ap japanese language and culture course syllabus

AP® Japanese Language and Culture Course Syllabus

COURSE DESCRIPTIONThe AP Japanese course is designed to be equivalent to approximately 300 hours of college-level classroom instruction. Students should have at least 3 years of previous language learning experience in Japanese. Throughout the course students will be developing the productive, receptive and cultural skills necessary to communicate with native speakers of Japanese. At the end of the course, students are expected to reach the Intermediate Low to Intermediate Mid range according to the American Council on the Teaching of Foreign Languages Proficiency Guidelines. Understanding the culture is a very important component of acquiring a language; so many cultural lessons will be incorporated in the AP course. AP students are always challenged to expand their learning by using the target language outside of the classroom. Students are encouraged to find opportunities to use the target language by making a connection with a group of native speakers in the community, such as exchange students in local colleges and elderly people of Japanese decent in retirement homes. Students are also expected to participate in community events such as multicultural day, Aki Matsuri, Sakura Matsuri, Future Freshman Night…etc.

COURSE OBJECTIVES (Proficiency level: Intermediate–Mid in each of the four MODALITIES)

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KEY CONCEPTS OF THE AP JAPANESE COURSE

Standards-Based / 5C’s: AP Japanese is a standards-based course. The five goals of language instruction are incorporated in the course: Communication, Cultures, Connections, Comparisons, and Communities.

3 Modes of Communication: The course helps students develop proficiency in the three modes of communication (interpersonal, interpretive, and presentational). Engaging in live chat and blog posting, watching and listening to the authentic media materials such as radio, TV or announcements, and making formal presentations on selected cultural topics are only some of the examples of the ways to help students develop proficiency in the three modes of communication.

Cultural Literacy: Cultural literacy is an important part of the course. Students will develop cultural literacy through the course vis-à-vis appropriate cultural topics using authentic materials that help students better understand and appreciate the different cultural and perspectives.

Achievement Test: The AP Japanese exam is an achievement test, in which you have to demonstrate your quality and level of learning through performance. This test is conducted at the end of second semester.

Authentic Materials: Authentic or semi-authentic texts and authentic, real-life tasks are used in the course. Current publications, media programs, and Internet are often used as teaching resource materials.

Kanji: You are expected to learn between 400 – 500 Kanji by the end of the course. A list of required kanji will be provided at the beginning of the school year. Students must practice Kanji writing and typing each week as Kanji will be incorporated in daily assignments.

Critical Thinking Skills: You will be developing critical thinking skills throughout the course. Students will engage in various tasks that require their critical thinking skills, such as discussions, debates, research…etc.


Students will be able to…..1. Speaking

Engage in everyday conversations in a culturally appropriate way Express preferences, opinions, requests in a culturally appropriate manner Respond to opinions, suggestions, requests or invitations in a timely manner Share your own culture with others with particular emphasis on comparative critical thinking Ask and receive necessary information from native speakers

2. Listening Understand the details of authentic conversations Grasp the main ideas from audio materials such as announcements, radio, TV...etc Comprehend conversations with nominal translation processes

3. Reading Understand the main ideas of authentic or semi-authentic materials Get necessary details of authentic or semi-authentic materials Understand the details of authentic or semi-authentic written materials with the help of

available technological resources4. Writing

Engage in real-time communication with native speakers on a computer Offer or give suggestions, request, or invitation in writing in a culturally appropriate manner Express opinions or give suggestions in a culturally appropriate manner Deliver messages clearly in writing

STANDARDS

1. Communication: NOTE: The course will be conducted primarily in Japanese, with very few exceptions. The three communicative modes that necessitate proficiency are:

• Interpretive—Students are able to understand sentence-long questions, descriptions, suggestions, requests, instructions, AND messages in the content in which they are familiar with. They can understand the gist or the main ideas of what they read and listen even though they are slightly unfamiliar with these ideas, by using listening and reading strategies. They can understand e-mail messages, letters, and simple articles on familiar topics, short stories, etc. They can also understand announcements, TV or radio broadcasting, narration, etc. of daily or familiar topics, as well as topics that they have studied.

• Interpersonal—Students are able to maintain face-to-face conversations and handle social situations in the familiar content, using communication strategies such as asking for clarifications. They can ask and answer questions, initiate and respond to simple statements in situations that are somewhat beyond their immediate daily needs. They can engage in communicating by IM with a Japanese high school student on familiar topics.

• Presentational – Students are able to make simple announcements and talk about familiar topics on Japanese culture, people, and society in Japanese. They can write e-mail messages, letters, and compositions on familiar topics in Japanese. Students prepare oral or written sentences in Japanese, identifying the main ideas and characters in selected pieces of appropriate/adapted Japanese literature/folklore.

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2. Cultures: Students observe and discuss typical behavior of their Japanese peer group, social interactions (including their use of appropriate register), and their activities. Students can identify and give simple descriptions/explanations in Japanese on most of the national holidays and annual events, daily customs, Japanese high school (education), Japanese society, and other familiar topics. They can also write a short, simple article in Japanese on the above cultural topics. They can also express their views and perspective on familiar cultural topics. Students identify, analyze, and discuss various patterns of behavior or interaction that commonly occur in Japanese culture such as meishi exchange, gift giving, bathing, traveling, and so on. They also identify and discuss cultural perspectives within Japanese cultural contexts, such as their tendency to ask personal questions and attitudes about personal space. All three aspects of culture—products, perspectives, and practices—will be demonstrated.

3. Connections: Students can describe or make short presentations in Japanese on topics and school subjects such as geography, history, math, and simple science of familiar contents. They can also comprehend short articles (from newspaper and magazines) and TV/radio programs on similar topics.

4. Comparisons: Students demonstrate an understanding of the special features of Japanese language such as honorifics and loan words through comparison of Japanese and their own language. They also demonstrate an understanding of the social and cultural features of Japan by comparing them to their own. Students can compare and contrast, in Japanese, two similar topics based on their daily experience or knowledge of common topics, such as transportation (traveling by car and train), school life (studying Japanese and another subject), family life (eating out and eating at home), etc.

5. Communities: Students continue to participate in the events held in local Japanese communities such as Japan festivals. They will also be actively involved in the activities with Japanese exchange students during their annual visit. They will also introduce and advocate Japanese program to the ninth graders who are not yet taking Japanese. They will get involved with local businesses, asking for their support for further studies and competitions, such as a speech contest, the Japan Bowl, etc. They will participate in fundraising effort supported by local Japanese businesses, such as Japanese restaurants and Japanese companies. They will take the initiative in inviting local Japanese business and professional people to class to introduce their businesses and professions and to interact with the members of the Japanese classes.

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THEMESThemes and topics covered in this course include, but are not limited to:

Self, Family & Friends Transportation & Travel TechnologySchool and Education Home & Community Rites of LifeDaily Life Cities, Towns, Villages Leisure, Hobbies, SportsFood Nature and Environment FamilyClothes & Shopping Weather & Climate Work, CareerReligion Festivals & Annual Events Body & Health

ASSESSMENT AND EVALUATIONIn keeping with the format of the AP Exam, the various components of language proficiency will be assessed. Student progress will be assessed during each topic through complex assessment tasks for which rubrics will be shared with them ahead of time. Rubrics according to the AP Japanese Language and Culture Course will be used for all of the tasks with particular emphasis on 1) Task Completion 2) Delivery Usage and 3) Language Usage. Furthermore, language and culture proficiency will be evaluated based on the exam requirements as shown below:

Language Modality & Communicative Mode Assessment Tasks

Language Modality Communicative Mode Tasks Questions % of Final Score

Listening Interpretive 10 30-35 25%Reading Interpretive 8 35-40 25%Writing Interpersonal 1 6 12.5%Writing Presentational 2 2 12.5%

Speaking Interpersonal 2 8 12.5%Speaking Presentational 3 3 12.5%

Student progress will be assessed through weekly vocabulary quizzes (including kanji quizzes) and unit tests consisting of listening, reading, writing and speaking after each unit. Also writing and reading assignments will be given weekly. Final comprehensive exams are given at the end of the first semester and at the end of the year.1 to 2 research projects (followed by oral presentation) will be given in each semester. Rubrics for each assessment will be given before the assessments. Homework is assigned on a daily basis, which typically includes vocabulary-building and grammar exercises, as well as reading/writing practice. Vocabulary and reading comprehension quizzes usually include dictation of kanji, vocabulary, fill in blanks or multiple- choice questions, sentence completions, and short readings with comprehension questions. Research projects require research, organizing information, and making a final presentation in both the oral and written form.

STUDENT ACTIVITIESCourse activities take place in a variety of formats that emphasize different Japanese Language skills. In-class activities include reading and writing exercises, aural-oral practices in the classroom and the computer lab, dialogue presentations, role-plays, debates, kanji quizzes, lesson quizzes, vocabulary quizzes, video clips/movie segments, worksheets, etc. Out of class activities include preview and review activities, daily homework assignments, computer lab assignments, culture projects.

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1. Pair Work (interpersonal, cultural competence, communities): On a regular basis and throughout the school year, this will include activities such as impromptu discussions on a given cultural topic, interviews with classmates or Japanese speaking community members, e-mail correspondence with classmates and students in Japan.

2. Speeches/Presentations (interpersonal, interpretive, presentational, comparisons, and cultural competence): Students will be asked to give between 5 to 10 short speeches or presentations. For example, they will give a presentation on explaining Japanese Festivals, a speech comparing young culture in Japan and America and an electronic photo album of their families. Students will use visual aids or power point in their presentations.

3. Role Play (interpersonal and presentational): Students will be asked to create a role playing skit after learning a scenario involving two to four people. Then students will memorize their parts and play in front of the class.

4. Internet, Newspaper, Magazine, Manga Readings (interpretive, interpersonal, cultural competence): Students will frequently read short articles from the Internet, newspapers and magazines. First, students will engage in pre-reading and pre-listening activities that elicit schemata to help students comprehend the text. Then they will answer comprehension questions.

5. Computer Lab Activity (interpersonal, interpretive, cultural competence): Students will research, read, write, and communicate with Japanese students in a sister city high school using computers. Besides class in computer lab, students will work individually and in groups using a computer, either at the lab or at home. Students will use e-mail exchanges and chat rooms as their assignments.

6. Projects (interpretive, interpersonal, presentational, comparisons, cultural competence, connections): Students will be assigned one to two cultural projects a semester. Students are required to research the topic on the Internet and write an essay, an electronic file, a poster or a brochure in Japanese. Students will give an oral presentation in class.

7. Listening Practice (interpretive, cultural competence): Students will view videos and movies, and answer comprehension questions. Before viewing videos and movies, students will engage in pre-reading and pre-listening activities that elicit schemata to help students comprehend the material. Students will answer comprehension questions from listening to comprehension exercises taken out of the textbook and other sources.

8. Reading Practice (interpretive, cultural competence): Students will read the texts from the textbooks and supplemental materials after pre-reading activities.

TEACHING STRATEGIESThis course is organized around ten thematic units. Each unit contains a variety of formats, a conversation, a speech, an interview, an electronic file, a letter, a diary, etc. with Audio CD of the texts and workbook. Each unit is introduced with the descriptions of the topic in Japanese. The teacher will read them aloud to the students first. Then the students will read them in pairs and will discuss the topics with class. Supplementary materials such as short readings, newspaper articles, films, and short TV plays are all related to the themes. In each unit we will have 1. vocabulary

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activities, 2. listening activities, 3. pre-reading activities, 4. grammar explanation and review, 5. exercises (vocabulary, grammar, essay, computer lab work), 6. discussion of the reading, 7. reading comprehension, 8. speaking activities and 9. writing practice.

1. Vocabulary Preview Activities:1. On the first day of the week, students will be assigned 10 to 15 new vocabulary words to study

including Kanji words, or students will make a vocabulary list from the materials given. Students copy the vocabulary in their notebook and find the meaning for each word using the dictionary or textbook glossary.

2. Students will classify each word into verb, noun, adverb, or adjective. For new kanji, students will study stroke order using their hand and their arm to write in the air several times. They will identify radicals (hen, tsukuri, ashi, kanmuri) and identify the meaning of kanji from the radicals.

3. For the combined kanji words, students identify the meaning of each kanji and recognize the meaning of the combined words.( 電話、最新、etc。)

2. Listening Activities:1. After pre-reading and pre-listening activities, students will listen to the CD of the text twice.2. After reading the text and discussion, students will listen one more time to make sure they

understand most of the text auditory.

3. Pre-reading Activities:1. Before each unit readings, students read the materials on the theme or watch TV clips

or search the web and answer the general comprehension questions or make a graphic organizer in cooperative group.

2. Discuss the theme in small groups and then in class using the comprehension questions.

4. Grammar Explanation and Review:1. Grammar explanations with subsequent exercises will be extracted from each text. After the

teacher’s explanation, students will perform exercises in pairs using CD.

5. Exercises:1. Students do many different types of exercises to improve all four language skills, listening,

reading, writing and speaking. There are cloze exercises in the textbook and workbook for filling in blanks, multiple choice questions, and sentence making exercises for vocabulary practice and reinforcement. Before reading, students listen to the CD for comprehension. Then students read the text to reassure their comprehension.

2. For vocabulary exercises, students make flash cards for each vocabulary and kanji with its meaning in English. Read the cards and practice every day.

3. Recognize and utilize the words in daily lessons.4. The day before a vocabulary quiz, make 10 sentences using these vocabulary words.5. In pairs, students edit their peer’s sentences.6. Friday vocabulary quiz

6. Discussion of the Reading:1. Students discuss on a topic in class utilizing all the knowledge gained from the preparation

exercises.

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2. All students are expected to participate actively in class discussion. Participation points will be graded.

7. Reading Comprehension:1. At the beginning of a class, students read the texts on topics related to the thematic unit and

answer the comprehensive questions.2. For the texts from the textbooks and the supplemental materials, first students will skim the

texts underlining or highlighting the topic vocabulary in order to acquire an understanding of the topic of the texts. Then skim again paying attention to transitional words to identify the main idea of the texts. For the third time, students will read each paragraph word by word for comprehension of the whole text.

3. Students discuss the contents in class and answer the questions in a worksheet or complete a partially finished outline or paragraph.

8. Speaking Activities:1. Students will be given a new sentence structure to repeat. 2. After they master the sentence, the teacher will give different words to replace words in the

original sentence and the students will paraphrase the sentence.3. In pairs, students will practice using the new sentence structure and check the mistakes of

the peer and make the necessary corrections.4. Students will imitate a role play from the textbook.5. Students will make a skit of role play and act out the role play without looking at their notes.6. Before a presentation, students will record their speech in the tape recorder and listen to their

pronunciation and intonation. They will then make necessary corrections.

9. Writing Practice:1. After looking at a cartoon on the overhead, students write a short story describing the cartoon

in 5 ~ 8 minutes using new grammatical expressions they learned.2. Once a week students write a short reflection on a movie or video clip or on the main reading

in class.3. Students will be asked to write on familiar themes (their town, families, or school) following

the steps given.

Steps for Mastering Persuasive & Expository Writing 1. Make a basic structure.

1.1 Draw a mind map. Write a main idea in the middle of the map and draw several lines from the main idea. At the end of each line, write related ideas.

1.2 Make a topic sentence clearly stating the main idea.1.3 Write 2~3 supporting sentences using related ideas from the mind map; uphold and

reinforce the main idea.1.4 Use the transitional words in the second or third supporting sentences. そして，それから，そのうえ

2. Expand the basic structure.2.1 Add two or three additional sentences of examples that support each support sentence.2.2 You may use the transitional words, たとえば、2.3 You may write data & stats.2.4 You may write what people do and don’t

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2.5 You may write what is or isn’t necessary3. Create a short ‘sum-up” paragraph.

3.1 Write comparative reference. 〜より、ほど、おなじ3.2 Support the topic sentence.

TEXTS

Adventures in Japanese II & III Japan Times Ken Hutchinson, Toshio Ikeda. Obento Senior. Thomson Nelson, 2005 Eri Banno, Yutaka Ohno, Yoko Sakane, Chikako Shinagawa & Kyoko Takahashi. Genki II, 1st Ed. The Japan Times, 1999 Nittetsu Human Development, Nihon o Hanasou, 3rd Ed. The Japan Times, 2001 Tohsaku, Yasu-Hiko. Yookoso !: an Invitation to Contemporary Japanese, 2nd edition, 1999. New

York: McGraw-Hill. Tohsaku, Yasu-Hiko. Yookoso !: Continuing with Contemporary Japanese, 2nd edition, 1999. New

York: McGraw-Hill.

WEB RESOURCES http://www.nhk.or.jp (Japanese news)

http://www.japantimes.co.jp/home.html (Japanese news)http://www.yomiuri.co.jp/index-e.htm (Japanese news)http://www.japantravelinfo.com/ (travel)http://kids.yahoo.co.jp( Japanese news & games.)http://web-japan.org/jvt/ (Video topics)http://www.dartmouth.edu/~kanji/ (Kanji)http://www.csus.edu/indiv/s/sheaa/projects/genki/kanji_main.html (Kanji)

OTHER RESOURCES Ayumi Kawauchi, Manga Nihon Mukashi Banashi, Ai Kikaku Center, 1985. Hoshino Tomihiro, Suzu no Naru Michi, Kaiseisha, 1993 Hoshi Shin’ichi, Kimagure Robot, Kadokawa Bunko, 1995 Kanji Practice Skills Minna no Kyouzai Reading Tutor Tawara Machi, Salad Kinen-bi, Kawade Shobo Shinsha,1996 Japanese History – 11 Experts Reflect on the Past, Kodansha International You Tube videos & clips NHK news and clips

TOPICSWeeks #1–2: Japanese gift-giving CustomsWeeks #3: Automobiles and TransportationWeeks #4–5: Communication/Media/TechnologyWeeks #6–7: Nature/EnvironmentWeeks #8–9: Review, AP Exam Practice, Mid-Term ExamWeeks #10–11: Health, Expression of EmotionWeeks #12–14: Folklore and Short StoriesWeeks #15–16: History of Japan

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http://www.csus.edu/indiv/s/sheaa/projects/genki/kanji_main.html

http://web-japan.org/jvt/

http://www.nhk.or.jp/


Week #17-18: Review, AP Exam Practice, AP Exam/Final Exam

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COURSE PLANNER

WEEKS #1–2: Japanese Gift Giving Seasons/Customs Functions to Be LearnedRecognition: Making polite requests (—ていただけませんか), expressing respect (honorific form) (—でございます、おーになる、etc.), making polite suggestions （はいかがでしょうか）−Production: Expressing giving and receiving (あげる、くれる、もらう), describing what is being done with appreciation, by request, and out of generosity (—てくれる、—てもらう、—てあげる)Grammar: Honorifics, expressions of giving and receivingExpressions/Vocabulary:お中元、お歳暮、年始、お見舞、贈答品、お祝い、KanjiRecognition: 顔、機、困、連、直、迷、遅、授、Production:（円、兄、好、使、女、男、新）関、係、個、結、婚、駅、員、親、台、風、落、集、笑、乗、礼、失、業、自、分、考、開、屋、方、運、動、教、室、贈

Main Activities/Assignments and Assessments(1) Communication

(a) IL: Students will be able to understand announcements and prerecorded messages in Japanese of a department store regarding a special sale for Oseibo (Ochugen) and Valentine’s Day.

(b) IR: They will read and understand e-mail messages from several Japanese friends about White Day. They will also read a magazine article about gift-giving trends in Japan. [CR2]

(c) IPW: Students will engage in a simulated chat (IM) with a Japanese friend about what to give to a mutual good friend on his birthday. They will have a class discussion on gift giving in Japan and express their perspectives.

(d) PW: Students will write a short article about Valentine’s Day in the United States for their sister school’s newspaper. They will communicate with Japanese high school friends via e-mail and interview them about gift giving in Japan, summarize their discussion in Japanese and present it to the class.

(2) Cultures: Students will be able to identify traditional and contemporary gift-giving seasons in Japan and understand the perspective behind Japanese gift giving customs through the abovecommunication activities, especially by interacting with their Japanese peers and by reading semiauthentic articles about gift giving in Japan.

(3) Comparisons: Students will discuss and write an article about the differences between Japanese gift giving and that in the U.S. They will also talk or write a comparison article on giving money versus giving a gift to someone on his or her birthday.

WEEKS #3–4 Automobiles & Transportation Functions to Be LearnedRecognition and Production: Explaining how to do something (—方), expressing results and stages of being （—てある、—ている）, expressing an attempt （—ようとする）, expressing a just completed action （— たところだ、—たばかりだ）Grammar: Transitive & intransitive verbs, conjunctive form of the verb as a

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coordinating structure (一つ目の角を左に曲がり、まっすぐ行きます)

Expressions/Vocabulary:1. Vocabulary and expressions related to automobile:(自動車、中古車、新車、道路、交通、信号、駐車場、運転、ガソリンスタンド———)運転免許、交差点、動かす、アクセル（を踏む）、ブレーキ（をかける）、パンクする、ハンドル（を握る、切る）、スピード（を出す）、シートベルト（を締める）、クラクション（を鳴らす）、タイヤ（を交換する）、エンスト、バッテリー（がなくなる？）、カーナビ、安全運転、飲酒運転

2. Vocabulary and expressions related to public transportation in Japan:地下鉄、ＪＲ、キヨスク、ホーム、出発、到着、——行き、新幹線、特急、快速、各駅（停車）、一番線（乗り場）

KanjiRecognition: 歳、側、難、駐、路、故、交、差、閉、消、Production:（電、車、工）転、調（子）、速、度、信、号、事、走、点、横、通、着、働、反、向

Main Activities/Assignments and Assessments(1) Communication

a. IL: Students will be able to understand announcements made at train stations, airports, etc. in Japan; conversation between a driver and a mechanic about car trouble; radio car talk, etc. They will watch a video segment of Initial Z and answer several comprehension questions of the main ideas. The questions will be provided ahead of time as a scaffolding device.

b. IR: They will read an advertisement about a used car put on the Web by an individual. Read an Internet-based ad on a new car. They will answer comprehension questions on the advertisement they read.

c. IPS: Students will answer interview questions about what kind of (dream) car they want in the future and why. IP Rubric on scoring in the areas of comprehensibility, comprehension, language control, vocabulary extension, communication strategies, and cultural awareness.[CR9]

d. PW: Students will write a short ad about their (parent’s) car for sale. Students will write a timed composition: compare and contrast an article on traveling by car versus public transportation. Assessment by PW Rubric on required content, length, use of kanji and appropriate vocabulary, consistency of style, organization, grammar. PS: Based on the ad they created, they will make a two-minute sales presentation for the possible buyer(s). Assessment by PS Rubric on (required) content, length (time), vocabulary, grammar, and organization.

(2) Cultures: Students will be able to identify basic systems of public transportation in Japan and understand how most people commute or travel. Based on the above communication activities, especially by reading (semi) authentic ads about cars, they will have a basic command of automobile vocabulary in Japanese to talk about cars with a Japanese native speaker.

(3) Comparisons: Students will discuss and write a composition on the difference between traveling by car and traveling by public transportation. They will also discuss the different ways of traveling inthe U.S. and in Japan, the role of automobile in two societies, the difference in driver’s education, and other topics related to automobile and transportation.

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(4) Connections: From the authentic resources written in Japanese, students will learn about the basic functions of the automobile, the public transportation system in Japan, and traveling domestically (both within Japan and the U.S.) and overseas.

(5) Communities: Students will interview their family members, friends, those in the automobile-related businesses in the local community and about their perspectives on automobiles, transportation, etc.

WEEKS #4–5: Communication/Media/Technology Functions to Be Learned:Recognition and Production: Expressing that you want something done (てほしい、てもらいたい)、expressing respect (--れる・られる、--になる), expressing that a certain condition remains unchanged (--まま)、expressing a speaker’s nearly certain conviction (–にちがいない)Grammar: Conditional –ば、causative-passive –せられる、--ても、honorifics (particularly to be used in the telephone conversation)

Expressions/Vocabulary:1. Vocabulary on telecommunications:通信、情報、マスコミ、携帯電話、長距離電話、国際電話、留守番電話、間違い電話、長電話、伝言、市外局番、番号案内、１１９番、１１０番、伝言、電話料金、テレホンカード、話し中、電話が鳴る、受話器を取る、電話を切る、かけ直す、問い合わせ、折り返し

2. Vocabulary on TV/in newspapers:新聞記事、広告、日刊紙、英字新聞、一部、二部、新聞記者、購読する、新聞に載る〔載せる〕、広告を出す、発表する、目次、見出し、社説、放送、番組、コマーシャル、出演者、タレント、司会者、Ｊポップ、ドキュメンタリー、民謡、演歌、放送する、出演する、生中継

3. Vocabulary on computers/technologyコンピューター、スクリーン（画面）、表示、ファイル、保存、添付、キーボード、ノートブック、インターネット、ブログ

KanjiRecognition: 換、宅、放、報、組、郵、刊、雑、験、守、誌、器、Production:（文、試、紙、取、映、）画、面、送、国、際、重、便、留、打、受、忘、英、記、達、連、絡、伝

Main Activities/Assignments and Assessments(1) Communication:

(a) IL: Students will listen to various telephone messages, both personal and commercial/public, and answer comprehension questions. They will also listen to various TV and radio news as a daily activity and try to get the main idea of the news. Students will also watch several TV commercials and talk about the products being advertised. Students will keep a journal in which they record and reflect on significant language-learning successes.

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(b) IR: Students will read at least one short newspaper/magazine article on current events, society, people, etc. in Japan. They will answer comprehension questions for understanding. The reading materials will also be used for a class discussion. Students will also be given assignments in which they are to find an article from the Web, newspapers, or magazines and write a summary of it.

(c) IPS/W: Students will engage in e-mail or instant message exchange with Japanese students regarding certain current event topics. In class students will practice different situations of making a phone call. The evaluation of this segment will be the test of telephone call in one or two of the following situations: (a.) with a high school friend, regarding plans for the near future; (b.) with a Japanese friend’s mother, either leaving a message to have the friend call back or leaving a message to be conveyed. Assessment: IP speaking/interview rubric modified.

(d) PS: Students will choose one topic from all the reading and/or listening they did under this topic and make a prepared speech for two minutes. They will also make a two-minute speech, with four minutes preparation time, on one of the topics that they discussed in class but was chosen by the teacher or another classmate. Assessment: PS rubric.

(e) PW: Students will write the following as assignment: e-mail message(s) to a Japanese (high school) friend, a letter to the (future or past) host family, and a composition on the comparison between using e-mail and a letter as means of communication. Assessment: PW Rubric.

(2) Cultures: Students will become more aware of the Japanese honorifics used in announcements, news, and telephone calls. They will also use different register when writing e-mail messages and letters, and when speaking with people of different ages and different degrees of relationships (close or distant).

(3) Comparisons: Students will compare, in Japanese, different media (such as newspaper, the Web, magazines, e-mail) and the degree of effect each medium brings.

(4) Connections: Students will carry out simple discussions in Japanese on current events in Japan and those in the U.S. They will also exchange information orally or in writing about the current events with their Japanese high school friends.

(5) Communities: Students will gather local or school news, write articles, and report them to high schools in Japan or to Japanese people in the local community by creating a class Web page or by writing and issuing class newsletter.

WEEKS #6–7: Nature, Environment, and Religion/Culture Functions to Be Learned:Recognition: Expressing emotional involvement (of the speaker) –ものだ、indicating conclusion –わけだ、expressing decisions made by others: ことになる、簡単に言えば、というのは、citing someone’s statement (or a document) by using – によるとProduction: Presenting one’s opinion clearly and logically by using まず（最初に）、次に、最後に、clarifying the topic by using – について、explaining by using other words, by saying Reporting the content of what is told (advise, suggestion, etc.) –ように（言われる）、expressing purpose –ように

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（風邪を引かないように十分睡眠を取っている）、expressing that it is OK not to do something –なくてもいいGrammar/Expressions: using のに in “even though” and expressing wishes or regret, various use of ようVocabulary:

1. Geography related: 大陸、島、火山、湾、海岸、湖、池、石、岩、平野、面積、赤道、太平洋、大西洋、地球、宇宙、太陽、星

2. Related to living creatures: 動物、動物園、飼う、餌、different names of the animals

3. Related to environment: 環境、公害、汚染、保護、自然、産業、節約、資源、もったいない、リサイクル、オゾン、フロンガス、グリーンハウス効果、スモッグ

4. Related to plants: 植物、桜、梅、待つ、咲く、生える、枯れる、葉、土、土地、植える、バラ、菊、チューリップ、カーネーション、芝生、芝刈り、竹、植木、

5. Related to religion: 神、仏、寺、神社、鳥居、歴史、宗教、社会、時代、習慣、守る、我慢する、神、仏教、仏像、祭り、御輿、キリスト教、イスラム教、ユダヤ教、興味がある、エチケット、マナー

KanjiRecognition: 咲、岩、虫、昔、害、湖、例、慣、球、他、植、宗Production: （東西南北）然、州、世、界、最、必、要、島、森、林、練、神


(a) IL: Students will listen to the dialogue on Kuroiwa Island and Akaiwa Island (pages 334–352). They will understand the difference between the islands before and after they were developed as a resort. (Students will narrate the story of changes according to the pictures on p. 353.) Students will listen to TV/radio programs on the following topics: pollution; environmental protection; prefecture or city information of Japan on its local features, products, animals, and plants; and Buddhism and Shintoism through various events such as wedding ceremonies, funerals, etc.

(b) IR: After learning the basic vocabulary of the section, students will read two reading materials from pages 378—382. After they answer the initial comprehension questions, they will work on the questions that follow the materials. Students will also read information on various products that are good for the environment, and come up with the realistic ideas to use them in their life. Sample Web page: www.denso.co.jp/ja/environment/product/environment/index.html

(c) IPS: Students will work with partners. One person will come up with descriptions of certain animals and plants. The other one is to figure out what kind of animals he or she is talking about and say it in Japanese.

(d) PS: Students will use the five pictures (p. 352) and talk about how things used to be on the Akaiwa and Kuroiwa islands. Assessment: PS PW: (Included in Culture and Connection)

(2) Cultures/Comparisons/PW: After learning about Buddhism and Shintoism, students will make a chart comparing these two religions that are practiced in Japan. Then they will write a composition

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(timed—30–40 minutes, 300–400 letters) on their similarities and differences, how people practice them, and why (you think) that they coexist in Japan. Students will also write about various Japaneseetiquette and manners/taboos in food/eating, relationships (such as greetings, visiting a Japanese home)

(3) Connections/PW: Students will pick one U.S. newspaper or magazine article on environmental issues. They will summarize or organize the content and bring their notes to class. Then they will write an article in Japanese based on their notes in 20–25 minutes. Assessment for (2) and (3): PW

Weeks #8–9: Review, AP Exam Practice, Mid-Term Exam

Weeks #10–11: Health, Illness, Expression of EmotionFunctions to Be Learned:Recognition/Production: Expressing an analogy and exemplifying by using –ような、ようだ、describing attributes, talking about appearance:よう、そう、− —らしい、—みたい、expressing expectation –はず、expressing frequency of actionsGrammar/Expressions: Causative, interrogatives, contractions of colloquial speechVocabulary:

1. Related to body parts (physical): Besides the basic vocabulary learned in lower levels such as 体、頭、顔（色）、目、etc., 肩、爪、舌、右（左）利き、片（手、足など）、両（膝、肘など）、髭（口髭、顎髭など）、へそ、かかと、つま先、骨、筋肉、親指、薬指など、

2. Related to body parts (psychological, emotional): 頭に来る、二枚舌、爪の垢を煎じて飲ませる、顔が広い、腹が立つ、腹を割るなど

3. Related to body actions: 掛ける、踊る、蹴る、触る、叩く、つかむ、跳ぶ、伸ばす、振る、曲げる、真似る、向く、戻す、渡す、泣く、並ぶ、近づく

4. Related to emotion: 喜ぶ、悲しむ、怖がる、怒る、泣く、驚く、心配する、安心する、困る、いらいらする、恥ずかしい

5. Related to medical terms, sickness, etc.: 頭痛、風邪、腹痛、医師、患者、看護婦、診察、怪我、体温（計）、熱（がある、上がる、下がる）、下痢、吐き気、入院、退院、手術、注射、救急車、レントゲン、血液型、カルテ、ウイルス、錠剤（ｘ錠）、食前、食後、痛み止め、痛み（キリキリ、ズキズキ、チクチク、etc.)、コレステロール、食欲、咳止め、肺炎、癌、寒気、鼻水、鼻づまり、胸焼け、かゆい、骨折、ねんざ、火傷、関節、かぶれる、花粉症、アレルギー、症状、内科、外科、関節、皮、皮膚、肌、副作用

KanjiRecognition: 歯、錠、剤、丸、感、情、射、腹、舌、Production: 体、首、角、死、薬、頭、指、局、病、院、鼻、耳、形、配、痛、熱、調、術、内、外、科、医、酒、注、両、片、節、泣、作、用

Main Activities/Assignments and Assessments

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(1) Communication:(a) IL: Students will watch one or two TV programs (in Japanese) related to health, fitness, and

medicine. They will answer gist and comprehension questions after watching them and will discuss their impressions and thoughts based on what they saw.

(b) IR: Students will read several blogs from various health-related sites, such as health.blogmura.com and answer the gist questions. They will read “Health Consultation” (pages 227–228) and “Shiatsu” (pages 229–230) and answer the comprehension questions.

(c) IPW: Students will exchange e-mails or IM with Japanese high school students after creating a health-related questionnaire. Assessment: IPW

(d) IPS: Students will engage in a simulated conversation or roleplay with a doctor as a patient and with a pharmacist as a customer (who is suffering from certain symptoms). They will practice explaining their symptoms. Assessment: IPS

(e) PS: Students will look up a few health maintenance ideas and put together a two-minute presentation. Assessment: PS

(2) Cultures/PW: After reading about “Shiatsu,” students will research Japanese traditional remedies such as moxibustion, herb medicine, macrobiotic foods, etc., and then write a three- to four-paragraph paragraph article, recommending one of the remedies.

(3) Connection/ PS: Students will research a few health maintenance ideas and put together a two-minute presentation.

Weeks #12–14: Folklore and Short StoriesFolklore: うその名人、大沼池の黒竜などShort Stories:星新一「便利な草花」、「気ままな生活」などGrammar/Expressions (Recognition): Verb/adjective ending typical of the old tales, such as ——じゃ。——おるそうな。—と言うた。—ておった。—てしもうた。

Vocabulary:「便利な草花」草花、植物、品種、改良、手間、作用、採集「気ままな生活」高級、別荘、湖、財産、未亡人、贈り物、熱中、疑う、有罪、無罪、証拠、言い訳、遺産、相続、管理、記憶、自業自得、成仏、夫婦、飛行機

Kanji:Recognition: 植、草、種、亡、仏、改、湖、Production: 品、願、歳、若、婦、末、未、忙、遊、飛、成、夫、有、無、静、贈、熱、


(a) IL: Students will listen to several folktales on the following site (www.fujipan.co.jp) and answer comprehension questions.

(b) IR: Students will read several different folktales on the same site and answer comprehension questions. Students’ reading time will be limited to several minutes. Each student will also be given one well known folktale such as “Peach Boy” and “Urashima.” They will make vocabulary/expression lists, and summarize the story for presentation later.

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(c) PS: Based on the well-known folklore they read in (b), students will make a five-minute narration of the story for the class. They must “narrate” the story, which has a beginning, climax, and ending. Assessment: PS

(d) PW: Based on the short stories and folklore they read, students will create a short story. They may rewrite the story, or they may create a story with new content. They will take the following steps: 1. Write the minimum of 10 steps of story progression, with each stem consisting of at most one sentence.

(e) For each step, develop the sentence into a paragraph consisting of cohesive sentences. 3. Paste them together into a story, making sure that each step (paragraph) will connect smoothly. Assessment: PW

(2) Cultures: Students will look up the historical significance of the folklore they read, paying attention to particular characters.

(3) Connections/PS: Students will create a collage about the folklore they have read or created. They will make a two-minute narration of the story that it represents.

Weeks #15–16: History of JapanExpressions/Vocabulary: (Mostly recognition)1. Name of the era and events: 縄文、弥生、大和、朝廷、平安、鎌倉（元寇）、室町〔応仁の乱、関ヶ原の戦い〕、江戸（鎖国、幕藩体制）、明治（明治維新、富国強兵）、大正、昭和（第二次世界大戦）、バブル経済、平成

2. Names of the historical (political) figures:聖武天皇、聖徳太子、藤原道長、平清盛、源頼朝、源義経、源氏と平氏、北条時政、織田信長、豊臣秀吉、徳川家康、徳川家光、徳川吉宗、徳川慶喜、ペリー、西郷隆盛、勝海舟、坂本龍馬、明治天皇、伊藤博文、昭和天皇（裕仁）、ダグラス・マッカーサー、平成天皇（明仁）、小泉純一郎

3. Names of the cultural and religious figures and events: 紀貫之〔土佐日記〕、紫式部〔源氏物語〕、清少納言（枕草子）、空海〔弘法大師〕、最澄、平家物語、方丈記、観阿弥・世阿弥〔能楽〕、足利義満〔金閣寺〕、千利休（茶道）、フランシスコ・ザビエル（キリスト教）、葛飾北斎（浮世絵）、夏目漱石（吾輩は猫である、坊ちゃん、こころ）、森鴎外、岡倉天心

KanjiRecognition: 歴、史Production: 漢、初、期、研、究、現、代、問、題、政、治、降、終、低、洋、旅、野、制、度、法、難、様、寺

Main Activities/Assignments and Assessments1. Communication: After studying Japanese history by reading “Japanese History—11 Experts Reflect on the Past,” students will watch history documentary programs in Japanese. They will grasp the gist and identify significant events in the particular time period presented in the documentary. They will also read the written explanation about several well-known historical figures such as Sakamoto Ryoma, Tokugawa Ieyasu, and Murasaki Shikibu. Students will also make a set of

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questions regarding a few historical figures and e-mail them to their friends in the Japanese sister school, requesting answers in Japanese.

2. Cultures: (a) Students will read “Japanese History—11 Experts Reflect on the Past” in English to grasp the basic flow of Japanese history from the Jomon era through Heisei. (b) They will be quizzed on the names of the eras to match the significant political events. (c) Students will be assigned an era for detailed research, by choosing at least three well-known historical figures. They are to look up what these three people did, what influence they had on the society of their time, and what impact they made on significant changes that were the result of their actions. After their research, students will give a PowerPoint presentation in English with visuals after the research.

3. Connections/PS/PW: Students will summarize their research in Japanese and will make a two-minute presentation on each of the three figures they studied, following the visuals they used in theirPowerPoint presentation. After their oral presentations in Japanese, each student will write a paragraph in Japanese for each of the three historical figures.

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Notes:

CR2 —The course prepares students to demonstrate their level of Japanese proficiency across the three communicative modes: interpretive, interpersonal, and presentational; at the Intermediate Mid to Intermediate Low range of the ACTFL Proficiency Guidelines; and as articulated in Standardsfor Foreign Language Learning in the 21st Century (Standards). (For Standards descriptions, seeStandards Executive Summary. For Intermediate Mid and Intermediate Low proficiency descriptions, see ACTFL Proficiency Guidelines.)

CR3—In addition to communication, the course also addresses the Standards’ other four goals: cultural competence, connections to other school disciplines, comparisons between the target language and culture and those of the learners, and the use of the language within the broader communities beyond the traditional school environment.

CR5— The teacher ensures that the selected themes and topics are developmentally and intellectually appropriate for the students.

CR6— Teacher chooses from among both conventional print and aural materials such as textbooks, audiovisual materials and Web-based content designed for language learning. He or she also makes use of materials generally used by native Japanese speakers, such as print and Web-based texts, animated computer programs and videos, and CD-and DVD-based products. The teacher scaffolds students’ experiences with these texts, particularly those that would normally be considered beyond the grasp of high school students.

CR7—The course teaches students to develop both communication and language-learning strategies.

CR8 — The teacher plans and implements structured cooperative learning activities to support ongoing and frequent interpersonal interaction, and employs a range of instructional strategies to meet the diverse needs of her or his learners.

CR9 —Formative and summative assessments are frequent, varied, and explicitly linked to the Standards’ goal areas. Prior to assigning an assessment task, teachers share with their students the criteria against which their performances will be evaluated.

CR10 —The course provides students with frequent opportunities to conduct Web searches, word process, and e-mail in Japanese.

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ap japanese language and culture course syllabus

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