THEMES
1. The Individual
This theme enables the learner to explore aspects of his or her own life, for example, sense of self, personal values, opinions, ideas and relationships with others. At the same time, this theme also enables the learner to study topics from the perspective of others.
TOPICS |
Personal World |
Education |
Daily Life |
Sub-topics studied may include, but are not limited to:
- personal information
- home and neighbourhood
- family/friends.
|
Sub-topics studied may include, but are not limited to:
- school life
- future plans and aspirations.
|
Sub-topics studied may include, but are not limited to:
- routine
- food and drink
- interests, leisure and hobbies
- work.
|
2. The Japanese-Speaking Communities
This theme explores topics from the perspective of contemporary Japanese communities and encourages the learner to reflect on his or her own and other cultures.
TOPICS |
Compulsory Focus Topic
Contemporary Society and Culture |
People and Places |
Arts and Entertainment |
Sub-topics studied will include, but are not limited to:
- contemporary Japanese social customs (note: the historical origins of such customs/traditions are not the focus of this study)
- significant aspects of daily life in Japanese-speaking communities (e.g. family relationships and structures, school/work and home life, holidays and festivals, food and drink, leisure and hobbies)
- significant aspects of contemporary Japanese culture.
|
Sub-topics studied may include, but are not limited to:
- getting around (transport and directions)
- tourist attractions in Japan
- significant geographical and climatic features of Japan
- shopping and eating/dining out
- meeting people.
|
Sub-topics studied may include, but are not limited to:
- media
- cinema
- music and songs
- literature
- sport
- theatre and performing arts
- computer games
- art
- architecture.
|
USE OF ENGLISH
Learners will study a range of oral and written texts in Japanese. It may be appropriate in some circumstances to select texts using English. Equally, it may be appropriate for a learner to respond to a text in English on some occasions.
TEXT TYPES
The learner will become familiar with a variety of text types. Providers may introduce the learner to a wider range of text types in the course of their teaching and learning program:
advertisement |
instruction |
postcard |
announcement |
invitation |
report/account |
article |
letter |
review |
brochure |
map |
song |
cartoon/comic |
menu
|
speech |
chart |
narrative |
story |
commentary |
news item |
survey |
conversation/interview |
note/message |
table |
diary/journal entry |
profile |
talk (script) |
discussion |
play |
|
email |
poem |
|
VOCABULARY
While there is no nationally prescribed vocabulary list, it is expected that learners will be familiar with a range of vocabulary and idioms relevant to the themes described in the course.
DICTIONARIES
Learners will be encouraged to use dictionaries. It is expected that teachers will assist learners to develop the necessary skills and confidence to use dictionaries effectively.
GRAMMAR AND STRUCTURES
Grammar can be referred to as the organisation of, and relationship between, all the elements that constitute a language as it functions.
There are many different theories of grammar, and a number of different approaches towards its teaching and learning. The categories used below are not intended to promote any particular theory of grammar, or to favour one methodology over another.
Developing the learner’s ability to convey meaning effectively in a range of contexts will, however, necessarily involve extending awareness of the system of structures underlying the language, as well as the ability both to apply and adapt this knowledge.
The following grammatical structures are those that the learner is expected to recognise and use.
Grammatical Item |
Sub-Elements |
Example(s) |
Adjectives
|
ใใฎใใใฎใใใฎ
|
|
True adjectives:
|
|
affirmative and negative (present tense)
|
|
affirmative and negative (past tense)
|
|
ใช adjectives: affirmative and negative (present tense)
|
|
ใช adjectives: affirmative and negative (past tense)
|
|
ใใฎใใใฎใใใฎ cf
|
|
ใใใใใใใใ
|
|
ๆฅๆฌ cf ๆฅๆฌ่ช cf ๆฅๆฌไบบ
|
|
Adverbs
|
ใใ (already, yet) |
|
ใพใ (not yet) |
|
ใจใฆใใใใใธใ |
|
ใใใใใ |
|
ใใใใ |
|
ใใใใใกใใฃใจ |
|
ใใ (well) (recognition only) |
ใใใงใใพใใ |
ใฏใใใใใใ(recognition only) |
|
ใใพใ + negative |
|
ใฟใใช |
|
ใใใถใง |
|
ใใใใใใใ |
|
ใใใใใใใใใ |
|
ใฒใจใค (each) |
|
ใจใใฉใใใใคใใใใ |
|
Grammatical Item |
Sub-Elements |
Example(s) |
Counters
|
ๅ yen |
|
ใใซ dollars |
|
ใปใณใ cents |
|
ไบบ (people) |
|
ๅนด years |
|
ๆ clock time |
|
ๅ minutes |
|
ๆ age |
|
ๆฅ dates |
|
ใฒใ animals |
|
ใค general counter |
|
Interrogatives
|
ใชใ |
|
ใชใซ |
|
ใ ใ |
|
ใใค |
|
ใฉใ |
|
ใชใใใ |
|
ใชใใซใ |
|
ใชใใณใ |
|
ใชใใ |
|
ใใใ |
|
ใชใใญใใใ |
|
ใฉใใช (recognition only) |
|
ใชใใใค |
|
ใชใใซใก |
|
ใชใใใใณ |
|
ใใใค |
|
Grammatical Item |
Sub-Elements |
Example(s) |
Nouns |
As themes dictate |
|
Numbers |
Numbers 1–100 |
Telephone numbers |
Particles
|
ใฎ possession |
|
ใซ๏ผใธ direction |
|
ใฏ topic marker |
|
ใ also |
|
ใ object marker |
|
ใ question marker |
|
ใจ and/with |
|
ใ with ใใ and ใใใ
ใซ with ใใใงใใพใ |
|
ใญใใ exclamations |
|
ใง place of action/means of/language |
|
ใซ with clock time |
|
ใ and |
|
ใฎ |
|
joining 2 nouns |
็ทใฎไบบ |
joining 2 time expressions |
ๅ
้ฑใฎๅๆๆฅ |
joining noun and prepositional noun |
ใคใใใฎไธ |
ใ |
|
with ใใพใ and ใใใพใ |
|
ใฎใฉใใใชใใใใใ |
|
ใปใใใใใใใใใธใ |
|
with ใงใใพใใ |
|
ใฏ in sentences with ใ |
ใใใใฏ
ใใใใใใงใ |
ใซ |
|
with time expressions |
|
with ใใพใ๏ผใใใพใ |
|
ใใ from |
|
ใพใง as far as, until |
|
Grammatical Item |
Sub-Elements |
Example(s) |
Prepositional nouns
|
ใใ |
|
ใใ |
|
ใชใ |
|
ใใฐ |
|
ใใใ |
|
ใพใ |
|
ใใใ (recognition only) |
|
ใจใชใ |
|
ใใจ |
|
Pronouns
|
ใใใ๏ผใผใ๏ผใใชใ |
|
ใใใใใใใใ |
|
ใใใก |
|
Sentence Connectors
|
ใงใ |
|
ใใใฆ |
|
ใ ใใ |
|
ใฆ form of verb |
|
Time words
|
ใใใค |
|
ใใ |
|
ใใฏใ |
|
ใพใใซใก |
|
Grammatical Item |
Sub-Elements |
Example(s) |
Verbs
|
ใใพใใใใพใใ |
|
ใใพใใใใใพใใใงใใ |
|
ใงใ |
|
ใใฆใใ ใใ |
|
ใใฆใใพใ |
|
ใใฆใใพใใ |
|
ใใฆใใพใใ |
|
ใใฆใใพใใใงใใ |
|
ใใใใงใ |
|
ใใพใใใ๏ผใ๏ผ |
|
ใใฆใใใใงใ๏ผใ๏ผ |
|
ใใใใชใใงใใใใใใฃใใงใใใใใใชใใฃใใงใ
(for recognition only)
|
|
ใใ๏ผใงใฏใชใใงใใใใ๏ผใงใฏใใใพใใ |
|
ใใใพใ cf ใใพใ |
|
ใฏใใพใ cf ใใพใ and ใใถใใพใ |
|
Writing
|
Hiragana
Katakana |
|
Kanji:
PRESCRIBED KANJI CHARACTERS
Set A: For recognition and reproduction:
ไธใไบใไธใๅใไบใๅ
ญใไธใๅ
ซใไนใๅใ็พใๆฅใๆฌใ
่ชใๅใๅใไฝใ็งใๅฅฝใๆใ่กใๆฅใๅคงใๅฐใๅ
ใ็ใ
็ฌใๅฑฑใๅทใๆตทใ็ถใๆฏใๅใ่ฆใ่ฒทใ้ฃใ้ฃฒใๅญฆใๆ กใ
่ปใๅ
ฅใๅบใๅใไธใ็ซใๆฐดใๆจใ้ใๅใๅฅณใ็ทใไบบใ
ๅญใ็ฎใ่ณใๅฃใๆใ่ถณใไธใไธใไธญใ่ฉฑใๅใ่ใ่ชญใๆ
Set B: For recognition:
ๆฅใๅคใ็งใๅฌใ้จใๆฐใๅนดใๅธฐใๅคฉ, ๆธใๆ
|
|