Curriculum Specifications For Japanese Language Form Two

KEMENTERIAN PELAJARAN MALAYSIA

KURIKULUM BERSEPADU SEKOLAH MENENGAH HURAIAN SUKATAN PELAJARAN

BAHASA JEPUN
TINGKATAN DUA
VERSI BAHASA INGGERIS

PUSAT PERKEMBANGAN KURIKULUM

Curriculum Specifications for Japanese Language Form One

PANEL PENGGUBAL HURAIAN SUKATAN PELAJARAN BAHASA JEPUN TINGKATAN 2 Penaung Dr. Haili bin Dolhan Penasihat Haji Ali Abd. Ghani Penyelaras Dayang Nor Ashikin Harun Ketua Panel Boey Siew Inn (Sek. Men. Sains Muzaffar Syah, Melaka) Ahli Panel Ooi Guan Lee (Sek. Men. Sains Tuanku Syed Putra) Latiffah Abdullah (Sek. Men. Sains Dungun) Teng Suk Wei (Sek. Men. Sains Pokok Sena) Arnizam Hj. Ariffin (Sek. Berasrama Penuh Integrasi Selandar) Ainun Maziah Abdul Rahman (Sek. Tuanku Abdul Rahman) Izzudin Ibrahim ( Sek. Berasrama Penuh Integrasi Gombak) Norizan Md Said (SMS Sabah) Lee Sau Lan (SMK Raja Chulan) Japan Foundation Kuala Lumpur

Curriculum Specifications for Japanese Language Form One

CONTENTS

Page RUKUN NEGARA FALSAFAH PENDIDIKAN KEBANGSAAN KATA PENGANTAR INTRODUCTION OBJECTIVES THEMES AND TOPICS SECTION I : LEARNING OUTCOMES AND SPECIFICATIONS 1.0 Language for Interpersonal Use 2.0 Language for Informational Use 3.0 Language for Aesthetic Use SECTION II : LANGUAGE CONTENT a) Suggested Sentence Patterns / Grammatical items b) Sound System c) Word List d) Writing System

Curriculum Specifications for Japanese Language Form One

RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip berikut;

KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN

Curriculum Specifications for Japanese Language Form One

FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan

di

Malaysia

ialah

suatu

usaha

berterusan

ke

arah

memperkembang potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan terhadap keharmonian dan kemakmuran

keluarga, masyarakat dan negara.

Curriculum Specifications for Japanese Language Form One

Kata Pengantar Kurikulum persekolahan kebangsaan mendukung hasrat mulia negara bagi menyediakan pendidikan bertaraf dunia kepada generasi masa kini dan akan datang. Kurikulum bahasa Jepun bertujuan untuk menyepadukan elemen terkini dalam pendidikan, memenuhi semangat Falsafah Pendidikan Kebangsaan dan menyediakan murid untuk menghadapi cabaran pendidikan dunia tanpa sempadan. Kurikulum bahasa Jepun memberikan penekanan kepada nilai kemanusiaan dan semangat patriotik untuk menyedarkan murid tentang peranan dan tanggungjawab mereka sebagai warganegara maju dan masyarakat berilmu. Murid dididik untuk berfikir, berilmu pengetahuan luas, beretika tinggi, bijaksana serta dapat menggunakan teknologi maklumat dan komunikasi secara berkesan. Diharapkan kurikulum ini dapat melahirkan murid yang berkeyakinan dan tabah mengatasi segala rintangan dan cabaran dalam kehidupan. Sukatan Pelajaran Bahasa Jepun ini dapat melengkapkan murid dengan pengetahuan bahasa tersebut agar dapat melahirkan generasi yang berilmu pengetahuan dan berkebolehan dalam pelbagai bahasa ke arah melahirkan masyarakat Malaysia yang berdaya saing di peringkat antarabangsa. Kementerian Pelajaran Malaysia merakamkan penghargaan dan ucapan terima kasih kepada setiap individu dan institusi atas sumbangan kepakaran, masa dan tenaga sehingga terhasilnya sukatan pelajaran ini.

Pengarah Pusat Perkembangan Kurikulum Kementerian Pelajaran Malaysia

Curriculum Specifications for Japanese Language Form One

INTRODUCTION
Japanese Language is one of the international languages taught as an elective subject in Malaysian secondary schools. The Japanese Language curriculum is designed to provide learners with a basic foundation in the language. Learners will then be able to build upon this foundation to attain communicative competence and utilize the language for their personal development, enrichment and future needs.

AIM
The aim of the Japanese language curriculum in secondary school is to equip students with communicative competence in the language for their personal development, knowledge acquisition as well as developing social interaction.

OBJECTIVES
By the end of the secondary school education, students should in a range of contexts, be able to: 1. recognize, articulate and write the Japanese scripts of Hiragana and Katakana as well as a certain number of Kanji. 2. listen to and answer in simple spoken Japanese. 3. ask and answer questions, speak and express themselves clearly using simple appropriate Japanese. 4. read and comprehend a variety of simple texts in Japanese. 5. write and express ideas in simple Japanese. 6. identify certain nuances in both verbal and non-verbal communication in order to communicate effectively in Japanese; and 7. exhibit awareness towards the intercultural similarities and differences between Malaysians and Japanese leading to a better understanding and appreciation for their own culture and nation.

Curriculum Specifications for Japanese Language Form One

CURRICULUM SPECIFICATIONS
The Japanese language specifications have been prepared as separate documents for each year of the secondary schools. The themes and topics are organized in such a way to make it possible for the language and subject matters to be taught and learned in an upwardly spiraling fashion. The Curriculum Specifications for Form 2 is divided into two sections. Section I outlines the learning outcomes and specifications. Section II outlines the language content. Section 1 : Learning Outcomes and Specifications Section I forms the main focus of the document because it elaborates the learning outcomes to be achieved by the end of Form 2. the first column refers to the learning outcomes to be achieved by the end of Form 5. the second column spells out the language skills for Form 2. These skills are divided into three different levels. Level 1 outlines the basic skills to be achieved by all learners. After acquiring these basic skills, learners then progress to Level 2 and subsequently to Level 3. In cases whereby the levels are clustered together, teachers may use their discretion to determine the entry point of the particular skills. the third column enlists all the suggested examples/activities/notes for teachers reference. Section 2 : Language Content Grammar The grammar items to be taught within the context of the three areas of language use over the five years of the language learning are based on the list provided under Level 4 and part of Level 3 of the Japanese Language Proficiency Test (JLPT). These grammar items are to be taught in context and in a meaningful way so that the learners can use them both in oral and written form.

Curriculum Specifications for Japanese Language Form One

Sound System Form 2 onwards, aspects of Japanese sounds such as accent, rhythm and intonation are to be introduced formally in the lesson. Through repeated reinforcement, learners are expected to be able to produce clear and intelligible speech.

Word List The list of words selected is drawn from the word list of Level 4 and part of Level 3 (JLPT) which is to be covered over five years. Teachers should also feel free to select from/add on to this list any words that are considered relevant to the themes/topics suggested in the curriculum specifications.

Writing System Learners are expected to master Hiragana, Katakana and the suggested list of Kanji. It is also important that learners write with the correct stroke and stroke order.

Curriculum Specifications for Japanese Language Form One

IMPORTANT CONSIDERATIONS FOR TEACHING

Integration It should be noted that all the four language skills are NOT to be taught in isolation but as a whole in order to achieve the three areas of language use which are interpersonal, informational and aesthetic. However, for efficient and effective use of the language, the importance of cultural knowledge of the target language should not be ignored. The cultural experiences will enable learners to gain a good understanding of the Japanese customs and social etiquette so as to facilitate better communication. Thus, learners should be given ample opportunities to be involved in the activities related to the culture of the language. The intercultural awareness will not only enable learners to identify and understand the similarities and differences between the two cultures but it will also assist learners to relate positively to richness of human diversity.

Curriculum Specifications for Japanese Language Form One

OBJECTIVES FOR FORM 2

By the end of Form 2, the learners should be able to:-

1. recognize, articulate and write the Japanese scripts of Hiragana & Katakana well and a certain number of new Kanji. 2. pronounce words with the correct intonation and rhythm. 3. make friends and talk about their daily routines, events and experiences. 4. make plans and decisions with others. . 5. obtain and process information from various text types such as sequencing of ideas and events orally and in written form. 6. reproduce a short text of compound sentences to state main ideas and supporting details orally and in written form. 7. listen to, read, view and respond to different texts and express feelings orally and in written form. 8. acquire the skills of selecting the definition suited to the meaning of words in context in print and electronic resources. 9. exhibit awareness towards the intercultural similarities and differences between Malaysians and Japanese leading to a better understanding and appreciation for their own culture and nation.

Curriculum Specifications for Japanese Language Form One

THEMES AND TOPICS

The themes stipulated for Form 1 are listed below. These are broad areas from which topics are to be drawn for activities and tasks so that learners can read, talk and write within these contexts. Learners are not expected to deal with the topics in depth. Rather, these topics serve as the subject matter through which the three areas of language use are developed using meaningful tasks and activities. Since values and culture aspect are embedded in these themes and topics, teachers should take every opportunity to discuss socio-cultural and moral values related to them as well as in the functions and activities that are set. Words related to these themes and topics are found in the accompanying word list. Where necessary, a limited number of words can be added in order to deal with a topic meaningfully. Self Family and Friends School Town and Community Country : : : : : hobbies and leisure, parts of the body, habitual actions clothing, plans and schedules location, rules and regulations, daily routines shopping, events places, people, foods, celebrations

Curriculum Specifications for Japanese Language Form One

SECTION 1: LEARNING OUTCOMES AND SPECIFICATIONS

The learning outcomes in the first column have been extracted from the syllabus in its original form. They represent skills to be achieved by the end of Form 5. Teachers, however, should be guided by the second column when planning lessons. The second column spells out the specifications of the skills that are specific to the Form 2 programme. LEARNING OUTCOMES 1.0 LANGUAGE FOR INTERPERSONAL USE 1.1 Make friends and keep friendships by a. introducing oneself; b. taking part in conversation and engaging in correspondence on personal matters; c. talking about self, families, friends, interests, past events, future plans, personal experiences, feelings and i. SPECIFICATIONS EXAMPLES/ACTIVITIES/NOTES

Level 1 Talking about -oneself -family and friends -school -town and community -country e.g. hobbies, leisure, schedule, habitual actions, events (birthday party), clothing, rules and regulations, routines, location, shopping, vacation, food, festivals, family day, places, people, celebrations (Hari Raya). N1 Adj N2 Adj N1 Adj N2 Adj Adj () V1 V2

ii.

Asking questions and responding

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES understanding others when they talk about themselves; d. exchanging ideas, information and opinion on topic of interests.

SPECIFICATIONS appropriately. iii. Answering questions by stating, refuting and giving details.

EXAMPLES/ACTIVITIES/NOTES Note: Teachers should take note that responding to negative questions in Japanese is different from those of Bahasa Melayu and English. A: B:

Level 2 iv. Answering questions orally in faceto- face situations.

v.

Asking questions appropriately with correct intonation and pronouncing words clearly and correctly.

Relating ones experience (e.g. picnic, movie, holiday etc). Making simple descriptions (e.g. people, food, places etc). Correct accent, rhythm and intonation should be emphasized. e.g. Note:Teachers should encourage learners to use . e.g. school rules and regulations etc. V V V e.g. clarify the date, time, day, distance,

vi. Asking for permission and responding appropriately.

vii. Seeking clarification on what was said

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES

SPECIFICATIONS and responding appropriately.

EXAMPLES/ACTIVITIES/NOTES location, rules and regulations etc. e.g. memo, telephone messages, postcards, emails etc.

viii. Writing short messages(guided).

Level 3 ix. Writing short letters (fully guided) to friends. Note: Teachers should introduce letter writing. e.g. relating about what one saw and did, what one would like to do.

1.2 Take part in social interaction by a. carrying out a variety of language function in spoken and written form such as to invite and to persuade; b. discussing plans and arrangements, solving problems and making decisions. Level 1 i. Giving oral and written instructions.

Level 2,3 ii. Accepting and declining invitations. -face-to-face situations - through telephone

V Note: Teachers are encouraged to use time sequence phrases such as N N e.g. V

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES

SPECIFICATIONS

iii. Discussing plans with others on suggested topics by agreeing and disagreeing. iv. Making decisions with others. 2.0 LANGUAGE FOR INFORMATIONAL USE 2.1 Obtain information for different purposes by a. listening to spoken texts such as talks, speeches and viewing television documentaries and multimedia resources; Levels 1 i. Listening to a short paragraph of a variety of texts to obtain information.

EXAMPLES/ACTIVITIES/NOTES .. Note 1: Learners are encouraged to use counter proposal strategies during interactions. A : B : Note 2: Teachers may introduce the use of to express hesitation. Hesitation is a form of politeness in Japanese culture before a request. e.g.

e.g. weekend plan, duty roster, party etc.

Simple guided linear texts.

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES b. interviewing and using questionnaires; c. reading materials in print such as reports and articles and using other electronic media such as the Internet.

SPECIFICATIONS

ii.

Distinguishing homographs.

EXAMPLES/ACTIVITIES/NOTES e.g. announcements, directions, interviews, conversations etc. (cloze passage, circle/underline the correct words). e.g. : : : Activities such as listening to the tapes, grouping words according to sound etc. Note: This is an extension from Form 1.

iii.

Listening to and discriminating various sounds in Japanese language. Levels 2, 3

iv. Reading silently a variety of texts of suitable length to obtain information.

v. Reading short texts containing simple Kanji characters.

e.g. completing diagrams, charts , tables etc. Note : This will help to develop learners visual and spatial intelligences.

2.2 Process information by a. skimming and scanning for gist and specific information; b. extracting main A. Processing texts listened to by Level 1 i. identifying main idea(s) and

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES ideas and supporting details from various audio visual and printed materials;

SPECIFICATIONS supporting details of a text of a suitable length listened to; ii. following sequence of ideas;

EXAMPLES/ACTIVITIES/NOTES

e.g. using true/false statements, check list etc. e.g. chronological order of events, actions etc. VV2 V <> sequencing of process

Level 2, 3 iii. listening to and following instructions given out orally;

iv. writing out main idea(s) and supporting details;

B. Processing texts read by Level 1 i. identifying main idea(s) and supporting details;

Based on the text listened, learners should be able to use the information obtained to carry out the task given. e.g. labelling, drawing routes/locations etc. Guided tasks. e.g. completing sentences, filling in the blanks, matching etc.

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES ii.

SPECIFICATIONS following sequence of ideas in linear and non-linear texts of suitable length;

EXAMPLES/ACTIVITIES/NOTES e.g. making a check list, detecting true/false statements, completing text etc. Note: To develop learners scanning and skimming skills e.g. how to fold origami, make sushi, dance etc. V :

iii. acquiring a wide range of vocabulary; -antonyms; -synonyms; -grouping words according to categories; -grouping Kanji according to radicals. Level 2 iv. using dictionary to find the meaning of unfamiliar words (including verbs);

e.g. e.g. e.g.

e.g. etc. v. reading and selecting the definition suited to the meaning of the words in context; Level 3

Note: Learners are encouraged to use both in print and electronic resources.

vi. reading and locating information given from linear and non-linear texts; Deriving meaning from the context (e.g. ).

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES 2.3 Present the information to different audiences by a. writing directions, instructions, recounts, descriptions, explanation, messages, letters, speeches, reports and articles; b. instructing, describing, narrating, explaining and reporting orally; c. responding to and comments orally and in writing; d. presenting information in non-linear forms including tables, graphs, diagrams, charts and vice versa; e. expanding notes and outlines; f. composing, revising

SPECIFICATIONS

EXAMPLES/ACTIVITIES/NOTES

Presenting information Level 1 i. Writing Kanji with the correct stroke and stroke order.

e.g. comprehension questions, info-transfer exercises etc.

ii.

Taking dictation on simple text. Level 2

iii. Recounting ones experiences orally.

Note: Teachers should emphasize on the importance of writing Kanji correctly and legibly. Note: The text should consist of Hiragana, Katakana and Kanji.

iv. Writing simple guided description.

e.g. on what one saw and did during the holiday, an event etc. e.g. relate to themes and topics (descriptions of town, country etc). - form sentences and questions by matching sentence halves, by

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES and editing drafts and checking accuracy of the spelling,punctuation and grammar; g. summarizing information; h. reading aloud written materials such as instructions, directions and reports clearly and fluently; i. using appropriate convention and grammar when presenting information. 3.0 LANGUAGE FOR AESTHETIC PURPOSES 3.1 Listen to, read, view and respond to literary works by a. understanding and retelling in ones own words the story and poem heard;

SPECIFICATIONS Level 3 v. Writing down main ideas and supporting details found in paragraphs. vi. Writing and presenting information orally.

EXAMPLES/ACTIVITIES/NOTES expanding words etc. - construct simple sentences and compound sentences based on words and phrases given, picture stimulus etc. Note: This will help learners to develop process writing skills.

e.g. extracting main idea(s) and supporting details from the paragraphs given. e.g. writing short paragraph(s) based on information obtained from interviews, talks, questionnaires etc and presenting them orally. Note: Teachers should guide and ensure that learners present the information orally.

Level 1 i. Listening to stories.

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES b. reading and giving ones opinion of the text;

SPECIFICATIONS

EXAMPLES/ACTIVITIES/NOTES

c. recognizing element of the story such as characters and events; d. reciting poems with feeling and expression; e. telling short stories with appropriate intonation, feeling and expression; f. understanding Japanese culture. 3.2 Express themselves creatively and imaginatively by a. dramatizing texts and role playing characters; b. retelling a story from a different point of view and presenting it in another genre; c. composing simple

ii. Tracing and copying Japanese characters (Hiragana,Katakana and Kanji) with the correct stroke and stroke order. Level 2, 3

e.g. asking and answering on the - characters - plot - sequence of events etc. Note : Introduction of Calligraphy ()

iii. Reading aloud poems and stories clearly and expressively.

Level 1, 2 i. Retelling stories with appropriate intonation, feelings and expressions.

e.g. reading aloud chants, rhymes, poems and stories. Note: Choice of materials should provide learners with the opportunity to - observe correct pronunciation, pauses, intonation, fluency and rhythm. - learn and compare the underlying values in the poems and stories read.

Level 3

Curriculum Specifications for Japanese Language Form One

LEARNING OUTCOMES poems, stories and dialogues.

ii.

SPECIFICATIONS Acting out parts from a story and role playing characters (fully guided).

EXAMPLES/ACTIVITIES/NOTES

e.g. role-play, charade, pantomime etc. Note:. Encourage learners to interpret the characters and roles creatively.

Curriculum Specifications for Japanese Language Form One

SECTION 2 : LANGUAGE CONTENT a. SUGGESTED SENTENCE PATTERNS / GRAMMATICAL ITEMS In this section, some suggested patterns have been listed for the language functions as stipulated in the Curriculum Specifications. These patterns are arranged according to language structures and teachers are encouraged to teach all of these item . It is important that teachers teach these sentence patterns in context and in a meaningful way.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

/ Place Place Place

/ () () () () ()

/ /

Curriculum Specifications for Japanese Language Form One 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. Place Place Place /( ) /( ) () () polite polite (/ ) polite polite () () () () ( ) ( ) () ( ) / /// // /

Curriculum Specifications for Japanese Language Form One 49. 50. (polite form) / /

b. SOUND SYSTEM The Japanese sound system comprises the items listed below which are to be introduced at the beginning stage of the learning programme. The listing below is meant as a guide for teachers to enable students to pronounce words correctly as well as to observe the word accent, rhythm and sentence intonation correctly. I. Vowels

There are five vowels in Japanese, i.e. /a/, /i/, /u/, /e/ and /o/. However, there are phonetic changes in the cases below. a. Long vowels In Japanese, there are words with long vowels are pronounced twice longer than those with single vowels. The length of these words determines their meaning and thus they are entirely different. Some of these words, when pronounced incorrectly (i.e. without its long vowel) gives and an entirely different meaning. Some of these words, when pronounced with a single vowel gives and an entirely different meaning Example: obaasan (grandmother) - obasan (aunt)

Curriculum Specifications for Japanese Language Form One

b. Semi-vowels There are two types of semi-vowels in Japanese, i.e. /y/ and /w/. The semi-vowel /y/ occurs either in the initial position or between a consonant and vowels in a syllable. The semi-vowel /y/ appears only before /a/, /u/ and /o/. The semi-vowel /w/ occurs only at the beginning of the syllable before /a/. Example: /y/: yuki (snow) okyaku (customer) /w/: watashi (I) denwa (telephone) c. Voiceless Vowels Vowels /i/ or /u/ becomes voiceless when either is placed between two voiceless consonants /k/, /s/, /t/, /p/ or /h/. In some cases, voiceless vowels may occur when /i/ or /u/ is placed between a voiceless consonant and a period. Example: k(i)sha (journalist) II. Consonants

shimas(u) (to do)

In Japanese, a syllable with a consonant normally, comprises a consonant followed by a vowel. However, there are exceptions such as: a. Double consonants In certain situations, two same consonants appear together (/pp/ /tt/ /kk/ /ss/ /dd/ /gg/). These are considered as one beat

Curriculum Specifications for Japanese Language Form One

and pronounced by tensing the throat in a momentary pause. Example: kippu (ticket)

b. Consonant /n/ The consonant /n/ is treated like a full syllable, in terms of length. However, its pronunciation varies as /m/ /n/ /ng/, depending on the sound that follow it. Example: ko(m)ba(ng) (tonight) III. Other issues a. Accent Japanese has a pitch accent. In Japanese, accent is not about loudness or length or clarity of enunciation but a change in voice pitch. Japanese words are pronounced basically on two levels or pitch, low and high. In certain situations, the pitch pattern determines the meaning of a word. b. Rhythm Rhythm is a significant issue in Japanese as Japanese is syllable-timed. The basic rule for speaking Japanese is to pronounce each and every syllable exactly the same length.

Curriculum Specifications for Japanese Language Form One

c. Intonation In Japanese, like other languages sentence intonation operates naturally according to the intention of utterances. However, in certain situations, a similar sentence has different meaning when it is uttered in a different intonation.

Curriculum Specifications for Japanese Language Form One

c. WORD LIST This suggested word list comprises word list of Level 4 and part of Level 3 of Japanese Language Proficieny Test. Words given are in their base form and teachers are encouraged to use them when teaching the learning outcomes. However, teachers are expected to teach these words in the different tense forms if the context so requires.

Word List For Form 1 Form 5

Parts of speech ()

() noun () pronoun ( I) Type I verb ( II) Type II verb

( III) Type III verb () adjective () adjective-verb () adverb

() ()

() attribute () conjunction () interjection () auxiliary

() particle () prefix () suffix () compound

1. 2. 3. 4. 5. 6. 7. 8.

Oh! Ah! greeting; salutation space; interval; during; between meet fit; suit; agree with; match; blue; green red baby; infant

() ( I) ( I) () () ()

Curriculum Specifications for Japanese Language Form One

9.

() ( I) () ( I) ( II) ( II) () () () () () () () ( I) () () () () () () () ( I) ( II) () ()

bright; cheerful rise; climb up; improve autumn open; be opened open give; raise; fly (kites) morning breakfast day after tomorrow foot; leg tomorrow flavour; taste there; over there play; amuse oneself warm head new; fresh there; that hot hot; heated thick gathered; collected; assembled collect; assemble back; after; later you

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

Curriculum Specifications for Japanese Language Form One

34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58.

() () () () ( II)

elder brother elder sister that ~; those ~ well; um; please; if you please; let me see pour on oneself; bathe in dangerous sweet not very; not much rain apologize wash exist; be located; have; possess; take place walk that; that one information; guiding; leading good; right; excellent; fine; suitable no say; state; express; be said; be called; named house; home; household; family go how old; how many how much; how many pond opinion; view doctor

() () () () ( I) ( I) ( I) ( I) () () () ()

( I) () ( I) () ()

() () ()

Curriculum Specifications for Japanese Language Form One

59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83.

() () ( I) () () () () () () () () () () () () () () () () () () () () ( II) ( I)

chair busy hurry; rush painful; sore; hurts receive; take food or drink one once; one time; on one occasion one day; all day most; best; number one; first with utmost effort; with all one's might together full a cup ( of tea); a glass (of beer); a bowl (of rice); a roomful (of people) when the fifth of the month; five days five items; five years of age always the country; rural area; hometown now; at present meaning; sense; significance (ones) younger sister disagreeable; unpleasant; distasteful; offensive entrance exist need; necessary

Curriculum Specifications for Japanese Language Form One

84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108.

( II) () () () ( II) () ( II) ( I) () () () () ( I) () () ( II) () () ( I) () () () () () ()

put in; add; include; prepare(drinks) colour various; several up; above; top; higher; superior; older plant; grow acceptance; reception (desk); information desk accept; take (lesson, test); undergo; experience; catch (e.g. a ball) move; operate; run back; rear; behind thin; weak lie song sing a house; a household arm be born; come into existence sea; ocean place where things are sold; sales floor; counter (in shop) sell happy; glad; pleasant coat; suit jacket; upper garment; outerwear yes (informal) operation; driving motion; exercise picture; painting; drawing

Curriculum Specifications for Japanese Language Form One

109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132.

() () () () () ( I) () () () () () () () () () () ( II) ( I) () ( I) ( II) () ( I) ( I)

movie; motion picture a movie theatre english; the English language yes; yeah station choose; select ~yen pencil good-tasting; delicious prayer; grace celebration; festive big; large; great a great number of people; a crowd mother sweets; confectionary; cake; pastry money wake up; get up; be up; be awake; take place; occur put; place; lay; leave wife; married woman send (a thing); dispatch; take or escort (a person somewhere); to see off (a person); spend a period of time; live a life be late; be delayed; fall behind schedule (someone else's) child raise; cause; wake someone perform; do; carry out

Curriculum Specifications for Japanese Language Form One

133. 134. 135. 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155. 156. 157.

( I) () () ( II) () ()

get angry; be angry liquor; alcoholic beverage; sake; Japanese rice wine dish; plate; saucer teach; tell; inform grandfather; an old man uncle; a middle-aged man push; stamp; seal late; slow tea fail (e.g. exam); fall down; drop change (money); balance lavatory; rest room; ladies room; men's room father younger brother man; male day before yesterday year before last an adult; a grown up dance dance stomach same; alike older brother older sister grandmother; an elderly lady

( I) () () ( I) () () () () () () ()

() () ( I) () () () () ()

Curriculum Specifications for Japanese Language Form One

158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182.

() () ( II) () () () ( I) () () ( I) ( II) ( II) () ( I) () () () () () () () () () () ()

aunt; a middle-aged woman; a lady lunch box memorize; remember; know; learn festival souvenir heavy; severe; grave think; feel amusing; funny; entertaining; interesting toy swim alight (e.g. from bus); get off; disembark descend (e.g. a mountain) the end end; finish doing something music woman; female ~th times ~th floor meeting; conference; convention meeting room; conference room company; corporation a member (a clerk) of a company; a company employee; an office worker stairs shopping conversation

Curriculum Specifications for Japanese Language Form One

183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. 205. 206.

( I) ( I) ( I) () ( I) ()

buy; purchase return; turn over go back; return face take; require (time/money/resource) key write draw wear(glasses); put on; hang; cover; multiply; play (a record); pour (water); sit down; make a phone call; lock (doors) ~months umbrella decorate; ornament; adorn singer lend; rent; lease common cold; influenza wind; breeze family person (honorific) a way of; a manner of; how to Katakana form; shape; figure; type tidy up; put in order; straighten up; put away win; gain victory corner

( I) ( I) ( II) () () ( I) () ( I) () () () () () () () ( II) ( I) ()

Curriculum Specifications for Japanese Language Form One

207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. 218. 219. 220. 221. 222. 223. 224. 225. 226. 227. 228. 229. 230. 231.

() () () () ( I) () () () () () () () ( II) () () () ( I) ( I) ( Ii) () () () () () ()

(ones) wife sad; sorrowful bag vase wear (hat, cap, mask, helmet) wall paper hair (school) subject; course Tuesday hot; spicy body borrow light river cute; adorable get dry change; be transformed; vary think; consider relation; connection Kanji simple foreign country foreigner student

Curriculum Specifications for Japanese Language Form One

232. 233. 234. 235. 236. 237. 238. 239. 240. 241. 242. 243. 244. 245. 246. 247. 248. 249. 250. 251. 252. 253. 254. 255. 256.

() () () () () () () () ( II) () ( I) ( II) () () () () () () () () () () ( II) ( II) ()

school month (January, February etc.) shows sign of ~ ~('s) side persist; try one's best wood; tree spirit; mood yellow disappear; vanish; extinguish machine hear; ask be heard; be audible season rules; regulations north dirty coffee lounge; coffee shop postage stamp ticket commemoration; in memory yesterday severe; strict; stern; austere; grave; solemn; intense (cold) decided; settled decide feeling; sensation; mood

Curriculum Specifications for Japanese Language Form One

257. 258. 259. 260. 261. 262. 263. 264. 265. 266. 267. 268. 269. 270. 271. 272. 273. 274. 275. 276. 277. 278. 279. 280. 281.

() () () () () () () () () () ( I) ( II) () () () () () () () ( I) () () () ()

kimono guest; customer nine today church classroom siblings interest (in something) last year dislike; hate cut; chop wear pretty; beautiful; clean neighbourhood Friday beef bank airport medicine (with te-form Verb) please do for me; please give me give (one and ones family members) something (honorific) fruit mouth; opening shoes socks

Curriculum Specifications for Japanese Language Form One

282. 283. 284. 285. 286. 287. 288. 289. 290. 291. 292. 293. 294. 295. 296. 297. 298. 299. 300. 301. 302. 303. 304. 305. 306.

() () ( I) () () ( II) ( III) () ( II) () () () () () () () () () () () () ( I) () () ()

country neck cloudy dark; gloomy approximate (quantity) compare come car; vehicle give (one and ones family members) something black; dark suffix for familiar (male) person condition; state; manner; health approximate (quantity) plan; project; schedule the police; the police force a policeman; a police officer a police station injury; hurt this morning scenery; scene; landscape eraser erase; turn off fine; splendid; nice; well enough marriage quarrel

Curriculum Specifications for Japanese Language Form One

307. 308. 309. 310. 311. 312. 313. 314. 315. 316. 317. 318. 319. 320. 321. 322. 323. 324. 325. 326. 327. 328. 329. 330. 331.

() () () () () () () () () () () () () () () () () () ( II) () () () () () ()

Monday entrance hall healthy; energetic; robust counter for small items child (public) park (senior) high school (senior) high school student factory principal; headmaster auditorium; hall police box voice international here; this place nine days; 9th (date) nine answer; response answer; reply this person; this direction; this side thing; matter; fact this year word; language child; children this; these

Curriculum Specifications for Japanese Language Form One

332. 333. 334. 335. 336. 337. 338. 339. 340. 341. 342. 343. 344. 345. 346. 347. 348. 349. 350. 351. 352. 353. 354. 355. 356.

( I) ( I) () () ()

bothered; troubled crowded this; these from now on; from here; after this time; about; approx. (time) broken; break this month this week now; next time such; this; like this; such as this; of this kind; this kind of tonight; this evening five language; word honourable~ afternoon; PM husband (honorific) morning; AM (cooked) rice; meal rubbish; trash; garbage time; about; approx. (time) come; come on; come now; well ~years old latest; most recent; nowadays last; end; conclusion fish

( I) () () () () () () () () () () () () () () (

() () () ()

Curriculum Specifications for Japanese Language Form One

357. 358. 359. 360. 361. 362. 363. 364. 365. 366. 367. 368. 369. 370. 371. 372. 373. 374. 375. 376. 377. 378. 379. 380. 381.

( I) ( I) () ( I) () ( I) ()

search; seek; look for hang down; decline; dangle; fall; step back onwards; ahead; the future; precedence; former; previous; old bloom composition; essay raise (stretch out) hands; raise umbrella some time ago; a little while ago; just now counter for books sugar lonely; lonesome Mr. or Mrs. cold (weather) month after next week after next year after next touch; feel Mr.; Mrs.; Ms. three walk; stroll journal; magazine disappointment; bad luck; pity; regret four match; game; bout; contest salt however; but

() () () () () () () () () () () () () () () () () ()

Curriculum Specifications for Japanese Language Form One

382. 383. 384. 385. 386. 387. 388. 389. 390. 391. 392. 393. 394. 395. 396. 397. 398. 399. 400. 401. 402. 403. 404. 405. 406.

() () () () () () () () () () ( I) () ( I) ( II) ( II) () () () () () () () () () ()

ceremony examination; test work; occupation; employment quiet; peaceful under; below; beneath underwear seven failure; mistake; blunder question; inquiry discourtesy; impoliteness; excuse me; goodbye die island close; be closed close; shut tie; fasten societ; public photograph ~weeks custom; habit; manners homework attendance; presence departure hobby; preference; interest; past time; taste introduction primary school; elementary school

Curriculum Specifications for Japanese Language Form One

407. 408. 409. 410. 411. 412. 413. 414. 415. 416. 417. 418. 419. 420. 421. 422. 423. 424. 425. 426. 427. 428. 429. 430.

() () () () () () () ( II) ( I) () () () () () () () () () () () () () ()

New Year; New Years Day novel; story soy sauce future; in time (days, years) to come; hereafter; henceforth meal cafeteria; dining hall foodstuff; groceries investigate; check up know; understand; acquainted with; feel white kindness newspaper time (o'clock) a character; a letter; a word; handwriting time ~ hours self teaching; teach oneself; study for (by) oneself without a teacher; practice oneself; prepare ones lesson dictionary; lexicon earthquake bicycle automobile; vehicle myself; oneself well; well then; in that case

() worry; concern; anxiety; care

Curriculum Specifications for Japanese Language Form One

431. 432. 433. 434. 435. 436. 437. 438. 440. 441. 442. 443. 444. 445. 446. 447. 448. 449. 450. 451. 452. 453. 454. 455.

() () () () () () () () () () () () ( I) () () ( I) ()

ten address lesson; class preparation; arrangement; prepare; arrange; make preparation; get ready freedom; liberty; as it pleases you skill; skillful good health; robustness; healthy; strong; well and strong; woman ~ person population swimming Wednesday smoke; breathe; suck in liking; fondness; love exceed; ~ too much become empty; become less instantly small quantity; little; few; little while terrible; dreadful; terrific; amazing; great; wonderful; to a great extent cool; refreshing throw away; cast aside; abandon reside; live in; inhabit; dwell do; try sit a piece; each; at a time

439. ()

() () () ( II) ( I) ( I) ( I) ()

Curriculum Specifications for Japanese Language Form One

456. 457. 458. 459. 460. 461. 462. 463. 464. 465. 466. 467. 468. 469. 470. 471. 472. 473. 474. 475. 476. 477. 478. 479. 480.

() () () () () () () () () () () () () () () () () () () () ()

height; stature living; life (one's daily existence); livelihood pupil the world soap; bar of soap explanation back (of body) business suit; lounge suit narrow; confined; small looking after; help; care thousand last month last week; the week before teacher; master; doctor washing; laundry senior; superior; elder certainly; without fail wholly; entirely; completely; not at all (neg. verb) all; entire; whole; altogether so; really and; like that; cleaning; sweeping consultation; discussion that place; there and; and then

() () () ()

Curriculum Specifications for Japanese Language Form One

481. 482. 483. 484. ~ 485. 486. 487. 488. 489. 490. 491. 492. 493. 494. 495. 496. 497. 498. 499. 500. 501. 502. 503. 504. 505.

() () () ( () () () () () () () () () () () () () () () () () ( I) () () ()

over there; the other; you; yourself graduation outside; exterior that; the near; close; beside; vicinity; proximity (ones) grandfather (ones) grandmother the sky that; it and then; after that in that situation; well then... gradually; steadily; soon; slowly embassy important usually; generally; mostly typhoon awful; dreadful; terrible; very; extremely tall; high; expensive a large quantity; many; a lot; much tatami mat (Japanese straw mat) plural suffix stand building for example; e.g. shelves; rack

Curriculum Specifications for Japanese Language Form One

506. 507. 508. 509. 510. 511. 512. 513. 514. 515. 516. 517. 518. 519. 520. 521. 522. 523. 524. 525. 526. 527. 528. 529. 530.

() ( I) () ()

enjoyable; fun request; beg; ask tobacco; cigarettes perhaps; probably food eat egg good; advantage; in order to; for sufficient; enough birthday counter for vehicles; electrical apliances (computer, radio etc.) university university student important; valuable; serious matter safe; all right; OK very likeable; liking very much an outline; a summary; the gist; general; substantially; main point kitchen so; therefore put out; send; take out who male; man gradually; by degree; step by step; little by little small; little; tiny near; close by

() ( II) () () ( II) () () () () () () () () () () ( I) () () () () ()

Curriculum Specifications for Japanese Language Form One

531. 532. 533. 534. 535. 536. 537. 538. 539. 540. 541. 542. 543. 544. 545. 546. 547. 548. 549. 550. 551. 552. 553. 554. 555.

() () () ( I) () () () () () () () () () () () ()

near; neighbourhood; vicinity underground train; subway strength; power to differ (from) map (ones) father brown rice bowl; teacup suffix for familiar (female) person; small boy during; while ~ing caution; being careful; attention (heed); warning; advice junior high school student; middle school student junior high school; middle school suspension; stoppage; discontinuance; interruption just; right; exactly just a minute; a short time; a while; just a little; somewhat geography 1st (date); first day of the month about; concerning; regarding use; handle; manipulate; spend get tired; tire month moon next; subsequent arrive at; reach

() () () ( I) ( II) () () () ( I)

Curriculum Specifications for Japanese Language Form One

556. 557. 558. 559. 560. 561. 562. 563. 564. 565. 566. 567. 568. 569. 570. 571. () 572. 573. 574. 575. 576. 577. 578. 579.

( I) () ( I) ( II) ( II) ( II) ( II) () () () ( II) () () ( I) () () () () () () () ( II) ( II) ()

be started; be switched desk make; create; manufacture; draw up; write; compose; build; organize; establish; cook; grow (vegetables) turn on (e.g. a light); attach; join; add; stick; glue; fasten; furnish; wear; appraise convey; report; transmit; communicate; tell; impart; inform continue; keep up; keep on serve; fill a post; work (for) insignificant; boring; dull cold; icy; freezing; coldhearted strong; powerful; mighty; potent lead; take (a person) hand letter help; assist; take part in glove temple spot; mark; point; dot shop assistant; employee; clerk; salesperson weather weather forecast; weather report exhibition go out; set out; start be able to; be ready; occur; possibility; can exit; gateway; outlet

Curriculum Specifications for Japanese Language Form One

580. 581. 582. 583. 584. 585. 586. 587. 588. 589. 590. 591. 592. 593. 594. 595. 596. 597. 598. 599. 600. 601. 602. 603. 604.

() () ( II) () () () () () () () () () () () () () () () () () ( I) ( I) ( I) ( II) ()

then; well; well then; so; in that case but; however appear; come forth; leave electricity; (electric) light electric train telephone ten far; distant ten days; the 10th of the month far away; distant ~Street; ~Avenue; pass (by); go through; walk along; pass exams sometimes particularly; especially special watch; clock place library very; awfully; exceedingly next to; next door to jump; fly; leap; spring; hop stop; come to a halt stay at (e.g.hotel) stop (something) friend

Curriculum Specifications for Japanese Language Form One

605. 606. 607. 608. 609. 610. 611. 612. 613. 614. 615. 616. 617. 618. 619. 620. 621. 622. 623. 624. 625. 626. 627. 628. 629.

() () ( I) ( I) () () () () ()

bird; fowl; poultry chicken meat take; pick up; harvest; choose take (photo); make (film, video) counter for occurrences how; in what way tools; instruments; apparatus; utensils why; for what reason; how; in what way; for what purpose; what for please; kindly; by all means animal zoo (abrr) thanks; how; (very) much; very; quite; really; somehow; sorry where; what place which (of two); who who which; what (way) Saturday which (3 or more) what; what kind of cure; heal; fix; correct; repair be cured; heal; get mended; get well; be repaired; be fixed inside; within; among long bark; purr; make animal sound cry; sing (bird)

() () () () () () ()

() () () ( I) ( I)

() () ( I) ( I)

Curriculum Specifications for Japanese Language Form One

630. 631. 632. 633. 634. 635. 636. 637. 638. 639. 640. 641. 642. 643. 644. 645. 646. 647. 648. 649. 650. 651. 652. 653. 654.

( II) () () () () () () () ( I) ( I) ( II) ( I) ( I) ( II) () () ()

throw; cast; pitch (ball) summer summer vacation et cetera seven what seven days; 7th (date) name learn line up; stand in a line; queue arrange; set up become sound; ring; resound; chime grow accustomed to what two odour; scent; smell bustling; busy; lively meat difficult to ~ west day Sunday diary; journal Japan

() () () () () ()

Curriculum Specifications for Japanese Language Form One

655. 656. 657. 658. 659. 660. 661. 662. 663. 664. 665. 666. 667. 668. 669. 670. 671. 672. 673. 674. 675. 676. 677. 678. 679.

() () () () () ( I) () () () () ( II) () () () ( I) () ( I) ( II) () ( I) () () () ()

luggage entry to school or university garden counter for people doll; puppet; figure take off; remove; undress steal price; cost fever; temperature oversleep sleep; lie down ~year (an academic) year of a student throat climb drink; beverage drink; swallow transfer (trains); change (bus, train) vehicle; transportation get on; ride in; board; mount; get up on tooth yes counter for cupfuls ashtray dentist

Curriculum Specifications for Japanese Language Form One

680. 681. 682. 683. 684. 685. 686. 687. 688. 689. 690. 691. 692. 693. 694. 695. 696. 697. 698. 699. 700. 701. 702. 703. 704.

( I) () ( I) () () () ( I) ( I) () () ( I) () () ( I) () () () () () ( I) () () () () ( I)

enter; break into; join; enroll; contain postcard wear; put on (a sword); vomit; sweep box bridge chopsticks run begin begin with; first of all; first(ly); in the beginning for the first time start; begin shy; ashamed; embarrassed 20 years old work; labour eight twenty days; 20th (date) flower nose talk; speech; chat; story; conversation speak cherry blossom viewing (ones) mother early quick; fast; swift pay; wipe

Curriculum Specifications for Japanese Language Form One

705. 706. 707. 708. 709. 710. 711. 712. 713. 714. 715. 716. 717. 718. 719. 720. 721. 722. 723. 724. 725. 726. 727. 728. 729.

() ( I) ( II) () () () () () () () () () () () () () ( I) ( I) () () () () () () ()

spring stick; paste; glue sunny half opposition; resistance; hostility; contrast; objection; reverse; opposite half way; by half; into halves just did ~; only place; location place; number; size television programme number; series of digits dinner; evening meal sun; sunshine; day fire; flame; blaze east counter for small animals minus; pull; look up (dictionary); catch (cold) play (piano, guitar) short; low; humble; low (voice) beard airplane after a long time left necessary; essential; indispensable man; person; human being; mankind; people; character

Curriculum Specifications for Japanese Language Form One

730. 731. 732. 733. 734. 735. 736. 737. 738. 739. 740. 741. 742. 743. 744. 745. 746. 747. 748. 749. 750. 751. 752. 753. 754.

() () () () () () () () () () ( I) () () () () ( II) ( I) () ( I) () () () () () ()

one one month one person; alone; by oneself free time; leisure; spare time 100; hundred Hiragana noon; daytime lunch: midday meal lunch break spacious; vast; wide pick art gallery; art museum hospital illness; disease; sickness envelope increase; multiply blow (e.g. wind) clothes wipe; mop review; revision two two persons; two people; pair; couple two days; 2nd (date) fat; thick ship; boat

Curriculum Specifications for Japanese Language Form One

755. 756. 757. 758. 759. 760. 761. 762. 763. 764. 765. 766. 767. 768. 769. 770. 771. 772. 773. 774. 775. 776. 777. 778. 779.

() ( I) () () () () () () () () () () () () () () () () () () () () () () ()

winter precipitate; to fall (e.g. rain) old; aged; ancient; stale; outmoded; obsolete bath ~ minute grapes pork culture; civilization unskillful; poor; awkward room area; vicinity strange; odd; peculiar reply; answer study; discount; reduction lawyer convenient; handy; useful other place; the rest star want; wish for; desire thin; slender; fine book counter for long cylindrical things bookshelves real; true; really; truly hat

Curriculum Specifications for Japanese Language Form One

780. 781. 782. 783. 784. 785. 786. 787. 788. 789. 790. 791. 792. 793. 794. 795. 796. 797. 798. 799. 800. 801. 802. 803.

() () () () () () () () () ( I) ( II) () () () () ()

I; me counter for flat things every morning every week every month; each month; monthly every year; yearly; annually every day every night before; in front; fore part; ago; previously; head (of a line); in the presence of; (five minutes) to; helping; portion turn; bend lose; defeated diligent; serious first (of all); start with unappetizing; unpleasant (taste, appearance, situation); unskillful; awkward; bungling; unwise; untimely again; and yet; still; more; besides town; street; city err; make a mistake straight (ahead); direct; upright wait window be in time for as it is; average round; circular; spherical

() ( II) () ( I) () ( I) () ()

Curriculum Specifications for Japanese Language Form One

804. 805. 806. 807. 808. 809. 810. 811. 812. 813. 814. 815. 816. 817. 818. 819. 820. 821. 822. 823. 824. 825. 826. 827. 828.

() () () () () ( II) ( I) () () () () () ( II) () () () ( II) () () () () ( II) () ( II) ()

surroundings; circulation go around; revolve 10,000; ten thousand comic; cartoon middle; centre be seen; be in sight polish; shine; brush; refine; improve right short water; cold water lake store; shop show; display road; street; way; method three days; 3rd (date) three discover; find everyone; everybody; all harbour; port south ear see; watch six days; 6th (date) fetch (someone); pick; welcome olden days; once; a long time ago

Curriculum Specifications for Japanese Language Form One

829. 830. 831. 832. 833. 834. 835. 836. 837. 838. 839. 840. 841. 842. 843. 844. 845. 846. 847. 848. 849. 850. 851. 852. 853.

() () () () () () () () () () () () () ()

beyond; over there; opposite direction; the other party insect (ones) son son (ones) daughter daughter difficult six eye number ~; sequence; ~nd; ~th glasses unusual; rare already; again; another; more soon; very soon Thursday if hello (on phone) of course; certainly; naturally more; longer; farther hold; carry; possess turn back; return thing; object receive forest gate

() () () () ()

( I) ( I) () ( I) () ()

Curriculum Specifications for Japanese Language Form One

854. 855. 856. 857. 858. 859. 860. 861. 862. 863. 864. 865. 866. 867. 868. 869. 870. 871. 872. 873. 874. 875. 876. 877.

() () () ( I) () ( I) () () () () () () ( I) () () ( I) ( II) ( I)

problem; question ~store greengrocery bake; grill arrangement; appointment; promise be helpful; be useful vegetable easy; plain; simple kind; gentle cheap; inexpensive easy to do ~ rest; recess; vacation; holiday; absence; suspension rest; have a break; take a day off; absent; retire to sleep eight mountain; pile; heap cease; stop end; stop; resign; give up; quit do; kill; give (to inferiors, animals, etc.); perform; play (sports, game); have (eat, drink, smoke); run or operate (a restaurant) hot water evening post office last night fame; famous snow

() () () () () ()

Curriculum Specifications for Japanese Language Form One

878. 879. 880. 881. 882. 883. 884. 885. 886. 887. 888. 889. 890. 891. 892. 893. 894. 895. 896. 897. 898. 899. () 900. 901. 902.

() () () () () () () () () () () () () ( I) ( I) () () () () () () () () () ()

slowly; at ease finger (finger) ring dream eight days; 8th (date) tasks; chores; matters western-style clothes nicely; properly; skillfully; frequently; often beside; side; width preparation for a lesson four days; 4th (date) four plans; arrangements; schedule call out; invite read evening; night weak; feeble next month next week next year splendid; fine; elegant; imposing; prominent; magnificent; respectable oversea (student); studying abroad reason; pretext; cause; excuse parents both; both sides; both parties

Curriculum Specifications for Japanese Language Form One

903. 904. 905. 906. 907. 908. 909. 910. 911. 912. 913. 914. 915. 916. 917. 918. 919. 920. 921.

() () () () () () () () () () ( I) ( I) ( II) ( I) () ( I) ( I) () ()

cooking; cookery; cuisine travel; trip zero; nought refrigerator history practice communication; contact; connection corridor six young boil; heat understand; realise; be sensible; know divide, part, separate forget I; me pass over; hand over cross over; go across laugh; smile bad; inferior

922. 923. 924. 925.

() () () ()

ice cream accessories Asia anime; animation

Curriculum Specifications for Japanese Language Form One

926. 927. 928. 929. 930. 931. 932. 933. 934. 935. 936. 937. 938. 939. 940. 941. 942. 943. 944. 945. 946. 947. 948. 949. 950.

() () () () () () () () () () () () () () () () () () () () () () () () ()

apartment, apartment building America photo album questionaire England; Great Britain Islam internet interview escalator elevator engineer card camera karaoke curry calendar kilogram; kilometer guitar quiz class Christianity a graph; a graphic chart; a (symbolic) diagram game coat, tennis court glass

Curriculum Specifications for Japanese Language Form One

951. 952. 953. 954. 955. 956. 957. 958. 959. 960. 961. 962. 963. 964. 965. 966. 967. 968. 969. 970. 971. 972. 973. 974. 975.

() () () () () () () () () () () () () () () () () () () () () () () () ()

concert convenient store computer soccer satay; sate salad sandal sandwich shirt, singlet shower jeans juice; soft drink supermarket skirt scarf heater speech contest spoon sports slippers trousers sweater sepaktakraw sen zero

Curriculum Specifications for Japanese Language Form One

976. 977. 978. 979. 980. 981. 982. 983. 984. 985. 986. 987. 988. 989. 990. 991. 992. 993. 994. 995. 996. 997. 998. 999. 1000.

() () () () () () () () () () () () () () () () () () () () () () () () ()

towel taxi check chicken rice table tape textbook; text test tennis television, TV tent digital camera departmental store toilet, restroom, bathroom, lavatory door (Western style) Deutsch; Germany drama durian knife nasi lemak news necktie netball notebook; exercise book handkerchief

Curriculum Specifications for Japanese Language Form One

1001. 1002. 1003. 1004. 1005. 1006. 1007. 1008. 1009. 1010. 1011. 1012. 1013. 1014. 1015. 1016. 1017. 1018. 1019. 1020. 1021. 1022. 1023. 1024. 1025.

() () () () () () () () () () () () () () () () () () () () () () () () ()

handbag burger motor bicycle; motorbike; motor cycle bus; bath basketball butter badminton party pilot pyjamas bread; panning Hinduism video piano pizza film (roll of) fork; folk France fruit cake swimming pool a present; a gift bed belt pet pet bottle

Curriculum Specifications for Japanese Language Form One

1026. 1027. 1028. 1029. 1030. 1031. 1032. 1033. 1034. 1035. 1036. 1037. 1038. 1039. 1040. 1041. 1042. 1043. 1044. 1045. 1046. 1047. 1048. 1049. 1050.

() () () () () () () () () () () () () () () () () () () () () () () () ()

pen homestay host family hotel ball button pocket match muffler Malaysia mango milk message memo mail friend rugby racquet radio rambutan recycle ringgit restaurant reports Russia locker

Curriculum Specifications for Japanese Language Form One

1051. 1052. 1053. 1054. 1055. 1056. 1057. 1058.

() () () () () () () ()

roti canai lobby robot white shirt one piece dress CD player KL Tower tshirt

1.

Thanks Thank you very much (say before eating a meal) I'm going (and coming back) 2.() 3. 4. 5. 6. 7. 8. 9. 10 11 12 13 14 15

A farewell greeting (response to Welcome (to a store; shop only) Welcome homeWelcome home (slightly formal) Thanks to you (when parting) take care; (letter closing) stay well Are you well?; How are you? Sorry to intrude Take care (to someone who is ill) Please (do for me); Please (I pray) Good morning (very polite) Sorry to have kept you waiting

Curriculum Specifications for Japanese Language Form One

16 17 18 19 20 21 22 23 24 26 27 28 () 29 30 31 32 () 33 25

Congratulations (very polite) Good night (very polite) It is I who should say so Hello (good day) Good Evening Thank you for the meal (very polite) May I come in Sorry Farewell Sorry for my rudeness Sorry/excuse me "I'm home" (said when returning home) See you later (Not at all) you're welcome Nice to meet you Welcome Welcome Pleased to meet you; It's a pleasure (introductory phrase)(

Curriculum Specifications for Japanese Language Form One

d. KANJI LIST This suggested Kanji list is based on themes and topics. It is important that teachers teach these Kanji in context and meaningful way. However, teachers are encouraged to expose the learners to other Kanji in relation to themes and topics taught.

Kanji List For Form 2

Category People / Families Parts of the body Nature Time / Period Directions / Locations Numbers / Counters Transports Adjectives Verbs Miscellaneous Compound Words Kanji

Curriculum Specifications for Japanese Language Form One

f. WRITING SYSTEM Hiragana Table

Katakana Table

Curriculum Specifications For Japanese Language Form Two