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WJEC Level 1 Certificate in Japanese

1. Introduction

This qualification is an introduction to Japanese. Its key features are: • pre- GCSE qualification • use of Japanese script throughout • flexibly-timed assessments • certification at Level 1 if all four topics are successfully completed.

2. Rationale Aims This specification is designed to:

Develop understanding of the spoken and written forms of Japanese in a range of contexts

Develop the ability to communicate effectively in Japanese through both the spoken and written word, using a range of vocabulary and structures

Develop knowledge and understanding of the grammar of Japanese and the ability to apply it

Help candidates apply their knowledge and understanding in a variety of relevant contexts

Develop knowledge and understanding of Japan and Japanese speaking communities (particularly the Japanese community in the UK)

Develop positive attitudes to modern foreign language learning

Provide a suitable foundation for further study and / or practical use of Japanese; in particular to provide a stepping stone towards GCSE

Broad Objectives

By the end of the course candidates should have acquired enough Japanese and confidence to communicate in simple language with a native speaker.

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Candidates should enjoy the course and find it intellectually challenging and stimulating.

Candidates should have knowledge of the culture of Japan as may be required for interaction with Japanese people in an informal social situation

Candidates should be encouraged to compare and contrast Japanese with other languages they have studied, and thus extend their understanding of what a language is and how it functions

By the end of the course candidates should have mastered hiragana and katakana and have begun to study kanji.

Opportunities for Progression The specification may be regarded as a stand alone course, but it can also be used as a stepping stone towards GCSE. Candidates progressing to GCSE will find that the study of script and topics undertaken as part of this specification will already have enabled them to cover part of the GCSE specification. Target Audience The target audience for this specification is: Sixth form pupils taking an introductory course in Japanese KS3 pupils using this as a stepping stone to GCSE Adult learners who are starting their study of Japanese Level of Qualification This qualification is a level 1 qualification within the national framework. This specification is designed to meet the accreditation criteria for level 1. Prior Learning and Restriction on Entry The course is designed for candidates who have no prior knowledge of Japanese. There are no specifications which a candidate may not offer at the same time as this specification. This qualification is available in England, Wales and Northern Ireland. Candidates with Particular Requirements Details of the special arrangements and special consideration for candidates with particular requirements are contained in the Joint Council for General Qualifications

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document �Candidates with Special Assessment Needs: Regulation and Guidance�. Copies of this document are available from the WJEC. Language of Qualification This award is offered through the medium of English or Welsh. Awarding and Reporting Internal and external assessment will be conducted in accordance with the regulatory authorities� Code of Practice. This qualification will comply with the grading, awarding and certification requirements as published by the regulatory authorities. Correlation with the National Curriculum The course does not aim to fulfil the requirements of the programme of study by itself, although it is compatible with, and can be an important part of, the delivery of the National Curriculum. For example, the topics required by this specification correlate with some of the broad contexts specified by the National Curriculum (everyday activities, personal and social life), and the 4 components of the assessments correlate with the 4 attainment targets. It is intended that teachers will use the specification content flexibly as part of their delivery of the National Curriculum according to their own schemes of work.

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The Spiritual, moral, ethical and cultural dimension The study of Japanese provides opportunities to promote: Spiritual development, through stimulating candidates� fascination in the phenomenon of language and the meanings and feelings it can transmit Moral and ethical development, through helping candidates to think about how we interact with others and treat others, particularly those different from ourselves, and by helping candidates to formulate and express simple opinions in Japanese about issues Social development, through exploring different social conventions, such as forms of address, through developing candidates� ability to communicate with others, particularly speakers of Japanese, in an appropriate, sympathetic and tolerant manner, and through fostering the spirit of co-operating when using Japanese to communicate with other people, whether learners or native speakers; Cultural development, through providing candidates with insights into cultural differences, opportunities to relate these to their own experience and to consider different cultural and linguistic traditions, attitudes and behaviours. Environmental Issues & Health and Safety Considerations The study of Japanese will help to inculcate in candidates an appreciation of environmental issues and contribute to candidates� environmental education in topic 4 where �My town� is studied. The European Dimension The study of Japanese widens candidates� horizons and increases awareness of similarities and differences between Japan and Europe. Citizenship The study of Japanese will help to develop in candidates a full understanding of their roles and responsibilities as citizens in a modern democracy.

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Opportunities for use of ICT In order to play a full part in modern society, candidates need to be able to use ICT confidently and effectively. Teachers are encouraged to provide opportunities for pupils to use ICT through using audio, video and satellite television and the internet to access and communicate information. Curriculum Cymreig Candidates will have opportunities to discuss aspects of Welsh life and culture. Guidance on Timing The Level 1 qualification should be attainable in 70 guided learning hours. Key Skills Japanese provides opportunities for candidates to develop the key skills of: Communication, through developing their awareness of the way language is structured and how it can be manipulated to meet a range of needs and through reinforcing learning in specific areas such as listening, reading for gist and detail, and using grammar correctly. Application of number, through talking and writing about the time and measures in the target language, particularly in the topic of shopping IT, through using audio, video and the internet to access and communicate information, and through selecting and using a range of ICT resources to write letters / e-mails to penfriends Working with others through developing their ability to participate in group conversations and discussions Improving own learning and performance, through developing their ability to rehearse and redraft work to improve accuracy and presentation, and through developing learning strategies such as memorizing, dealing with the unpredictable, and using reference materials Problem solving, through developing their ability to apply and adapt their knowledge to the target language for specific communicative purposes.

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3 Overview of Course

This course consists of 4 topics. Within any one topic, all parts are compulsory. Candidates may receive the full qualification certification for the completion of all 4 topics. A record of partial credit will be awarded to candidates who successfully complete 1, 2 or 3 topics. Topic 1 must be completed first. Candidates can then proceed to topic 2 followed by topic 3 if the teacher wishes to keep working on script until both the hiragana and katakana have been taught. Alternatively, candidates may offer topic 3 before topic 2 � this order gives a faster grammatical progression at the expense of delaying the study of katakana. Candidates who have completed the first three topics may proceed to topic 4, which is externally assessed. The content and progression of topics are summarized in the table below. Topic Main New Structure Functions, skills (1) Introductions desu

ga imasu ga suki desu ga dekimasu

Making / understanding simple statements Reading simple sentences Writing single hiragana words Asking / answering simple questions

(2) Shopping and Eating out kudasai arimasu

Asking for things Enquiring about price, availability Specifying colour, size Reading / writing katakana words

(3) Daily Life Verbs (present / past tense) Stating simple routines Giving / understanding times Writing in simple sentences

(4) Socializing (Going out and finding the way)

tai desu tain desu ga mashō masen ka te kudasai

Making, accepting and declining invitations Asking for / giving directions

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4. Assessment objectives

Weighting

AO1 Understand and respond to spoken language 25% AO2 Communicate in speech, showing knowledge of 25% and applying accurately, the grammar and structures prescribed in the specification AO3 Understand and respond to written language 25% AO4 Communicate in writing, showing knowledge 25% of and applying accurately the grammar and structures prescribed in the specification Students become effective users of language through interaction of listening, speaking, reading and writing skills. For assessment these will be tested separately, although combined classroom activities are encouraged. Weighting Equal weighting will be given to listening, speaking, reading and writing. Objectives Candidates will be expected to reach the following objectives AO1 Listening and Responding Understand the main points of what is heard Pick out specific details / information from a range of speech AO2 Speaking Initiate and maintain conversations Elicit and give information Express personal opinions at a simple level AO3 Reading Understand the main points and specific details of what is read Identify and extract information for a specific purpose

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AO4 Writing Elicit and provide information Describe events in the past, present and future Express simple opinions Write with increasing orthographical and grammatical accuracy

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5 Scheme of Assessment

There is an assessment at the end of each topic, which consists of a listening, speaking, reading and writing test. Topics 1 �3 are internally assessed, and topic 4 is externally assessed. Assessments are designed to test what students have learnt and give students the opportunity to demonstrate what they can do. Assessments must be carried out with the candidate working in silence on their own under a teacher�s supervision. No use of dictionaries or other reference material is allowed. Situations and language used in the assessments will be clear, free from bias and appropriate to the needs and interests of older teenagers and adults. The listening assessment takes about 15 minutes. Each extract is heard two or three times. The centre will require a god quality tape recorder and a quiet room to facilitate this component of the assessment. Equipment should be checked to ensure that it is in full working order before the assessment starts. The speaking assessment allows candidates 5 minutes� preparation time. The oral activity may take up to 5 minutes. Tasks are generally role-plays, although on occasions candidates may be asked to give a brief speech about themselves or their schools, for example. Candidates to be sent for moderation should be taped. The tape recorder should not be switched off while an assessment is in progress. At the beginning of the tape please record the centre name, name of teacher, assessment number and date. Please record each candidate�s name before he / she begins. Tape boxes should be labelled clearly with the name of the centre's examination number and date and the name of the teacher. The reading assessment takes 15 minutes. Dictionaries are not allowed. The writing assessment takes 15 minutes. Candidates are expected to produce one or more short pieces of writing in response to pictorial stimuli, or a stimulus in English. All writing must be in Japanese script � any work in romaji will not be credited. Dictionaries are not allowed. Internal assessment Topics 1, 2 and 3 are internally assessed by the teachers and a sample for each topic covering all four skill areas and a range of marks (please consult table showing sample size), needs to be sent to the WJEC for moderation during the Summer Term. As far as possible, the sample should also cover a representative range of marks for each of the constituent papers. Assessments 1 � 3 are flexibly timed and may be taken by the candidate in class time when the teacher judges the candidate is ready. WJEC will provide a pack of assessments for each topic and these assessment packs will be revised every three years.

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The size of the sample for moderation of each topic will be as follows: Number of pupils in group Size of sample 1-10 All candidates 11-20 7 candidates 21-30 10 candidates 31-50 12 candidates 51- 75 15 candidates 76 - 100 18 candidates 101 � 140 20 candidates over 140 25 candidates External Assessment Topic 4 is externally assessed and a different set of tests will be produced each year. All candidates in any one centre will take the external assessments during a three week period in June (exact dates will be circulated each year).Within any one centre the assessment should be taken by all candidates within a 5-day period. The unmarked work of all candidates for topic 4 will be sent to the WJEC. Notification of marks to WJEC The form at the back of the specification may be used to report marks to WJEC, or alternatively the same information may be submitted on a centre's own form (eg a computer printout). This information should accompany any work sent to the WJEC for moderation. Any comments regarding the content of the assessment or special circumstances pertaining to individual candidates may be made on the form.

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6 Reporting of Results

Assessments 1, 2 and 3 are reported on a pass / fail basis only, with the pass mark being 50 / 120. If candidates fail to achieve 50/120 before moderation, they may re-sit each assessment once only. Candidates successfully completing assessment 1 and / or 2 and / or 3 will be issued with a certificate of credit. Please note that this is not a full certificate at level 1 within the national qualifications framework. Candidates successfully completing the 4 assessments (3 internal plus one external) will be awarded the full certificate at level 1. The results of assessment 4 will be reported as fail / pass / merit / distinction according to the grade descriptors below. Candidates will be able to convert a certificate of credit to a full certificate on completion of outstanding components. A Level 1 certificate must be completed within 3 years. Outcomes: Candidates awarded a pass for the full certificate will be able to pick out key words from Japanese spoken at slow speed. They will be able to make simple statements consisting mainly of pre-learnt material. They will be able to recognize single words in hiragana and katakana. They will be able to write single words in hiragana and katakana, although their transcription may be approximate. Candidates obtaining a merit for the full certificate will be able to understand the key points from short extracts of Japanese spoken clearly. They may miss details. They will be able to make simple statements, ask simple questions, and on occasion combine different pieces of pre-learnt language to produce new utterances. They will be able to read and write a short passage of 2 or 3 sentences written in hiragana, understanding or giving key information on main points. A candidate obtaining a distinction for the full certificate will be able to understand key points and details from a range of Japanese. They will speak using a variety of sentence patterns with some confidence and fluency, giving not only information but also personal opinions. They will be able to read and write short passages of Japanese of up to 10 sentences, using hiragana, katakana and up to 40 kanji. They will be able to understand / give not only main points but also specific details, describe events in the past, present and future and express personal opinions.

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7 Specification Content

Note: ** indicates substitution into a pattern.

Topic 1 INTRODUCTIONS Vocabulary Greetings ohayō（gozaimasu） konnichiwa konbanwa hai arigatō（gozaimasu） sayōnara wakarimasen iie wakarimashita o genki desu ka? sumimasen ē hajimemashite dōzo yoroshiku

People boku watashi anata watashitachi ＊＊san ＊＊kun ＊＊sensei tomodachi anatatachi namae

Countries, Nationalities and Languages kuni nihon igirisu chūgoku uēruzu sukottorando airurando doitsu furansu amerika indo ＊＊jin eigo ＊＊go

Occupations shigoto sensei seito kaishain gakuesei isha kangofu shufu ten'in enjinia kameraman kōkōsei chūgakusei

Families ojiisan obāsan sofu sobo otōsan okāsan chichi haha oniisan onēsan ani ane otōtosan imōtosan otōto imōto ojisan obasan kazoku kyōdai kodomo petto inu neko

Sports supōtsu suiei yakyū jūdō sakkā sukii sukēto tenisu kuriketto hokkē badominton karate

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Hobbies （go）shumi ongaku dokusho unten ryōri terebi ryokō gitā karaoke disuko poppusu dansu

Numbers Numbers 1 � 99 hitori futari ＊＊nin ＊＊sai ＊＊nensei Functions Greetings Introducing oneself / others Giving country of origin Talking about family relationships Talking about sports and hobbies eg likes and abilities New Structures

＊＊desu. ＊＊dewa arimasen. ＊＊ja arimasen. Kochira wa＊＊san desu. Kochira wa＊＊sensei desu. Kochira wa ＊＊kun desu. ＊＊ga imasu. ＊＊nin kazaku desu. ＊＊kyōdai desu. ＊＊ga ＊＊nin imasu. Eg Ane ga futari imasu. O namae wa？O kuni wa？ O shigoto wa？ O ikutsu desu ka？ Particles wa, ga, mo, no, to Ka for questions Watashi Number + sai Tanaka san wa Occupation desu（ka） Yamada sensei ＊＊jin ＊＊ga suki desu. ＊＊wa suki dewa arimasen. ＊＊wa suki ja arimasen. ＊＊wa amari suki ja arimasen. ＊＊ga dekimasu. ＊＊ga sukoshi dekimasu. ＊＊wa dekimasen.

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（Go）shumi wa nan desu ka? ＊＊desu.

Script

All hiragana plus �transcription rules�

Notes

1 It is not intended to teach / explain in detail the particles wa

and ga at this stage. Pupils are only expected to learn ＊＊wa ＊

＊desu. And ＊＊ga imasu. as set patterns. Teachers may wish to

go into this further, particularly if questioned by pupils, but

there is no requirement to do so.

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Topic 2 SHOPPING AND EATING OUT (SHOPPING)

Vocabulary Items to Buy hon nōto pen （e）hagaki kitte aisukuriimu empitsu sekken shimbun bumbōgu posutā habuarashi kasa gyūnyū pan tokei omiyage udedokei

Clothes yōfuku sukāto zubon kutsu kutsushita T shatsu burausu shatsu nekutai sētā kādigan beruto bōshi kōto saizu

Colours akai aoi shiroi kuroi kiiroi chairoi murasaki no midori no gurē no pinku no orenji no

Adjectives ōkii chiisai furui atarashii takai yasui nagai mijikai

Ko/so/a/do words kore sore are dore

kono sono ano dono

koko soko asoko doko

Counters and Currencies ＊＊ en ＊＊ pondo ＊＊ mai ＊＊ satsu

＊＊ hon ＊＊ kai chika chika ＊＊ kai

Other Shopping Vocabulary kaimono okane saifu depāto toire chotto zenbu de don'na otsuri

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Functions

Asking for things

Specifying size, colour, price

Asking for instore directions

New Structures Particle o Pronoun no sumimasen or chotto sumimasen irasshaimase ＊＊wa arimasu ka? ＊＊o kudasai. ＊＊o ＊＊mai ／hon ／satsu kudasai. Ikura desu ka? ＊＊en desu. dōzo dōmo otsuri desu. ＊＊en ／pondo no otsuri desu. ＊＊wa nan kai ni arimasu ka? ＊＊wa doko desu ka? ＊＊wa doko ni arimasu ka? ＊＊kai desu.／＊＊ni arimasu. Akai sētā o kudasai. Kono shatsu wa yasui desu. Chotto ōkii desu. Chiisai no o kudasai. Yasui no wa arimasu ka? Kore／sore／are wa ＊＊desu. Kono／sono／ano ＊＊ o kudasai. Dore desu ka? Dono ＊＊ desu ka?

Revise and Extend

Numbers upto �1 million

desu（ka） Particles mo, no, to

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Script

To write: 一ichi

、二n i

、三s a n

、四y o n

、五g o

、六roku

、七nana

、八hachi

、九k y u

、十j u

、百hyaku

、千s e n

、万m a n

、円e n

Notes: 1 It is not intended to teach the inflection of adjectives as

part of this topic. The only expected uses are i-adjectives in

their i-form i.e. Akai desu and Yasui kutsu o kudasai.

2 Pupils need to be taught that the Japanese system of counting

floors is different from the British way i.e. the ground floor

is ikkai

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Topic 2 SHOPPING AND EATING OUT (EATING OUT)

Vocabulary

Food

gohan soba udon （o）sushi tempura onigiri sukiyaki obentō sūpu nori shōyu sandoitchi tōfu miso misoshiru toriniku butaniku gyūniku supagettii kēki washoku yōshoku nihon ryōri ＊＊ryōri yakitori okonomiyaki

Drinks

kōcha ocha （o）mizu （o）sake kōhii jyūsu kokakōra biiru wain

Places to eat etc resutoran kafe kissaten menyū okaikei （o）hashi naifu fōku supūn

Group Nouns tabemono nomimono kudamono yasai niku okashi sakana

Counting hitotsu futatsu mittsu yottsu itsutsu muttsu nanatsu yattsu kokonotsu tō

Functions

Asking for Things

Ordering

Asking for Recommendations

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Suggested Examples Menyū ga wakarimasen. Oshiete kudasai. Kore wa nan desu ka? （Sore wa）＊＊desu. Nan mei sama desu ka? ＊＊nin desu. Nani ga oishii desu ka? ＊＊ga oishii desu. Nani ga osusume desu ka? ＊＊ga osusume desu. Nani ni shimasu ka? ＊＊ni shimasu. ＊＊o kudasai. ＊＊desu ne. ＊＊wa ikaga desu ka? Hai, onegaishimasu. Ikaga desu ka? Oishii desu. Okaikei o onegaishimasu. Polite Phrases Itadakimasu. Gochisōsama （deshita） Script All katakana Use of hiragana and katakana Cultural Discussion on Japanese food and the use of chopsticks Gohan meaning both cooked rice and meal Obentō

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Topic 3 DAILY LIFE

Vocabulary okimasu nemasu hajimarimasu owarimasu tabemasu mimasu nomimasu yomimasu kikimasu kakimasu shimasu kaimasu benkyō shimasu ikimasu kimasu kaerimasu asobimasu

School Subjects kokugo sūgaku rika shakai chiri rekishi ongaku bijutsu tai'iku seibutsu kagaku butsuri kompyūtā gijutsu

School Vocabulary gakkō shōgakkō chūgakkō kōkō daigaku yasumi hiru yasumi yasumi jikan natsu yasumi

Time ＊＊ji ＊＊fun ＊＊ji han ＊＊jikan gozen gogo ＊＊gatsu ＊＊nichi ＊＊yōbi ototoi kinō kyō ashita asatte mainichi maishū senshū raishū

Methods of Transport aruite basu kuruma jidōsha jitensha densha

Other Words uchi toshokan eigakan pūru asa gohan hiru gohan ban gohan tegami takusan sukoshi arubaito eiga hon shimbun rajio nyūsu kōhii kōcha machi terebi bideo kaisha

Vocabulary to Revise sensei seito gakusei ＊＊go kōkōsei chūgakusei

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Functions

Talking about routines

Giving time

Giving the date

Talking about what you do / did everyday / at the weekend / on holiday

New Structures masu（ka）and masen form of verbs ie present tense mashita（ka）and masen deshita for of verbs ie past tense ＊＊o benkyō shite imasu. purely as a set phrase

(treatment of te forms is not expected)

Particles O for direct object Hiru gohan o tabemasu. Ni after time Hachi ji ni okimasu. E after destination Gakkō e ikimasu. De for place Toshokan de benkyō shimasu. De for a tool or implement Basu de ikimasu. Kara for from (both time and place) Gakkō wa ku ji kara desu. Uchi kara ikimasu. Made for as far as / until (both time and place) Pūru wa jū ji made desu. Toshokan made ikimasu. To for with Ani to ikimasu. Suggested Examples （Ima）nan ji desu ka? ＊＊ji desu. ＊＊ji ＊＊fun desu. Kyō wa kayōbi desu. Kayōbi wa pūru wa go ji made desu. Gakkō wa ku gatsu kara shichi gatsu made desu. Hachi gatsu wa yasumi desu. Nani o benkyō shite imasu ka? ** to ** to ** o benkyō shite imasu. ** (eg nihon go) ga suki desu. ** wa nan ji kara nan ji made desu ka? ** wa ** ji kara ** ji made desu. (eg Gakkō wa ku ji kara san ji made desu.) ** wa** ji / ** gatsu ni hajimarimasu.(eg Gakkō wa shi gatsu ni hajimarimasu.) Practise putting it all together in longer speeches eg Boku wa dokusho ga suki desu.

Doyōbi ni aruite toshokan e ikimashita. San ji ni tomodachi to ikimashita.。

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Revise and Extend Work on Hobbies eg Jon san wa supōtsu ga suki desu. Maishū kayōbi ni sakkā o, suiyōbi ni suiei o, doyōbi ni tenisu o shimasu.

Script

To write: 月getsu

、火k a

、水s u i

、木moku

、金k i n

、土d o

、日nichi

、一ichi

、二n i

、三s a n

、四y o n

、五g o

、六roku

、七shichi

、八hachi

、

九k y u

、十j u

To recognize:

時j i

、分f u n

、半h a n

、午前g o z e n

、午後g o g o

、曜日y o b i

、時間j i k a n

、年n e n

、平成H e i s e i

、先生s e n s e i

、学校g a k k o

、休みy a s u m i

、学生gakusei

Cultural Japanese education system Japanese public holidays Japanese seasonal events Note Benkyō shite imsau is only expected to be taught as a set phrase. It is not intended to teach the te form of verbs at this stage.

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Topic 4 SOCIALIZING (Going out and Finding the Way)

Socializing (Going out) Vocabulary Places to Visit konsāto hakubutsukan bijutsukan kabuki nō geki gekijō sumō Other Vocabulary ii/yoi otona kodomo itsu puroguramu chiketto kippu aimasu seki S seki A seki B seki yoyaku（shimasu） isshoni gaidobukku chizu kasetto setsumei kaisetsu e eigo ban Vocabulary to Revise eiga eigakan yakyū supōtsu mimasu shimasu ikimasu Functions Making suggestions Inviting Fixing up dates, times, places to meet Accepting and refusing invitations Stating what you would like to do New Structures mashō and mashō ka form of verbs tai desu and tai n desu ga� form of verbs masen ka form of verbs eg Konsāto e ikimasen ka? Kayōbi ni ikimashō Eigakan de aimashō ka?

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Suggested Examples Konsāto e ikitai desu. ** o kudasai. ** wa arimasu ka? ** de ** ga arimasu. （e.g.Shibuya de Spice Girls no konsāto ga arimasu.） Chiketto o yoyaku shitai n desu ga�.. Kippu no yoyaku o onegaishimasu. Nan ji kara (nan ji made) desu ka? Nan ji ni hajimarimasu ka? ** ji desu. Nan ji ni owarimasu ka? ** ji desu. Itsu desu ka? Doko desu ka? Nani ga arimasu ka? Itsu ikimashō ka? ** wa dō desu ka? Ii desu nē, ikimashō. （Sumimasen）, kayōbi wa chotto� Sumimasen + excuse Kasetto Gaido bukku no eigo ban wa arimasu ka?。 Chizu Eigo no setsumei / kaisetsu ga arimasu ka? Arimasu / Arimasen.

Script

To write: 男otoko

、女on'na

、入口iriguchi

、出口deguchi

To recognize: 非常口h i j o g u c h i

、お手洗いo t e a r a i

、大人o t o n a

、子供k o d o m o

、小人k o d o m o

Note

Practice reserving tickets both face to face and over the telephone.

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Topic 4 SOCIALIZING (Finding the Way)

Vocabulary Places in Town eki pan'ya okashiya sūpā nikuya byōin basutei supōtsu sentā ** ya kōen （o）mise keisatsu（sho） kōban yaoya kusuriya yakkyoku hon'ya yūbinkyoku ginkō hoteru sūpāmāketto Traffic Features rōtarii kado ōdanhodō hashi shingō（ki） kōsaten tsukiatari michi dōro Directions koko soko asoko tsugi（no） mae ushiro migi（gawa） hidari（gawa） mukai（gawa） yoko tonari hantai（gawa） ue shita naka temae massugu magarimasu watarimasu **（ban）me soba Vocabulary to Revise kissaten toshokan resutoran kafe depāto gakkō hakubutsukan bijutsukan eigakan pūru uchi doko chizu hitotsu（me）etc.

Functions Asking for, giving and understanding simple directions

Recognizing simple place names on a map

New Structure te kudasai form of verb

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Suggested Examples Sumimasen, koko wa doko desu ka? Sumimasen, ** wa doko desu ka? ** e ikitain desu ga�... Massugu itte kudasai. ** made massugu itte kudasai. Magatte kudasai. Migi / hidari ni magatte kudasai. ** o migi / hidari ni magatte kudasai. Watatte kudasai. Hashi / michi o watatte kudasai. ** no mae de watatte kudasai. ** no mae no ōdanhodō o watatte kudasai. ** wa ** ni arimasu. （egYūbinkyoku wa hidarigawa ni arimasu.） ** wa ** no ** desu. （eg Sūpā wa yaoya no hidari desu.） ** wa ** no ** ni arimasu. （eg Gakkō wa eki no ushiro ni arimasu.） ** ni ** ga arimasu. （eg Hidarigawa ni kōen ga arimasu.） ** no ** ni ** ga arimasu. (eg Depāto no mae ni basutei ga arimasu.) Chizu o kakimashō ka? Sumimasen ga, chizu o kaite kudasai. Tsugi shingō de migi Ni ban me no kōsaten o hidari ni magatte kudasai. Mittsu me kado

Script

To write: 右migi

、左hidari

、上u e

、下shita

、中naka

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Appendix 1 Form for the submission of marks to the WJECForm for the submission of marks to the WJECForm for the submission of marks to the WJECForm for the submission of marks to the WJEC (Please photocopy as necessary. This information may be submitted in other formats eg as a computer printout, provided all necessary information is given.)

Name of

student

Speaking Listening Reading Writing Total

Teacher�s Mark / 30

Moderator

Mark / 30 Teacher�s Mark / 30

Moderator

Mark / 30 Teacher�s Mark / 30

ModeratorM

ark / 30 Teacher�s Mark / 30

ModeratoMa

rk / 30 Teacher�s mark/120

Moderatorm

ark/120

Moderator

Final

Decision

Name of Centre: Assessment Number: 1 2 3 Name of teacher:

28

Appendix2: Suggested Resources

The following chart gives details of where the contents of the specification may be found in some of the

textbooks currently in use in schools. Topic Sub Topic Mirai Obento Ima Kimono Japanese in

Modules

Japanese

Language

and

People

E to

tasuku

Kyokasho

o tsukuro

Listening

Materials

1 Greetings,

countries,

numbers

1: unit 1-3 1: Unit 1 -

4

1: Unit 1 2: Unit 1

!: Unit 1-

2, 4

2: Unit 1,4

N/A Unit 1 N/A N/A Wakuwaku 1-3

1 Occupations

2:Unit2 3:Unit 5 N/A 3:Unit 1 2: Module 10 Unit 1 Unit 12 N/A

1 Families 2:Unit1 1:Unit 5-6 1:Unit2 1:Unit 7 3:Unit 1

1:Module1 Unit 2 Unit 5 4-8

1 Sports N/A 1:Unit 10 N/A 1:Unit 6 1:Module 2 Unit 8 Unit 6 Some illustrations

1 Hobbies 2:Unit 3 1:Unit 10 1:Unit 7 2:unit 1-2

2:Unit 1 1; Module 2 Unit 2 Unit 6 N/A

2 Shopping 2:unit 9 1:Unit 10 2:Unit 6 2:Unit 7 1:Module 3 Unit 4 Unit 4 3 T/K p.8-11 K/H ch2 Wakuwaku 4-5

2 Eating out 1:Unit 5 2:Unit 8

1:Unit 8 2:Unnit 7

1:Unit 3 2:Unit 4

2:Unit 7 1;Module 4 Unit 7 Unit 4 3-1,3-2, 3-3,3-4

3 School life 1:Unit 4-7 1:Unit 4,12 1:Unit 4-5 1:Unit 3,5 1;Module 5 Unit 5 Unit 2 4, 6-6 K/H ch 4+5 Wakuwaku 7,10

3 Time 1:Unit 7 2:Unit 6

N/A 1:Unit 4 1:Unit 6 N/A Unit 5 Unit 1 4 T/K p.12+15 K/H ch1 Wakuwaku 22,23,24

3 Methods of transport

1:Unit 9 1:Unit 12 1:Unit 4 1;Unit 8 2:Module 6 1:Module 5

Unit 5 N/A N/A

4 Going out 1:Unit 8 2:Unit 1 2:Unit 3 2:Unit 2 1: Module 2 Unit 8 Unit 14 5-7, 5-8, 5-9

4 Finding the Way

3/4:Unit 3 2:Unit 6

3:Unit 6 2;Unit 5 2:Unit 8 3:Unit 3

2: module 8 Unit 3 Unit 16 Unit 23

2-3, 2-8 2-9, 7-7

29

The WJEC acknowledges Ms. Miwa Moriwaki of the Japan Foundation London Language Centre as the original author of the above table and thanks her for her kind permission to reproduce it here.

30

Appendix 3 Examination Rubrics The following rubrics, including kanji, will be used in the assessments. 問題m o n d a i

もんm o n

だいd a i

例r e i

れいr e i

点t e n

てんt e n

正tada

しいs h i i

物mono

にn i

○、間違っているm a c h i g a t t e i r u

物mono

にn i

×をo

しなさいs h i n a s a i

。 正tada

しいs h i i

物mono

にn i

○をo

しなさいs h i n a s a i

。 表h y o

をo

完成k a n s e i

しなさいs h i n a s a i

。 A,B,C,D…と

t o

書k a

きなさいk i n a s a i

。 1,2,3,4….と

t o

書k a

きなさいk i n a s a i

。 正しいT a d a s h i i

順番j u n b a n

にn i

1,2,3,4….とt o

書k a

きなさいk i n a s a i

。 適当T e k i t o

なn a

文b u n

をo

選びなさいe r a b i n a s a i

。 適当T e k i t o

なn a

絵e

をo

選びなさいe r a b i n a s a i

。 適当T e k i t o

なn a

物mono

をo

選びなさいe r a b i n a s a i

。 A,B,C,D…から

k a r a

正しいt a d a s h i i

物mono

をo

選びなさいe r a b i n a s a i

。 インフォメーションI n f o m e s h o n

をo

書きなさいk a k i n a s a i

。 …..には

n i w a

何がn a n i g a

入りますかh a i r i m a s u k a

。