, sentence completions, and short readings with comprehension questions. Research projects require research, organizing information, and making a final presentation in both the oral and written form. STUDENT ACTIVITIES Course activities take place in a variety of formats that emphasize different Japanese Language skills. In-class activities include reading and writing exercises, aural-oral practices in the classroom and the computer lab, dialogue presentations, role-plays, debates, kanji quizzes, lesson quizzes, vocabulary quizzes, video clips/movie segments, worksheets, etc. Out of class activities include preview and review activities, daily homework assignments, computer lab assignments, culture projects. 4
7. Reading Comprehension: 1. At the beginning of a class, students read the texts on topics related to the thematic unit and answer the comprehensive questions. 2. For the texts from the textbooks and the supplemental materials, first students will skim the texts underlining or highlighting the topic vocabulary in order to acquire an understanding of the topic of the texts. Then skim again paying attention to transitional words to identify the main idea of the texts. For the third time, students will read each paragraph word by word for comprehension of the whole text. 3. Students discuss the contents in class and answer the questions in a worksheet or complete a partially finished outline or paragraph. 8. Speaking Activities: 1. Students will be given a new sentence structure to repeat. 2. After they master the sentence, the teacher will give different words to replace words in the original sentence and the students will paraphrase the sentence. 3. In pairs, students will practice using the new sentence structure and check the mistakes of the peer and make the necessary corrections. 4. Students will imitate a role play from the textbook. 5. Students will make a skit of role play and act out the role play without looking at their notes. 6. Before a presentation, students will record their speech in the tape recorder and listen to their pronunciation and intonation. They will then make necessary corrections. 9. Writing Practice: 1. After looking at a cartoon on the overhead, students write a short story describing the cartoon in 5 ~ 8 minutes using new grammatical expressions they learned. 2. Once a week students write a short reflection on a movie or video clip or on the main reading in class. 3. Students will be asked to write on familiar themes (their town, families, or school) following the steps given. Steps for Mastering Persuasive & Expository Writing 1. Make a basic structure. 1.1 Draw a mind map. Write a main idea in the middle of the map and draw several lines from the main idea. At the end of each line, write related ideas. 1.2 Make a topic sentence clearly stating the main idea. 1.3 Write 2~3 supporting sentences using related ideas from the mind map; uphold and reinforce the main idea. 1.4 Use the transitional words in the second or third supporting sentences. 2. Expand the basic structure. 2.1 Add two or three additional sentences of examples that support each support sentence. 2.2 You may use the transitional words, 2.3 You may write data & stats. 2.4 You may write what people do and dont 2.5 You may write what is or isnt necessary 7
Expressions/Vocabulary: 1. Vocabulary and expressions related to automobile: ( ) 2. Vocabulary and expressions related to public transportation in Japan: Kanji Recognition: Production: Main Activities/Assignments and Assessments (1) Communication a. IL: Students will be able to understand announcements made at train stations, airports, etc. in Japan; conversation between a driver and a mechanic about car trouble; radio car talk, etc. They will watch a video segment of Initial Z and answer several comprehension questions of the main ideas. The questions will be provided ahead of time as a scaffolding device. b. IR: They will read an advertisement about a used car put on the Web by an individual. Read an Internet-based ad on a new car. They will answer comprehension questions on the advertisement they read. c. IPS: Students will answer interview questions about what kind of (dream) car they want in the future and why. IP Rubric on scoring in the areas of comprehensibility, comprehension, language control, vocabulary extension, communication strategies, and cultural awareness . [CR9] d. PW: Students will write a short ad about their (parents) car for sale. Students will write a timed composition: compare and contrast an article on traveling by car versus public transportation. Assessment by PW Rubric on required content, length, use of kanji and appropriate vocabulary, consistency of style, organization, grammar. PS: Based on the ad they created, they will make a two-minute sales presentation for the possible buyer(s). Assessment by PS Rubric on (required) content, length (time), vocabulary, grammar, and organization . (2) Cultures: Students will be able to identify basic systems of public transportation in Japan and understand how most people commute or travel. Based on the above communication activities, especially by reading (semi) authentic ads about cars, they will have a basic command of automobile vocabulary in Japanese to talk about cars with a Japanese native speaker. (3) Comparisons: Students will discuss and write a composition on the difference between traveling by car and traveling by public transportation. They will also discuss the different ways of traveling in the U.S. and in Japan, the role of automobile in two societies, the difference in drivers education, and other topics related to automobile and transportation. (4) Connections: From the authentic resources written in Japanese, students will learn about the basic functions of the automobile, the public transportation system in Japan, and traveling domestically (both within Japan and the U.S.) and overseas. 11
WEEKS #67: Nature, Environment, and Religion/Culture Functions to Be Learned: Recognition: Expressing emotional involvement (of the speaker) indicating conclusion expressing decisions made by others: citing someones statement (or a document) by using Production: Presenting ones opinion clearly and logically by using clarifying the topic by using explaining by using other words, by saying Reporting the content of what is told (advise, suggestion, etc.) expressing purpose expressing that it is OK not to do something Grammar/Expressions: using in even though and expressing wishes or regret, various use of Vocabulary: 1. Geography related: 2. Related to living creatures: different names of the animals
3. Related to environment: 13
4. Related to plants:
5. Related to religion: Kanji Recognition: Production: Main Activities/Assignments and Assessments (1) Communication: (a) IL: Students will listen to the dialogue on Kuroiwa Island and Akaiwa Island (pages 334352). They will understand the difference between the islands before and after they were developed as a resort. (Students will narrate the story of changes according to the pictures on p. 353.) Students will listen to TV/radio programs on the following topics: pollution; environmental protection; prefecture or city information of Japan on its local features, products, animals, and plants; and Buddhism and Shintoism through various events such as wedding ceremonies, funerals, etc. (b) IR: After learning the basic vocabulary of the section, students will read two reading materials from pages 378382. After they answer the initial comprehension questions, they will work on the questions that follow the materials. Students will also read information on various products that are good for the environment, and come up with the realistic ideas to use them in their life. Sample Web page: www.denso.co.jp/ja/environment/product/environment/index.html (c) IPS: Students will work with partners. One person will come up with descriptions of certain animals and plants. The other one is to figure out what kind of animals he or she is talking about and say it in Japanese. (d) PS: Students will use the five pictures (p. 352) and talk about how things used to be on the Akaiwa and Kuroiwa islands. Assessment: PS PW: (Included in Culture and Connection) (2) Cultures/Comparisons/PW: After learning about Buddhism and Shintoism, students will make a chart comparing these two religions that are practiced in Japan. Then they will write a composition (timed3040 minutes, 300400 letters) on their similarities and differences, how people practice them, and why (you think) that they coexist in Japan. Students will also write about various Japanese etiquette and manners/taboos in food/eating, relationships (such as greetings, visiting a Japanese home) (3) Connections/PW: Students will pick one U.S. newspaper or magazine article on environmental issues. They will summarize or organize the content and bring their notes to class. Then they will write an article in Japanese based on their notes in 2025 minutes. Assessment for (2) and (3): PW Weeks #89: Review, AP Exam Practice, Mid-Term Exam Weeks #1011: Health, Illness, Expression of Emotion Functions to Be Learned:
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4. Related to emotion: 5. Related to medical terms, sickness, etc.: etc.) Kanji Recognition: Production: Main Activities/Assignments and Assessments (1) Communication: (a) IL: Students will watch one or two TV programs (in Japanese) related to health, fitness, and medicine. They will answer gist and comprehension questions after watching them and will discuss their impressions and thoughts based on what they saw. (b) IR: Students will read several blogs from various health-related sites, such as health.blogmura.com and answer the gist questions. They will read Health Consultation (pages 227228) and Shiatsu (pages 229230) and answer the comprehension questions. (c) IPW: Students will exchange e-mails or IM with Japanese high school students after creating a health-related questionnaire. Assessment: IPW (d) IPS: Students will engage in a simulated conversation or roleplay with a doctor as a patient and with a pharmacist as a customer (who is suffering from certain symptoms). They will practice explaining their symptoms. Assessment: IPS (e) PS: Students will look up a few health maintenance ideas and put together a two-minute presentation. Assessment: PS
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Kanji Recognition: Production: Main Activities/Assignments and Assessments 1. Communication: After studying Japanese history by reading Japanese History11 Experts Reflect on the Past, students will watch history documentary programs in Japanese. They will grasp the gist and identify significant events in the particular time period presented in the documentary. They will also read the written explanation about several well-known historical figures such as Sakamoto Ryoma, Tokugawa Ieyasu, and Murasaki Shikibu. Students will also make a set of questions regarding a few historical figures and e-mail them to their friends in the Japanese sister school, requesting answers in Japanese. 2. Cultures: (a) Students will read Japanese History11 Experts Reflect on the Past in English to grasp the basic flow of Japanese history from the Jomon era through Heisei. (b) They will be quizzed on the names of the eras to match the significant political events. (c) Students will be assigned an era for detailed research, by choosing at least three well-known historical figures. They are to look up what these three people did, what influence they had on the society of their time, and what impact they made on significant changes that were the result of their actions. After their research, students will give a PowerPoint presentation in English with visuals after the research. 3. Connections/PS/PW: Students will summarize their research in Japanese and will make a twominute presentation on each of the three figures they studied, following the visuals they used in their PowerPoint presentation. After their oral presentations in Japanese, each student will write a paragraph in Japanese for each of the three historical figures.
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