Course Unit Outline 2014: Unit 1AJSL (teenagers)

Unit content Weeks Assessment task Task 1 Response (Listening and responding) Listen to texts and answer questions.
December 5 (25%)

15

Learning contexts and topics The Individual, The Japanese-speaking Communities, The Changing World: about me , school and daily life . Students share personal information and obtain information from others.

Text types
description discussion film/TV program

(excerpts) introductions note photograph role-play.

Intercultural understandings vocabulary associated with greetings, self -introduction, discuss common introducing family and friends. behaviours and practices related to interpersonal basic sentence patterns: , verb, adjective and relationships e.g. greeting noun-ending sentence conventions, terms of verbs: ,,, address adjectives: and types: present, past, affirmative, discuss traditional negative, and adjectives + noun hobbies and interests e.g. noun (about) ,, particles: , , , , , , . sentence final particles: , Linguistic resources

69

Task 2 Response (Viewing, reading and responding) Read texts and answer questions in English and Japanese. February 27 (30%)

915

Task 3 Written communication Write a letter. March 21 (20%) Task 4 Oral communication Speech/interview.
April 10 (25%)

The Individual, The Japanese-speaking Communities, The Changing World: school and daily life and networking with friends . Students discuss school and daily life. The Individual, The Japanese-speaking Communities, The Changing World: school and daily life Students discuss school and daily life making comparisons.

account article conversation diary/journal entry discussion email presentation role-play weblog (blog).

Sound and writing systems All sound units in hiragana: voiced and unvoiced, combined sounds, double consonants, lengthened sounds, pronunciation and intonation of introduced vocabulary. All hiragana plus the following kanji: productive form verb: (linking),(after), discuss culturally appropriate use of (requesting), (continuous tense) language e.g. use of particles: , , register in different sentence final particles: , contexts (home, friends, All katakana and the following kanji: school, work) and productive respectful language.

Language learning and communication strategies discuss word order and sentence structure of Japanese use strategies for remembering kanji numbers, dates and times practise phrases use strategies to consolidate learning e.g. dictionary, open-book concept, rote learning listen for gist.

gain meaning from text

by changing reading speed, skimming and scanning to locate key words; rereading parts of a text; asking oneself questions during reading, highlighting (e.g. verb endings, key words) and summarising the text.
use a bilingual dictionary practise polite form discuss conventions of a

conversation diary/journal

entry letter menu poster role-play sign timetable weblog.

invitation noun + , , , (indicating extent) stem verb /(purpose) particles: conjunctions: , ,

discuss how social

Kanji: productive receptive .

customs impact on the lives of teenagers in Japanese-speaking communities e.g. game centres, cram schools, entrance exams. discuss the influence of other languages on Japanese (e.g. katakana and abbreviated words)

letter
use repair strategies to

sustain verbal communication e.g. recognise when someone doesnt understand and rephrase to assist comprehension.

Assessment Outline: Unit 1AJSL: (teenagers)

Assessment type and weightings Assessment tasks Task weighting When/ week Content Learning context: The Individual, The Changing World Text types: role-play Linguistic resources: form verb (linking); form verb ; stem verb /; noun Intercultural understandings: discuss common behaviours and practices related to interpersonal relationships e.g. greeting conventions, terms of address Language learning and communication strategies: use repair strategies to sustain verbal communication e.g. recognise when someone doesnt understand and rephrase to assist comprehension. Learning context: The Japanese-speaking Communities Text types: profile Linguistic resources: basic sentence patterns: , verb, adjective and noun-ending sentence adjectives: and types: present, past, affirmative, negative, and adjectives + noun; form verb: form verb ; particles: , , , , Intercultural understandings: traditional hobbies and interests e.g. ,, . Language learning and communication strategies: listen for gist. Learning context: The Japanese-speaking Communities Text types: article Linguistic resources: verbs: ,,, , , (invitation), form verb + , particles: , , , , , Intercultural understandings: culturally appropriate use of language e.g. use of register in different contexts (home, friends, school, work) and respectful language. Language learning and communication strategies: gain meaning from text by changing reading speed, skimming and scanning to locate key words; rereading parts of a text; asking oneself questions during reading, highlighting (e.g. verb endings, key words) and summarising the text. Learning context: The Individual Text types: letter (polite) Linguistic resources: noun + , , , , conjunctions: , , , Intercultural understandings: the influence of other languages on Japanese e.g. katakana and abbreviated words Language learning and communication strategies: use a bilingual dictionary. Outcome 1 Listening and responding Outcome 2 Spoken interaction Outcome 3 Viewing, reading and responding Outcome 4 Writing

Oral communication 25% (2530%)

Task 4 Speech/ interview April 10

25%

11

Response (Listening and responding) 25% (2030%)

Task 1: Listen to texts and answer questions December 5

25%

Response (Viewing, reading and responding) 30% (2030%)

Task 2 Read texts and answer questions in English and Japanese February 27

30%

Written communication 20% (2025%)

Task 3 Write a letter March 21

20%

13