Unit 3 Unit Guide

Japanese SECOND Language 2013

Unit 3 Outcome 3, Unit 1 Outcome 1 & Outcome 2b Theme The individual Topic Personal world Legendary figure Sub-topic Osamu Tezuka 手塚治虫

Texts Osamu Tezuka 1: 僕のまんが人生 Osamu Tezuka 2: 手塚治虫のまんが

Unit tasks and activities Reading and Listening  Read Text 僕のまんが人生 and answer the questions.  Read Text 手塚治虫のまんが and answer the questions.

Speaking  Present your thoughts of Osamu Tezuka’s life and manga in speech.

Text types article / essay / speech / debating /  Interview about your research on Osamu Tezuka. report / review Writing  Summarise the relationship between Osamu Tezuka’s life and his Focused language functions  explaining manga in a report.  negotiating  Write a persuasive essay about why Osamu Tezuka’s manga should  giving opinions be read by people.  recounting  persuading  reasoning Focused vocabulary  manga  stories SAC (School Assessed Coursework) Unit 3 Outcome 3 (20 marks out of 50 for Unit 3) Exchange information, opinions and experiences.

Assessment Task A three- to four-minute role-play, focusing on the resolution of an issue Unit 1 Outcome 1 (30 marks out of 100 for Unit 1) Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessment Task Informal conversation Unit 1 Outcome 2b (20 marks out of 100 for Unit 1) Read and obtain information from written texts.

Assessment Task Read written texts (e.g. extracts, advertisements, letters) to obtain information to complete notes, charts or tables in Japanese or English.

Unit 3 Outcome 3 (20 marks out of 50 for Unit 3) Exchange information, opinions and experiences.

Assessment Task A three- to four-minute role-play, focusing on the resolution of an issue MARK RANGE

DESCRIPTOR: typical performance in each range

17–20 marks

Comments in a highly effective manner on experiences appropriate to the topic. Effectively exchanges and justifies opinions and ideas and comments on a range of relevant factual information in resolving an issue. Links and sequences ideas clearly and logically. Uses a range of communication and repair strategies as required; for example, asking for and giving advice, assistance or opposing points of view, using a range of question forms, self-correcting or rephrasing. Consistently uses appropriate language for the audience, context and purpose of the task. Maintains the exchange achieving a very high level of accuracy and variety in the language, for example in the use of vocabulary, grammar, expressions, pronunciation, register, intonation, stress and tempo.

13–16 marks

Comments effectively on experiences appropriate to the topic. Exchanges and justifies most opinions and ideas and comments on relevant factual information. Links and sequences ideas logically. Uses some communication and repair strategies as required; for example, asking for and giving advice, assistance or opposing points of view, using a range of question forms, self-correcting or rephrasing. Usually uses appropriate language for the audience, context and purpose of the task. Maintains the exchange, achieving a high level of accuracy and variety in the language, for example in the use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and tempo.

9–12 marks

Comments satisfactorily on experiences appropriate to the topic. Exchanges and explains some opinions and ideas and comments on some relevant factual information. Usually links and sequences ideas logically. Occasionally uses communication and repair strategies as required; for example, asking for and giving advice, assistance or opposing points of view, using a range of question forms, self-correcting or rephrasing. Occasionally uses appropriate language for the audience, context and purpose of the task. Maintains the exchange, achieving a satisfactory level of accuracy and variety in the language, for example in the use of vocabulary, grammar, expressions, pronunciation, intonation, register, stress and/or tempo.

5–8 marks

Refers to experiences, which are not always relevant to the topic. Has difficulty clarifying or elaborating opinions and ideas and presents a limited range of relevant factual information.

Needs some assistance to maintain the exchange and is unable to identify errors and to self-correct when necessary. Has limited control of language. Achieves some accuracy and variety in the language, for example a narrow range of grammar and vocabulary and with significant problems in pronunciation, intonation, register, stress and/or tempo.

1–4 marks

Presents very limited information. Very limited level of accuracy in language using few appropriate structures and items of vocabulary. Demonstrates little or no control of language.

Pronunciation, intonation, stress and tempo interfere with ability to convey meaning.

Unit 1 Outcome 1 (30 marks out of 100 for Unit 1) Establish and maintain a spoken or written exchange related to personal areas of experience.

Assessment Task Informal conversation MARK RANGE

DESCRIPTOR: typical performance in each range

26–30 marks

Describes and comments on experiences appropriate to the topic in a highly effective manner. Consistently maintains the conversation or correspondence, using strategies appropriate to the text type specified in the task. Links and sequences ideas clearly and logically. Effectively exchanges and/or responds to ideas and presents relevant factual information. Consistently uses appropriate register for the audience, context and purpose of the task. Uses a broad range of question and answer forms. Achieves a very high level of accuracy in the language (including vocabulary, structures, expressions, script, pronunciation, intonation, stress and tempo as appropriate). Self-corrects, rephrases or amends, if applicable.

21–25 marks

Describes and comments effectively on experiences appropriate to the topic. Maintains the conversation or correspondence well, using strategies appropriate to the text type specified in the task. Links and sequences ideas clearly. Exchanges and/or responds to ideas and presents relevant factual information. Usually uses appropriate register for the audience, context and purpose of the task. Uses a range of question and answer forms.

Achieves a high level of accuracy in the language (including vocabulary, structures, expressions and script, and pronunciation, intonation, stress and tempo where appropriate). Generally self-corrects, rephrases or amends, if applicable.

16–20 marks

Describes and comments on experiences appropriate to the topic. Generally maintains the conversation or correspondence, using some strategies appropriate to the text type specified in the task. Attempts to link and sequence ideas. Exchanges and/or responds to most ideas and presents some relevant factual information. Generally uses appropriate register for the audience, context and purpose of the task. Uses a limited range of question and answer forms. Achieves some accuracy in the language (including vocabulary, structures, expressions and script, and pronunciation, intonation, stress and tempo where appropriate). May self-correct on occasions but may leave some uncorrected errors.

10–15 marks

Comments on a restricted range of experiences, which may not always be relevant to the topic. Needs some assistance to maintain the conversation or correspondence.

Sequencing of ideas may be disjointed. Uses limited strategies appropriate to the text type, and demonstrates limited control of style and register appropriate for the audience, context and purpose of the task. Demonstrates limited control of the language, (e.g. vocabulary, structures, expressions and script, and pronunciation, intonation, stress and tempo where appropriate). May self-correct but inaccuracies occur.

1–9 marks

Presents minimal information. Needs ongoing assistance to maintain the conversation or correspondence. Very limited level of accuracy in language using few appropriate structures and items of vocabulary. Demonstrates little or no awareness of style or register. Inaccuracies in pronunciation, intonation, stress and/or tempo interfere with ability to convey meaning. Frequent inaccuracies occur with little attempt to self-correct.

Unit 1 Outcome 2a (20 marks out of 100 for Unit 1) Listen to and obtain information from spoken texts.

Assessment Task Listen to spoken texts (e.g. conversations, interviews, broadcasts) to obtain information to complete notes, charts or tables in Japanese or English.

MARK RANGE

DESCRIPTOR: typical performance in each range

17–20 marks

Comprehensive understanding of the overall meaning of the spoken or written texts.

Highly effective recognition and knowledge of the conventions of the text type, vocabulary, and structures related to the topic. Accurately infers meaning from the word formation, cognates and grammatical markers. Clearly identifies main points and supporting ideas, gist, global understanding and specific detail. Highly effective ordering, classification and logical linking of items from various parts of the text.

Successfully uses a range of strategies to establish and confirm meaning, accurately in notes, charts or tables.

13–16 marks

Sound understanding of the overall meaning of the spoken or written texts. Effective recognition and knowledge of the conventions of the text type, vocabulary, and structures related to the topic. Generally infers accurate meaning from the word formation, cognates and grammatical markers. Identifies main points and most supporting ideas, gist, global understanding and some specific detail. Orders, classifies and links some items logically from various parts of the text. Generally uses successful strategies to establish and confirm meaning, effectively conveyed in notes, charts or tables.

9–12 marks

Satisfactory understanding of the general meaning of the spoken or written texts.

Demonstrates recognition and knowledge of some of the conventions of the text type, vocabulary, and structures related to the topic. Infers some meaning from word formation, cognates and grammatical markers. Identifies most main points and some supporting ideas, gist, global understanding and limited specific detail. Attempts to order and link some items from various parts of the text. Uses some strategies to establish and confirm meaning, conveyed in notes, charts or tables.

5–8 marks

Limited understanding of the meaning of the spoken or written texts. Demonstrates some recognition of the text type, vocabulary, and structures related to the topic. Limited ability to infer meaning from word formation and cognates. Identifies a few main points and/or detail. Uses few strategies to establish meaning. Conveys little information in notes, charts or tables.

1–4 marks

Minimal understanding of the meaning of the spoken or written texts. Extracts little meaning from language. Very limited capacity to identify main points or supporting ideas. Conveys very limited information in notes, charts or tables.