BAGUIO CENTRAL UNIVERSITY

Bonifacio Street, Baguio City

Final Examination: KOREAN LANGUAGE: Summer 2015

I. Briefy discuss: The Origin of writing in Korea (15 sentences)

II. Write the Hangeul alphabet (Pictograph or hangeul script)

CONSONANTS (giyeok, ssang giyeok, nieum, digeut, sssang digeut, rieul, mieum, bleup, ssang bieup, shiot, ssang shiot, ieung, jieut, ssang jieut, chieut, kiuek, tieut,
pieup, hieut)
VOWELS (A, AE, YA, YAE, EO, E, YEO, YE, O, WA, WAE, OE, YO, U, WO, WE, WI, YU, EU, UI, I)

III. BASIC KOREAN PHRASES

Direction: Translate from English to Hangeul
1. yes. no. please. thank you. you're welcome. excuse me. good morning. goodbye.
2. do you speak English. I only speak a little Korean. what is your name?
My name is Mee-young. how are you. I'm fine, thank you. I'm very glad to meet you.
I don’t understand, what did you say?, can you speak more slowly.
I understand perfectly. Hello., do you speak English. I'm sorry.
I do not speak English. Unfortunately I only speak a little Korean. That's all right.
I understand you.

IV. Useful Korean Phrases

1. how are you. Long time no see. What is your name? My name is… Where are you from?
I'm from Korea. Please to meet you. Good morning. Good afternoon. Good evening. Goodnight. Goodluck. Cheers! Have a nice day. Have
a nice meal.

V. Basic Korean words and phrases (Love and romance in Korean)

Translate from Korean language to English.
1. saranghaeyo. Nado saranghaeyo. Dangshin-eul johahaeyo. Dangshin-eul manhi johahaeyo.
2. dangshin-eul aju manhi johahaeyo. Dangshin-eul manhi saranghaeyo.
3. Dangshin-eul geu eotteon geot bodado deo saranghaeyo. Byeolil eobji?
4. Hago shipeoyo. Geureomyo. hago ship-eo? hago ship-seubnikka?
5. Geugeo joh-neyo. chinjeol-hashineyo. Geogeo aju joh-neyo.
 6. Jeoneum geugeo byeollo johahaji anhayo. Jaemi-itneyo. Jaemi-itji anhayo.
7. Cheonmaneyo. Jeorang deiteu hashillaeyo?
8. Jeoneun dangshin-gwa shigan-eul deo bonaeo shipeoyo.
9. Jeoneun dangshin-gwa jeonyeokeul hamkkehago shipeoyo.
10. Jamkkan sanchak hashillaeyo? Nalsshiga joh-neyo. Jeulgeo-un jeonyeok ieosseoyo.
11. Meotji-shineyo! Jeongmal chincheol-hashigunyo.
12. Jeongmal chincheol-hashingunyo.
13. Uri gwangyereul jinjihage sangkakkhaseyo?
14. Jeoneun dangshingwa hamkkehago shipeoyo.
15. Gyeor-honhae jushillaeyo? Dangshineum jega kkumkkudeon namja-eyo.
16. Dangshineun jega kkumkkudeon yeoja-eyo. Dangshineun daedanhaeyo.
17. Jeoneun ggeujeo chinguro jinaego shipeoyo. Jeoneun gwanshim eobseoyo.
18. Jeoreul naebeoryeo duseyo. Dangshineun je seutaili anieyo. Jeori gaseyo!
Goodluck….. Happy summer vacation. GODBLESS US ALL…..
 BAGUIO CENTRAL UNIVERSITY
No. 18 Bonifacio Street, Baguio City, Philippines/ Telephone No. (074) 444-9247 / (074) 442-3346
Mission: To endeavor for excellence in human development
Vision: Education for all in the spirit and atmosphere of liberty, justice, truth and equity
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OUTCOMES - BASED COURSE SYLLABUS

PHAS 609- Nihongo Japanese Language, First Semester, 2015
BAGUIO CENTRAL UNIVERSITY

VISION
Education for all in the spirit and atmosphere of Liberty, Justice, Truth and Equity in Democracy.
MISSION
To endeavor for excellence for human development: physical, mental and societal areas.
INSTITUTIONAL OBJECTIVES:
1. To provide opportunities and incentives for relevant scholarships and researches by using the academic resources of the Univesity for local, national and international needs;
2. To cultivate respect for the best, which man has thought, discovered, preserved and performed. To foster appreciation of music, literature and other fine arts to meet the
needs of an educated person;
3. To encourage the talented to develop their gift and conribute creatively to the enrichment of the arts;
4. To give due recognition to the dignity and importance of labor, to offer quality training in all vocations in which theory and craftsmanship complement each other.

GRADUATE SCHOOL
PHILOSOPHY
To seek the truth, to teach and disseminate the truth and to conserve the truth under all circumstances anytime, anyplace.
VISION
A Graduate program for all who want to specialize in their own line of endeavor for human development
MISSION
To obtain excellence in producing knowledge for specialization to be a star in his own line and to serve with utmost abilities for success.

PROGRAM OBJECTIVES:
1. To promote and maintain excellence in the graduate programs and in the scholarly and creative activities of graduate faculty and sudents;
2. to stimulate and promote interdisciplinary research and education;
3. To improve and preserve the academic environment within graduate education and research occur.
page 2
I. LEARNING OUTCOMES

I. LEARNING OUTCOMES
1 . 100% of the students have legible HANDWRITING, acquire thorough knowledge on the different process of writing in the EASY KATAKANA Workbook, a basic
practice in Hiragana, Katakana and Kanji Nihongo Japanese language system of writing by Rita L. Lsmpkin snf Osamu Hoshino, 2004.

Program Objectives:
A. Students are able to distinguished, analyzed, illustrate the steps and follow the process of writng the phonology, words, phrases and sentences in three way
of writing particularly the KATAKANA, HIRAGANA and KANJI style of writing in Nihongo Japanese language.

2. LEARNING OUTCOMES
2. 100% of the students can SPEAK set of vocabularies, words, phrases and sentences, dialogues in different setting using Japanese Nihongo language thru the aid of
the book BASIC JAPANESE by Yukihiro Shimamura, 2006.

Program Objectives:
A. Students are able to recite with clarity and fluency the dialogues: 1,2,3,4,5,6,7,8, in the book BASIC JAPANESE by Yukihiro Shimamura, 3006.
B. Students are able to operate and use the Speech Laboratory Aparatus thus improving their communicative competence and grammatical performance using
the Manual "Learn Japanese in Just 15 minutes a day."

3. LEARNING OUTCOMES
3. 100% of the students can READ the BASIC JAPANESE dialogues (Hajimemashite-How do you do; Hishashiburi desu ne-I haven't seen you for a long time; Doko ni
arimasu ka -Where is it? etc. coupled with the exercises in the book JAPANESE IN 3 WEEKS (Exercises A,B,C,D,E,F,G,H,I,J) by Sheba, S. 1972.

Program Objectives:
A. Students are able to to communicate effectively, manifest a depper comprehension on the context of the book in JAPANESE IN 3 WEEKS and a
communicative competence in the different dialogues found and read in the book BASIC JAPANESE, Eyewitness, Travel, Learn Japanese in just 15 minutes a
day.
B. Students are able to identify, describe, illustrate the rules and principles of the Basic Nihongo Japanese language grammar and conversational discourse in
different settings.
page 3
II. COURSE OBJECTIVES
A. COGNITIVE DOMAIN
1. Students should apply, use the rules, and techniques in writing the three different styles of writing: HIRAGANA, KATAKANA, KANJI;.
2. Students should speak with correct phonology, proper tonal marks and stress, justifiable division on syllabication of Nihongo Japanese word, phrases, sentences and
vocabularies;
3. Students should read with deeper comprehension, successfully analyze and visualize the contextual meaning of every readings in EASY KANA WORKBOOK and
Japanese culture and literature.
Program Objectives:
1. To drill - practice, self-test. to use, become familiar and be able to recognize the different style of writing in HIRAGANA, KATAKANA, KANJI.
2. To develop the communicative competence and grammatical performance, to be able to speak in correct tonal marks in Nihongo Japanese language.
3. To present a power point presentation on the culture and literature of Japan, manifest a deep appreciation, a sense of brotherhood, cultural awareness
bringing unity and solidarity between the Philippines and Japan.

B. AFFECTIVE DOMAIN
1. Students should develop willingness, appreciation, value the importance and significance when writing the Nihongo japanese language;
2. Students should challenge each other capabilities and abilities when doing a conversational discourse in Nihongo Japanese language;
3. Students should appreciate the importance and usefulness of reading Japanese Nihongo articles, Japanese culture and literature.
Program Objectives:
1. To manifest a positive attitude, a productive mind and a legible handwriting in EASY KANA WIRITING WORKBOOK;
2. To speak and to sound like a native Nihongo-Japanese language speaker ;
3. To communicate in Nihongo-Japanese language opening the doors for other employment opportunities like on-line tutoring (e.g teaching English language to
Japanese students).

C. PSYCHOMOTOR DOMAIN
1. The fingers will become familiar with the step-by-step process of writing Nihongo-Japanese characters in Katakana, Hiragana and KANJI style of writing;
2 The lips, tongues, teeth, throat, larynx, diaphram (mechanics for articulation) will be use with ease and comfortness thus, producing a native-like Nihongo Japanese
speaker of the language;
3. The eyes and the brain can able to recognize, differentiate, compare and contrast the difference between the three writing styles: Hiragana, Katakana, Kanji.
Program Objectives:
1. To produce students with qualitative ability in character writing: Hiragana, Katakana and Kanji style of writing;
2. To develop students capabilities in speaking Nihongo Japanese language armed with grammatical performance and communicative competence;
3. To feel a sense of belongingness ( anomie - being alien to certain culture, lierature) and self-fulfillment when reading, differentiating, practicing in Nihongo
Japanese language.
page 4 MIDTERM COVERAGE
SPECIFIC COURSE OBJECTIVES SUBJECT MATTER OUTCOMES BASED TIME LEARNING VALUES EVALUATIVE
STRATEGIES ALLOTMENT OUTCOMES MEASURES

At the end of midterm coverage 1. An OVERVIEW of the three 1. lecture, discussion, 3rd week Constant writing practice Constant practice, Graded reading
students should be able to: Japanese Writing System, its Explanation, drawing of and 4th week In Hiragana, Katakana, patience and positive and writing
definition, differences and sample letters written in of June, 2015 Kanji will result into a attitude, respect and Activity.
1. To identify and distinguish the process of writing. KANJI, KATAKANA, (6 hours) Mastery of the strokes on love for other culture, Criteria:
difference of the three Japanese HIRAGANA, a thorough Nihongo sounds and language and -legible
writing system: KANJI, KATAKANA, illustration on the process letters. literature will bring handwriting is 50
HIRAGANA; of writing the 3 systems. power, knowledge, points, neatness is
business, jobs, friends. 25 points.

2. To pronounce properly the 2. ROMAJI, the Roman 2. Chart presentation in a Ist week and A rigid practice drill on Criteria:
phonology; consonants and vowel Alphabet, HIRAGANA NO vertical order, upper right 2nd week of Sounds, phonology, -phonology is 50
sounds, words, phrases, simple GOJUON, The 50 sounds of hand corner moving down, - July, 2015 vowel and consonant points
sentences; HIRAGANA. - paper and brush character (6 hours) sounds, words, phrases -utterances on
drawing. and sentences would words,phrases,
bring a native like speaker Sentences is 50
of Japanese language. points.

3. To read with the correct tonal marks, 3. Nihongo Japanese letters 3. Through the use of the 3. 3rd week,
stress, voiced and voiceless sounds, of the alphabet SPEECH LABORATORY 4th week of -do- -do- Criteria:
can read simple words, prases and -Consonants, Vowel sounds APARATUS, drill on reading July, 2015 -process of speech
sentences. with hands beating (6 hours) lab operation - 20
according to tonal marks, points
practice on the different - drill - phonollogy
vocabularies thru the on vocabularies-
phonology chart on sounds 50 points
patterns.
MIDTERM EXAM:
4. MIDTERM EXAM: Objectives: to be MIDTERM EXAM: Workbook writing from Ist week, -do- -do- Transmuted score
able to identify, distinguish the Identification: page 6 to 52, = 1200 2nd, 3RD -Objective
difference (Kanji, Katakana, Hiragana), Kanji,Katakana,Hiragana, the characters; Individual week of type:50%
vowel and consonant sounds. 50 sounds of HIRAGANA. Speech lab Exam page 11 to August, 2015 Writing - 50%
75 = 750 utterances each (9 hours). Speaking- 50%
Page 5
FINAL COVERAGE (FC) (FC) (FC) (FC) (FC) (FC) (FC)
Specific Course Objectives: Subject Matter Outcomes Based Strategies Time Learning Outcomes Values Evaluative
Allotment Measures

1. To memorize the Japanese National 1. The Japanese National Internet surfing, download, 4th week No longer an ALIEN to A deep appreciation, Criteria:
Anthem KIMI GAYO and love song Anthem, KIMI GAYO hard copy, production, August, ones' culture, literature, genuine respect, a - mastery thru
Sakura Love song- SAKURA practice -drill phonology n Ist week history, beliefs, way of thorough writing the song
pronunciation. September life thus becoming more understanding how lyrics is 25 points,
A. to be able to digest each lyrics - Lyrics analysis, (6 hours) flexible, sociable, thus Japan fought for their - song solo
and interpret according to authors' interpretation per stanza, widening students rights and liberty as perfornance 25
point of view. Learning its history, culture opportunities to travel in expressed in their points,
and literature, appreciation, Japan to find a way of national anthem, and chereography and
B. to sing the two songs with each practicing the tune of the living, to develop their how Japanese people on stage drama
respective choreography in a duet two songs, memorization, awareness, respect and balanced life against presentation is 25
performance. render the songs with each love to some Asean failure, frustrations, points
respective choreography. countries. challenges and
success.

2. to make an expository narrative of 2. Japanese History, -Use of the SPEECH LAB
Japanese history, culture and literature government, culture and -Power point presentation
thru power point presentation. literature. on the History, culture,
literature of Japanese
government and its people.
- Discussion, open forum
-Question - Answer
- Views and comments
2nd and 3rd Can able to Identify, Computer literacy on Power point
week Sept. demonstrate, illustrate power point aspect, preentation with
(6 hours) the process of opening, -wide reader, great discussion, open
using and encoding in a knowledge, power, forum, question
POWER POINT wisdom. and answer is 50%
presentation. - Bridging gap against
- Fully equipt of the cultural diversity and Ballpen and paper
knowledge about the promoting cultural long test (essay)
history and language of awareness and on Japanese
Japanese people, sensitivity. culture, literature,
appreciation and government and
understanding of their History of Japan
culture, literature. and Japanese.
Page 6 (FC)
FINAL COVERAGE (FC) FINAL COVERAGE (FC) FINAL COVERAGE (FC) FINAL COVERAGE (FC) FINAL COVERAGE FINAL COVERAGE
Time
Specific Course Objectives Subject Matter Outcomes Based Strategies Allotment Learning Outcomes Values Evaluative
Measure

3. To develop a deep appreciation, - Human rights of Japanese , Internet surfing, issues

genuine respect, a thorough their failure, frustrations, digest, power point 4th week Exercising Patriotism, Criteria:
understanding how Japan fought for challenges, and successess, - presentation, discussion, September ones'constitutional rights nationalism, civic - Reporting 50%
their rights and liberty as expressed in Japanese National Anthem open forum, questions and (6 hours) leading to peace and minded citizen, assets - Movie film
their national anthem, and how answers method, analogy liberty and equality. and nationwide analysis 50%
Japanese people balanced life against - An Eye-opener for builder of their own
failure, frustrations, challenges and justice, liberty and native land.
success. equality.

4. To write an essay with the theme

'RESPECT AND LOVE FOR ONE'S - The respect and love for Internet surfing, research, Ist week -An essay writer of the The act of giving and Criteria:
CULTURE - to show a genuine respect, Asian culture, history and comparison and contrast, October Asean country like Japan. sharing the talents
a thorough understanding how Japan literature (Japan). Making of an analogy, (3 hours) thru coaching, training Essay Writing:
fought for their rights and liberty as Appreciation and - a coach, trainor of an thus making, Into, body,
expressed in their national anthem, adoptation. essay writing resulting to moulding, building the conclusion 50%
history, culture and literature. moulder of essay future of our fast
writters. growing youth, the Delivery is 50%
5. To dramatize a conversational hope of our
discourse using Nihongo Japanese - Survival Kit Japanese - Practice drill, reading, fatherland.
language in different setting: Manual in different setting. internalizing, memorizing,
a. Calling Japan Airline, Reserving delivery, dramatization, - Survival Kit: can able to Patience, endurance, Criteria:
plane tickets, in the airport, calling a correct tonal marks, 2nd, 3rd stand in their own feet rewards and Phonology,
taxi, reserving a hotel room. asking for phonology, pronunciation week when travelling abroad. punishment, dreams diction, stress is
daily needs and necessities, October - Can able to find job and and aspiration to 25%, mastery of
b. In the hospital, church, market, (6 hours) make a way of life thus success or failure. dialogue is 25 %
department store, in the park, movie contributing assets by - Time management, Execution,
house, restaurant, reserving sits.Page 7 being a tax payer art of giviing, sharing. dramatization
25%.
page 7
COURSE REQUIREMENTS:

Students should have full participation in the following:

A. Attendance
B. Mass participation in drill exercises, on phonology, utterances of vocabularies, words, phrases and sentences.
C. One on one writing on the Manual "Easy KANA WRITING MANUAL
D. Brush painting of HIRAGANA, KATAKANA, KANJI alphabet through the use of the Manual, acrylic paint, charcoal pencil.
E. Reading, writing an essay on Japanese Culture, literature, deliver an impromptu speech based on their essay.
F. Mass Participation on stage dramatization on "SURVIVAL KIT JAPANESE on different settings (airport, hotel, church, market, bazar, hospital, restaurant.)
G. Mass participation, solo performance singing the National Anthem KIMI GAYO and love song SAKURA.
H. Mass participation, process SPEECH LAB use and operation, phonology and utterances from page 6 to 92 of the Manual 'Japanese in 15 minutes'.
I. A writing notebook japanese vocabularies from A to Z writing in KANA way and style of writing.
J.. Midterm examination and Final Eamination

GRADING SYSTEM:

Midterm Grade = Class Standing x 2 + Midterm Exam divided by 3

Tentative Final Grade = Class Standing xz 2 + Tentative Final Grade divided by 3
Final Grade = Tentative Final Grade x 2 + Midterm Grade divided by 3

REFERENCES:

LAMPKIN, Rita L. HOSHINO, Osamu. EASY KANA WORKBOOK. Basic Practice in Hiragana and Katakana for Japanese Language Students, Copyright 1991. Mcgraw Hill Company, Inc. ISBN
NO. 978 - 0- 8442- Ontrum.

MITSUKO MAEDA - NYE, SHIZUYO OKADA, 15 MINUTES JAPANESE, 2006. ISBN - 10-14053 15199; ISBN - 13 9781405315197, Published in Great Britain, 2006 by Darling Kindersley
Limited, 80 Strand, London WC2R, ORL, A Penguin Company.

SHEBA, S. REvised 39th Edition, 1972. JAPANESE IN 3 WEEKS, Published by the RENGO BOOKS, Publishing Company, Tokyo, Japan, ISBN 971-30-0931-2

SHIMAMURA, Yukihiro, 2006. Published by National Book Store, Quad Alpha Centrum bldg, Mandaluyong City, ISBN no. 971-08-0625-4.

Prepared by: Noted by:

LOURDES A. BELA-O, PhD LE MARILOU A. DELA PENA, Ph D

Teacher, Nihongo, Japanese language Dean, Graduate School