Japanese level 2
Course Description
This course requires students to engage in dramatic processes and the presentation of dramatic works, and emphasizes the application of drama skills in other contexts and opportunities. Students will interpret and present works in a variety of dramatic forms, create and script original works, and critically analyze the processes involved in producing drama works. Students will develop a variety of skills related to collaboration and the presentation of drama works.
Overall Curriculum Expectations
By the end of this course, students will:
A. Listening
| A1 | Listening to Understand: determine meaning in a variety of oral texts in the target language, using a range of listening strategies |
| A2 | Listening to Interact: interpret messages accurately while interacting in the target language for a variety of purposes and with diverse audiences; |
| A3 | Intercultural Understanding: demonstrate an understanding of information in oral texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities |
B. Speaking
| B1 | Speaking to Communicate: communicate information and ideas orally in the target language, using a range of speaking strategies, appropriate language structures, and level-appropriate language suited to the purpose and audience |
| B2 | Speaking to Interact: participate in spoken interactions in the target language for a variety of purposes and with diverse audiences |
| B3 | Intercultural Understanding: in their spoken communications in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations |
C. Reading
| C1 | Reading Comprehension: determine meaning in a variety of texts in the target language, using a range of reading comprehension strategies |
| C2 | Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms |
| C3 | Intercultural Understanding: demonstrate an understanding of information in texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities |
D. Writing
| D1 | Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course |
| D2 | The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively |
| D3 | Intercultural Understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations |
Course Content
| Unit | Unit Descriptions and Specific Expectations | Time Allocation |
|---|---|---|
| UNIT 1 | Grammar, sentence patterns and short conversations
In this unit, students are expected to learn or re-capsulize previously learned grammars and expressions by applying varieties of sentence forms, idioms and vocabularies in basic conversational forms by comparing differences between English grammar teaching method. At the end of unit, compound grammatical form sentence is utilized for assessment. Note: conversations include scene at campus life, business and travel setting and cultural references. • Short and long forms in distinctive sentences, potential verbs, preposition particles: conditional and conjunction |
27 hours |
| UNIT 2 | Grammar, sentence patterns and short conversations
In this unit, students are expected to learn or re-capsulize previously learned grammars and expressions by applying varieties of sentence forms, idioms and vocabularies in basic conversational forms by comparing differences between English grammar teaching method. At the end of unit, compound grammatical form sentence is utilized for assessment. • Comparison sentence between 2 or more than 3 items. Someone, somewhere, something |
30 hours |
| UNIT 3 | Developing reading comprehension, vocabularies and inter-cultural appreciation
In this unit, students are expected to develop further reading and listening comprehension and speech skills for writing summary reviews based on your interpretative supports from following materials reflect Japanese popular culture. Students are also expected to analyze text content, socio-cultural background knowledge including the author’s biography the classic poetry, “A bell, bird and me”, and various types of writing formats including poetries and summary report. |
24.5 hours |
| UNIT 4 | Description, Narrative/Summary Writing: Introduction of Book Review Format
In this unit, students are expected to write a book reviews by converting narrative sentence from conversational scenes by dictation from a picture-book, “The cat lived million times”. |
25.5 hours |
| Final exam | Final exam will include the contents of every unit. | 3 hours |
| Total : 110 hrs |
Diagnostic assessment is used at the beginning of a unit to assist in determining a starting point for instruction. Assessments for Learning and as Learning (AFL & AAL) provide information to students as they are learning and refining their skills. Assessment of Learning (AOL), at the end of units and course, provides students with the opportunity to synthesize/apply/demonstrate their learning and the achievement of the expectations. The course also provides the students with a variety of ways to demonstrate their knowledge through the so-called Triangulation Assessments, which may assess students through Observation and/or Conversation (i.e. Oral Presentations or Student Interviews), as well as Student Products. The AOLs are posted at the end of each unit.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The final grade will include the following weighting:
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. Final evaluation will take into account the student’s most recent and most consistent performance.
Thirty percent (30%) of the grade will be based on a final evaluation consisting of the final examination and the independent study unit, which will take into account the entire course, including the student’s most recent and most consistent performance.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Resources | |||
| Course Outline | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| U1L6 | 00:00:00 | ||
| Unit 2 | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| U2L5 | 00:00:00 | ||
| U2L6 | 00:00:00 | ||
| Unit 3 | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| U3L4 | 00:00:00 | ||
| U3L5 | 00:00:00 | ||
| U3L6 | 00:00:00 | ||
| Unit 4 | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| U4L3 | 00:00:00 | ||
| U4L4 | 00:00:00 | ||
| U4L5 | 00:00:00 | ||
| U4L6 | 00:00:00 | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
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