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Name of Instructor: |
Isha Sheth
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Date/Semester of course: |
Fall 2007- Spring 2008
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Course Title: |
FJ50-FJ60: Third Year Japanese
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Subject Area/Department: |
Foreign Language
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Pre-Requisites: |
Passing grade in FJ30-40, second year Japanese
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Brief Course Description: |
In today’s increasingly globalized and multicultural society, fluency in multiple languages is essential for success. This course is designed to help students acquire the advanced knowledge of Japanese language and culture needed to continue the study of this language in college, as well as attain success (85% or above) on the Japanese Regents. During the third year, students will focus on learning more advanced vocabulary needed for discussing topics such as giving and receiving directions, cooking, holidays, as well as Japanese cultural topics and practices. In this year, students also begin learning a great deal of advanced grammatical structures as well as almost 40 kanji (Chinese characters). Students who work hard during this year and retain knowledge of what they have learned should be able to pass out of the first semester of college level Japanese.
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Essential Questions the course addresses:
What are the over-arching and provocative questions that will foster inquiry and understanding?
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• How do you can you use what you have learned in class to communicate the things that YOU want to say?
• How can you express your needs and desires in situations such as giving or receiving directions, discussing the weather, cooking, and comparing things?
• What are the essential structures that you MUST know in order to continue advancing in your study of Japanese?
• What role has culture played in the development of the Japanese language?
• How do you see culture reflected in the language you are learning in class?
• What are the principles and values that are central to Japanese culture? |
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Skills and Knowledge:
What key skills and knowledge will students have acquired after completing this course?
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By the end of the year, students will be able to:
* Receive language instruction almost entirely in Japanese
* Conjugate any verbs or adjectives in polite form & various informal form
* Express their needs, wants, and desires in a wide variety of situations
* Use previously learned structures in more complex grammatical structures
* Discuss Japanese cultures in Japanese through projects that involve exploring aspects of Japanese culture that interest them
* Converse with a Japanese native speaker on wide variety of topics
* Acquire a deeper understanding of Japanese culture
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Organization:
What is the course outline? Please organize by unit, and by the topics, objectives or questions that each unit will cover. Units should relate to one of the essential questions.
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Unit 1: Review of Ch 1-5 from Adventures in Japanese 2 with emphasis on critical skills such as how to use informal tenses of adjectives and verbs and a review of critical vocabulary
Unit 2: How to explain future plans and requirements?
Unit 3: How to discuss past experiences, possibilities, and weather?
Unit 4: Learning about Japanese cities (project based unit)
Unit 5: How to make comparisons and utilize the superlative?
Unit 6: How utilize noun modifiers?
Spring
Unit 1: How to use quotations in Japanese?
Unit 2: How to give and receive directions in Japanese?
Unit 3: How to write a recipe in Japanese?
Unit 4: How to say “if” in Japanese and discuss activities that you enjoy?
Unit 5: Exploring an aspect of Japanese culture (project based unit)
Unit 6: How to prepare for the speaking component of the Japanese Regents? (activity based unit)
Unit 7: Review of necessary topics for the Japanese Regents? |
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Texts/Resources:
What resources (technology, multimedia, field trips, guest speakers, texts, etc.) will be used to engage all learners?
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• Adventures in Japanese 2 (Textbook)
• Print-outs & excerpts from other textbooks
• Flash cards
• Authentic literature on Japanese culture in English and Japanese
• Websites on Japanese culture and life
• Japanese film |
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Standards Addressed:
What NYS Standards does this course address?
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• Students are familiar with cultural features in target society
• Students understand the aspects of culture most closely related to the comprehension and the production of language
• Students can exhibit more comprehensive knowledge of cultural traits and patterns.
• Students can select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.
• Students can initiate and sustain conversations, face-to-face or on the phone, with native-speaking or more fluent individuals.
Students can read and comprehend materials written for native speakers when the topic and language are familiar.
Students can write brief analyses of more complex content when gives the opportunity for organization and advance preparation, though errors may occur more frequently.
Students can comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone. |
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Assessments:
What types of assessments will you use to evaluate student learning
By what criteria will you evaluate student work and arrive at a grade? (What is your grading policy?)
How will students self-assess their learning (e.g. rubrics, checklists, multiple drafts of work, re-submissions, etc.)? |
I will use oral presentations, essays, “quick quizzes”, quizzes, tests, skits, and the Japanese Regents to evaluate student learning.
My criteria for grading is as follows:
15% Homework 15% Essays
25 % Tests 15% Quizzes (may also include quick quizzes)
15% Group projects 15% Class participation
Students will self assess themselves through the use of rubrics, participating in peer editing, creation of multiple drafts of certain pieces, correcting all tests & quizzes, receiving score reports (that show how the scored in each area), and writing reflective letters on their performance. |
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