PLEASE NOTE: This is a sample work program provided by a school. It is not an
official ... listen to conversation about Christmas in Japan and compare with ...
Japanese Work program sample
Japanese sample work program Reproduced with the permission of Brisbane Grammar School September 2008
A work program is the school’s plan of how the course will be delivered and assessed, based on the school’s interpretation of the syllabus. The school’s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs.
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
COURSE OVERVIEW Themes 1. Family and Community 2. Leisure, Recreation, and Human Creativity 3. School and Post-School Options 4. Social Issues THEME Time
TOPIC 1
Semester Term 1
1
Semester Term 2
1
Semester Term 3
2
Semester Term 4
2
Semester Term 1
3
Semester Term 2
3
Semester Term 3
Semester
4
4
Term 4
2
3
4
Approx. duration (weeks)
Self- introduction
3
Communication
3
Rules
3
Embarrassing events
3
Holidays in Japan
4#
Holidays in Australia
3
Hobbies
3
Sport & Fitness
3
Entertainment
3
Graffiti & Recycling
4#
Bullying
2
Saving water
4#
Let's go somewhere
4#
Where shall we stay?
4#
How shall we get there?
2
Last year of school - driving
4#
Coming of Age celebrations
3
Dreams of the future
2
Tour guides and sightseeing
4#
The sales assistant
3
Part-time work in a restaurant
2
Finding work in Japan
4#
# indicates in-depth unit PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
THEME: Family & Community TOPIC: Holidays in Japan SUGGESTED TIME ALLOCATION: 4 weeks SETTING: Home/Japan
YEAR 11 SEM 1 TERM 2 TEXT REFERENCE Mirai Stage 5 Part 2 Unit 5
FUNCTIONS • describing people and things • describing manner • expressing gratitude • expressing surprise • doing favours • offering goods and services • congratulating • expressing giving and receiving • expressing doing and receiving favours
GRAMMAR …そうです・…らしいです (looks) …にする …の (pronoun) あげる・くれる・もらう さしあげる・くださる・いただく びっくりしました あら・へえ・おや・まあ …てあげる・…てくれる・…てもらう …てくださる・…ていただく おめでとうございます あけましておめでとうございます 今年もよろしくおねがいします
SUGGESTED LEARNING EXPERIENCES
CULTURAL CONTEXT • お正月・おとしだま・年賀状・おも ち・十二支 • New Year customs in Japan and Australia • Use of polite speech in recognition of senior status in the company, school and daily life • Gift giving etiquette、Gift wrapping, furoshiki
LISTENING/SPEAKING • listen to conversation about Christmas in Japan and compare with Christmas in Australia • roleplays o asking someone to do something for you o receiving otoshidama o birthday party - giving & receiving presents • discuss what you would like to do for New Year if you were a millionaire
SCRIPT READING/WRITING • read New Year greeting cards and write your own • send electronic New Year cards • read New Year horoscopes and discuss • try writing your own horoscopes and pin them on the class noticeboard for other students to read • write a email to your penpal describing your Christmas / New Year activities • write birthday card to a friend
正、早、買、週、朝、来、円、白
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
THEME: Social Issues TOPIC: Saving Water SUGGESTED TIME ALLOCATION: 4 weeks SETTING: Home/Brisbane/Australia/Japan/world
FUNCTIONS • asking about / describing times • asking for / giving denial • expressing agreement / disagreement • asking for / giving instructions • asking about / describing activities, events, situations • identifying problems • enquiring about / describing intention • apologising • expressing opinions
SUGGESTED LEARNING EXPERIENCES LISTENING/SPEAKING • discuss environmental issues in groups • questionnaire - use of water in average Brisbane household • debate - water wastage at school and how the problem could be solved • explain Waterwise brochure to Japanese speaker
READING/WRITING • read posters about water wastage & ways to conserve water in Japan • draw a cartoon and add captions re saving water • write letter of complaint to a company complaining about their use of water and how it affects the community • write an ad to encourage Brisbane residents to conserve water
YEAR 11 SEM 2 TERM 4 TEXT REFERENCE Mirai Stage 5 Part 4 Unit 12
GRAMMAR …時に AはBとちがいます。 AとBはちがいます。 …ないで…
CULTURAL CONTEXT • Manners posters in Japan • lifestyle & water saving activities • Japanese bathing - conserve water • Impact of water meters in Brisbane • Industrial growth / zero population growth / water shortage SCRIPT 切、出、入、洗、手、次、庭
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
THEME: Leisure, Recreation & Human Creativity TOPIC: Where shall we stay? SUGGESTED TIME ALLOCATION: 4 weeks
YEAR 12 SEM 3 TERM 1 TEXT REFERENCE Mirai Stage 6 Part 1 Unit 2
SETTING: Travel agency, home, hotel / youth hostel
FUNCTIONS • asking about / identifying places • asking about / describing activities / events / situations • expressing confirmation • asking for / giving clarification • giving advice • asking for / giving cost
GRAMMAR Relative clauses using adj. & nouns eg. 人が多いところ …前に、…後で、…てから できるだけ…下さい。 …というのは…ということですか。 よろしい・けっこう …た方がいいです。
SUGGESTED LEARNING EXPERIENCES LISTENING/SPEAKING • roleplay -listen to travel agent describing accommodation choices and decide where you would like to stay • listen to description of an onsen and discuss whether you would like to visit one • role play - explain local accommodation choices to a visitor • recount a travel experience to the class • explain local accommodation choices to a Japanese visitors • role play – at a hotel/onsen
CULTURAL CONTEXT • Appreciation of Onsen culture • The difference between 旅館、民宿, youth hostels, and hotels • 洋食、和食 • 洋室、和室 • Japanese & Australian Hotels
SCRIPT 泊、料、理、旅、帰、夕、昼、室、 和、町、丁、市、区、県、京、都、 府、様
READING/WRITING • read brochures/websites for hotels, minshukus, youth hostels etc including rates and descriptions & decide where to stay • write an email/ Fax booking accommodation at one of the above • book accommodation online using web form • write ad for Australian hotel / hostel to be published in Japanese magazine / newspaper (Hiragana Times) • write a postcard/letter describing travel impressions/experiences during a week away from host family in Japan • respond to penpal enquiry about holiday accommodation options for young tourists in Australia
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
THEME: School & Post School Options TOPIC: Tour guides and sightseeing SUGGESTED TIME ALLOCATION: 4 weeks
YEAR 12 SEM 4 TERM 3 TEXT REFERENCE Mirai Stage 6 Part 2 Unit 7
SETTING: Hotels, on a bus, at tourist destinations
FUNCTIONS • identifying / asking about people / things • asking about / describing times • counting • expressing fractions • asking for and giving directions
GRAMMAR …の (meaning 'one') use with relative clauses/adjectives Times.…ばい、何ばい Fractions 二分の一 ~と (if) ございます、でございます おいでになります、いらっしゃいま す めしあがります どなた けさ、おととい、あさって ご and お prefixes
SUGGESTED LEARNING EXPERIENCES LISTENING/SPEAKING • listen to a tourist guide showing Japanese visitors around Sydney & role play doing the same thing in Brisbane • role play - guide & tourist • act as a guide showing exchange visitors round the school • produce video about Australia-languages, States, cities weather • listen to GPS instructions on how to get somewhere READING/WRITING • use Google Earth to read instructions to a location • read article about expectations of tour guides by tour operator and discuss • read descriptions of Australian famous places and prepare an itinerary for a friend • write a description of places to see from bus window between home and nearby attraction • write the script for showing a visitor round your favourite place • read a survey of Japanese visitors to Australia and design an advertisement to attract tourists to your services as a tour guide
CULTURAL CONTEXT • Appreciation of Keigo in the service industry • Attitude & expectations of Japanese employers towards employees • Expectations of Japanese travellers abroad • Group holidays • Japanese concepts of giving and receiving compliments
SCRIPT 島、話、羊、売、美、広、国、募集 、応募、古、英、州、園
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
BRISBANE GRAMMAR SCHOOL
Writing
Speaking
Reading
Listening
Student name: _____________________ Year 11 Date
Topic
Task
Result
Feb
Self-introduction
Students listen to a series of selfintroductions from Japanese exchange students
August
Sport & Fitness
Students listen to teacher at camp outlining activities, procedures and routines
Date
Topic
Task
May
Holidays in Japan
Students read a weblog about a student’s experiences in Japan at Christmas/New Year time
Oct
Graffiti & Recycling
Students read series of short articles about environmental issues and efforts being made by people in Japan.
Date
Topic
Task
April
Rules
Student explains to his Japanese exchange student the rules and routines of the house/school.
Sept
Entertainment
Student has conversation about entertainment options in Australia compared to Japan.
Date
Topic
Task
June
Holidays in Australia
Students write an email outlining what occurs in Australia during the Christmas/New Year period
Nov
Saving water
Students write article about the efforts to save water at their home/city.
Result
Result
Result
OVERALL RESULTS
Macro-
SEMESTER ONE
skills
Listening
Reading
Speaking
Writing
TWO
End of Semester One
End of Semester Two
Proposed Interim Level of Achievement at Monitoring
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
BRISBANE GRAMMAR SCHOOL
Writing
Speaking
Reading
Listening
Student name: _____________________
Year 12
Date
Topic
Task
Result
Feb
Let’s go somewhere
Students listen to a narratives of different people’s holidays
June
Dreams of the future
Students listen to an interview with young Japanese students about their future once they leave school.
Oct
Finding work in Japan
Students listen to advice provided by Japanese language school recruitment officer regarding teaching English in Japan.
Date
Topic
Task
May
Coming of age celebrations
Students read newspaper article about the various coming of age celebrations in the various city halls around Japan
Sept
Part-time work in a restaurant
Read advertisements for part-time work and compare advantages and disadvantages.
Date
Topic
Task
April
Where shall we stay?
Students roleplay a telephone call to book accommodation in Japan for their parents.
Aug
Tour guides and sightseeing
Students provide advice and directions to a lost tourist from Japan.
Date
Topic
Task
May
Last year at school driving
Write persuasive email to Japanese friend who wants to get licence in Australia
Sept
Dreams of the Future
Students write a narrative retrospective suitable for a publication in Japanese school magazine about their time at high school and future plans.
Result
Result
Result
OVERALL RESULTS SEMESTER THREE Macro-
Listening
Reading
Speaking
Writing
VERIFICATION
skills EXIT End of Semester Three Proposed Interim Level of Achievement at Verification Level of Achievement at Exit
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
Reading – standards schema – Comprehension Student work has the following characteristics: Standard A knowing and understanding:
Standard B knowing and understanding:
Standard C knowing and understanding:
Standard D knowing and understanding :
Standard E knowing and understanding :
a comprehensive range of information is presented, including gist, main points and relevant details;
a range of information is presented, including gist, main points and obvious details;
essential information is presented, including some main points and details which may not always be relevant;
information is presented, including the meaning of some familiar language;
fragmented information is presented;
the meaning of familiar and complex language is accurately and clearly demonstrated;
the meaning of familiar language is accurately demonstrated but complex language may be misinterpreted;
the meaning of familiar language is demonstrated accurately;
the purpose of the text and the writer’s perspective and intention are clearly evident; subtleties are recognized
the purpose of the text and the writer’s perspective and intention are recognised; subtleties may be overlooked
the writer’s general intention is recognised when obvious within a familiar context
a very broad outline or some specific details of the writer’s general intention is demonstrated
reasoning and responding:
reasoning and responding:
reasoning and responding:
reasoning and responding:
reasoning and responding:
detailed analysis and thorough evaluation are evident;
detailed analysis and evaluation are evident;
basic analysis and evaluation are evident;
little evidence of basic analysis or evaluation is present;
no evidence of analysis or evaluation is presented;
plausible interpretations of unfamiliar language are drawn from context;
interpretations of unfamiliar language are made from context;
well-constructed conclusions and wellsubstantiated decisions are made;
conclusions and decisions are made, although at times justification may be incomplete;
conclusions and decisions are made but often lack justification;
conclusions and decisions may be made but lack justification;
responses are minimal.
cultural meanings are integrated into responses where appropriate.
cultural meanings are evident in responses but may not be fully developed.
obvious cultural meanings are identified.
obvious cultural meanings may be identified.
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
an isolated understanding of words and phrases is demonstrated
Speaking – standards schema – Conveying meaning Student work has the following characteristics: Standard A knowing and using language features:
Standard B knowing and using language features:
Standard C knowing and using language features:
Standard D knowing and using language features:
Standard E knowing and using language features:
a wide range of vocabulary and grammar is used effectively, with few errors;
a range of vocabulary and grammar is used effectively, although with some errors;
a range of familiar vocabulary and grammar is used, although errors are evident;
some familiar vocabulary and grammar is used, although frequent errors are made;
responses may be single words or short, wellrehearsed phrases, using familiar vocabulary;
a range of cohesive devices is used to express connected thoughts and ideas;
Selected cohesive devices are used to connect familiar thoughts and ideas;
basic cohesive devices are used to connect simple ideas;
some simple linking words are used, but the meaning as a whole is fragmented;
register is appropriate to the situation;
register is usually appropriate to the situation;
pronunciation, intonation, rhythm and stress are acceptable to a background speaker
pronunciation, intonation, rhythm and stress are acceptable to a background speaker
pronunciation may be affected by first language but is comprehensible by a background speaker
pronunciation hinders communication
pronunciation hinders communication
creating and responding:
creating and responding:
creating and responding:
creating and responding:
creating and responding:
ideas, information and meaning are communicated clearly and effectively, although some errors may occur in complex language;
ideas, information and meaning are usually communicated clearly, although errors may occur in complex language;
where a variety of structures is used, the essential meaning is clear, although there may be frequent errors;
there is sufficient accuracy to enable some details to be understood;
some simple meanings are conveyed.
conversation is initiated and sustained;
conversation is generally sustained;
spoken communication demonstrates flexibility, coherence, spontaneity and relevance to the context;
spoken communication demonstrates flexibility when using familiar language;
spoken communication relies on prompts and cues;
spoken communication relies heavily on prompts and cues;
responses are relevant to the context, although they may be hesitant;
responses are hesitant, repetitive and formulaic but relevant to the context;
responses are hesitant, repetitive and rehearsed;
some appropriate pause fillers and nonverbal features are used.
some nonverbal features are used.
some nonverbal features are used.
appropriate pause fillers and nonverbal features are used where required.
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
