Johnson County Community College
Course Syllabus & Outline
Liberal Arts Division
Elementary Japanese I - FL 171 - Fall 2012
INSTRUCTOR INFORMATION:
COURSE INFORMATION:
Dianne Daugherty ddaughe2@jccc.edu
Credit Hours: 5
Prerequisite: None
Textbook: NAKAMA 1a by Makino, Hatasa and Hatasa, by Houghton Mifflin, 2009
1. Textbook ISBN-13: 978-0-618-96628-8 / ISBN-10: 0-618-96628-5
2. Workbook/Laboratory Manual ISBN-13: 978-0-618-96750-0 / ISBN-10: 0-618-96570-X
Selected readings related to sustainability topics provided by the professor.
Suggested grammar texts (any of the following):
English Grammar for Students of Japanese by Mutsuko Endo Hudson, isbn: 0934034168
Handbook of Japanese Grammar by Masahiro Tanimori, isbn: 080481940
Making Sense of Japanese Grammar by Zeljko Cipris and Shoko Hamano, isbn: 084825837
Handbook of Modern Japanese Grammar by Yoko M. McClain, isbn: 4590005700
Course Description:
Through this Elementary Japanese first semester course, students will explore various language functions
through an integrated approach for developing listening, speaking, reading and writing skills. Kanji
characters will be introduced and students will be able to read (50+ characters) and write (28+) characters.
Language proficiency is best accomplished through a well-rounded curriculum encompassing the 5 Cs of
language acquisition: COMMUNICATION, COMPARISONS, CONNECTIONS, CULTURE AND COMMUNITY.
Topics covered in this semester are the sound system and scripts: hiragana, katakana, intro to kanji;
greetings & introductions; daily routines; Japanese neighborhoods and asking directions; Japanese homes;
customs and lifestyle; leisure time. In addition, topics related to sustainability will be integrated with the
cultural lessons.
Course Objectives: Upon successful completion of this course, the student will be able to:
1. Demonstrate mastery of hiragana and katakana scripts through contextual and meaningful reading and
writing samples.
2. Demonstrate mastery of the fundamentals of Japanese grammar through the following communication
strategies in writing and through dialogues:
a. self-introduction and meeting others
b. providing and understanding personal information
c. providing and understanding information about daily routines
d. asking for and giving directions
e. describing people, places, things in the present and past
f. extending invitations and making requests
3. Demonstrate mastery of the Japanese vocabulary presented.
4. Provide accurate translations and comprehension of provided readings
5. Demonstrate mastery of the sentence patterns presented.
6. Demonstrate a basic understanding of Japanese culture as it relates to the topics
presented.
Content Outline & Competencies:
At the end of Elementary Japanese I, students will have met the course objectives and should have
mastered the following specific language skills:
1. Students will demonstrate basic ability to read in Japanese.
a. Recognize the characters of three types of Japanese writing systems: hiragana, katakana and
kanji and also be able to read the learned vocabulary words in the appropriate form.
b. Read simple text dealing with topics presented and provide accurate translations.
2. Listen and comprehend basic spoken Japanese.
a. Recognize the sounds of the Japanese syllables including the voiced and non-voiced consonants,
double consonants, blends and extended vowels.
b. Comprehend simple sentences and other material presented in the course including frequently
used classroom commands and common expressions.
3. Communicate through speaking in Japanese.
a. Proper and comprehensible pronunciation including ‘r’, ‘tsu’, double consonants, extended vowels,
blends etc. through isolated words and short sentences.
b. Incorporate learned vocabulary related to the above mentioned topics.
c. Appropriate and accurate use of present and past tense (masu/desu level)
4. Demonstrate understanding and appreciation of Japanese culture: products and practices.
a. Explain the group-ism and the hierarchical relationship that exists in Japan. Demonstrate proper
contextual use of this understanding through communications (choose appropriate level of speech, ways
of addressing people, greetings, use of honorifics).
b. Explain why indirect expressions are considered more polite and preferred in Japanese language,
especially when expressing one’s desire, ability, preference and requests.
c. Contract the differences between men’s speech and women’s speech.
5. Research, investigate, compare, contrast and discuss selected topics related to
sustainable practices, customs and products in Japan, in countries represented by JCCC's
international student body, in the US and our local community.
6. Demonstrate mastery of basic Japanese language structure, grammatical constructs and
communicative strategies.
a. Conjugation of verbs (3 groups) using the masu form, copula, desu in affirmative and negative
polarities along with present and past tenses.
b. Mastery - conjugation and use of adjectives (2 types) in the polite form – affirm/neg polarity
along with present and past tense. Demonstrate proper use and conjugation of connecting adjectives
and adj-copula phrases.
c. Proper use of ~te form of verbs – expressions such as verb~te kudasai and connecting verb
phrases.
d. Demonstrate proper use of particles: は(ha/wa) topic marker/in negative to contrast、の(no)
modify noun – possession/relationship、も(mo) also, either、か(ka) question marker、に(ni) time,
location of existence, purposeful movement, indirect object marker、を(wo/o) direct object marker、で
(de) location of action, by way of、が(ga) subject marker, but 、から(kara) from, because、まで(made)
until, up to、と(to) and, with、へ (he,e) moving in a direction 、へは、には、でも、etc.
7. Mastery and use of existence verbs in affirm/neg polarity and present / past tenses: imasu –
living/moving things; arimasu – non living/moving things.
Methods of Evaluation of Competencies:
1. Attendances and Participation
Elementary Japanese is an intensive course. Learning a foreign language involves your direct exposure to the
target language. Therefore, regular attendance is essential. Daily attendance is worth 5 points (5 pts. x 30 days
= 150 pts.)
If you must miss class, please contact me in advance by Email:ddaughe2@jccc.edu.
Students under obligation to participate in jury duty, a generally recognized religious observance, and/or
activities where they are required to represent the College must give written notice to the instructor at least one
week in advance of the observance. Such students shall be accorded opportunity to independently make up
coursework for the day(s) the event was scheduled and to take a scheduled exam at alternate time determined
by the instructor.
2. Assessments include major tests, quizzes, oral proficiencies and the final exam
Missed assignments can be made up IF and only IF arrangements for a Make-up test are made IN ADVANCE.
Students will be allowed 1 week to make up a missed exam.
In the case of an unexpected emergency, serious illness or your involvement in official College activities, you
must communicate with your instructor within 24 hrs of the event. In case of serious illness, a doctor’s note
is required.
3. Homework
Homework is assigned in order for students to reinforce and practice. Homework assignments will include
language proficiency practice as well as research , investigations and group projects related to selected
sustainability topics.
1) Workbook exercises include grammar, writing and reading practice.
2)
Laboratory manual exercises are listening practice which requires you to listen to CDs or tapes. You
may listen to the Listening Exercises on Angel.
Log in Angel at dl.jccc.edu. Or you may listen to the CDs in the
Language Resource Center (LIB 225) or in the library.
3) Worksheets and exercises in the textbook are sometimes assigned as homework.
4) We will check some HW and Lab assignments in class – others will be collected and graded. Students
will prepare for assigned cultural assignments and discussions including those related to select
sustainability topics.
5) Late Work – The schedule contains the due dates of workbook homework and should be read carefully.
The schedule in the syllabus may change with notification given in class only.
Submit HW on time. Late work must be handed in within one week and will receive ½
credit.
4. Pre-reading
You will find it immensely beneficial to read the assigned pages in the textbook listed in the
schedule before each class session. Class time is limited so it is extremely important to
prepare each lesson in advance to understand the class content and actively participate in
class activities. Failure to prepare may result in not being able to participate in class activities.
5. In order to maintain a distraction-free and engaging learning environment, students are asked to silence
all telephones, pagers or other electronic communication devices before entering the classroom.
Disruptions will be noted and may result in reduced participation points.
EVALUATION
Attendance and participation
20% of your grade
(300 pts)
Assessments
60% of your grade
(~900 pts)
Assignments
20% of your grade
(300 pts)
Grading:
Date
8/20
Wk 1
Ch 1
8/27
Wk 2
A
B
C
D
F
= 90 ~ 100 %
= 80 ~ 89 %
= 70 ~ 79 %
= 60 ~ 69 %
= below 60 %
Lesson/Content
This is what we will cover in class.
Orientation / Introductions
Intro to hiragana, strokes & language structures
あ～そ wkbk pp 1-3; Forms of address; self intro
Ck writing and lab work; Daily greetings；
た～ほ wkbk 4-6; practice self-intro
Transcription exercise I (supplemental)
Receive Sustainability Reading #1
Ck writing and lab work; Self-Intro from memory;ま
～ん wkbk 7-9; voiced consonants & long vowels
Leaving-saying goodbye；common expressions
Prereadin
gText
Prior to
next
class
a-2 thru
a-12
a-13
thru
a-20
Due
This is what you must come to class
prepared to do. The pre-readings are part
of your HW assignments to prepare for
class.
Bring Text and wkbk to class
HW – memorize hiragana characters a~so and
complete wkbk pp 1-3 and Lab I pg 13
Memorize hiragana characters a~so; complete
wkbk pp 1-3 and Lab I pg 13; read Text pp a-8 to
a-12
Memorize & Practice self-intro
Submit Transcription exercise
(supplemental)Self-Intro (10)
Complete wkbk 4-6; Lab II pg 14
Discuss SR#1: What is Sustainabililty to US/Japan
9/3
Wk 3
9/5-7
9/10
Ch 2
Wk 4
Small つ; double consonants; confirming info;
making requests; きゃ～ぴょ：Glides; asking for
vocab; transcription ex II (supplemental)
Labor Day - NO CLASS
On your own, cover Text pp 21-28; complete wkbk
pp 10-12; complete Labs 19-24
Ck writing and lab work
Hiragana Recog. Test (~50)
Useful expressions, dialogue practice;vcb review
Ck transcription ex II; Ch 1 Written and Listening
Quizzes 6pm - 7pm
Intro Ch 2：Greetings & Intros
たんご；たんごのれんしゅう
Ch 2 たんご quiz #1 (6:00-6:15)
self-intro; meeting & greeting; grammar intro
practice dialogue
I & II. ～は ～です; ～は ～です
Receive Sustainability Reading #2
S.R. #1
No
Class
a-25
thru
a-30
a-32
thru
a-52
wkbk pg 7-9; Lab pg 15-20
Hiragana recognition prog. ck
No Class - Happy Labor Day!
On your own, cover Text pp 21-28; complete
wkbk pp 10-12; complete Labs 19-24
Transcript ex II; wkbk 19-24
Hiragana Recog. Test (~50)
All Ch 1 wkbk and labs should be completed by
this date. :-)
hiragana listening comp. quiz
Ch 1 たんご(~30)
Memorize grp 1 たんご, Qz Wed!!
Ch 2 たんご quiz #1
wkbk Time-pg 25 & Lab pp 39-40
memorize たんご！
9/17
Wk 5
9/24
Wk 6
Ch 3
10/1
Wk 7
OCT 6
Sat
10/8
Wk 8
10/15
Wk 9
カタカナ
＆ Ch 4
10/22
Wk 10
カタカナ
＆ Ch 4
III, IV. の；Question words
a-53-65
wkbk I pg 27;
wkbk II pg 29-30; Lab II pg 41
Discuss SR#2: A.R.I. and other sustainable efforts in
Japan. Assign groups, create survey for Int'l students,
plan for distribution and collection
S.R. #2
Discuss SR#2:
Ch 2 tango quiz #2 (6:00- 6:15)
V. も
Listening & Reading：
そうごうれんしゅう IN CLASS
Dialogue & Role Play Practice;
にほんのぶんか；
Ch 2 Assessment (6:00 - 7:00)
Intro to Ch 3: Daily Routines
たんご
かいわ
Culture: College Life (1)
Intro to grammar – verbs and particles
Present findings from survey
～があります
Telling time: に
frequency adverbs
Kansas City Japan Festival
hosted by JCCC
ました：Polite past verbs
Listening
Communication
Reading: Scanning
そうごうれんしゅう wkbk pg 77
IN CLASS
Ch 3 たんご＆verb Test (~50) (7:15 - 8:10)
Receive S.R. #3 and assign- Product origins
Comprehensive assessment Ch 1~3 + Oral
Proficiency Interview (6-7:15)
Intro Katakana I & II Ch 2.5 ァ～ソ
Discuss S.R. #3 & assignment-Product origins
Katakana III & IV
Intro to Ch 4 – Japanese Cities -たんご
かいわ
Ch 4 たんごクイズ#1 (6-6:15pm)
Transcribing Katakana V
Pronouns こ、そ、あ、ど
Asking/giving locations ～は ～にあります・い
ます
Receive S.R. #4 and assign- featured cities & S.
Finish up Katakana
Describing: adj + nouns – present
Describing:
よ and ね
Present findings on assigned city & Sustainable
practices
a-61
thru
a-71
Ch 2
Review
(~100)
a-84
a-94-98
Ch 2 tango quiz #2
wkbk III pg 31; Lab III pg 43
wkbk IV pg 33-34; Lab IV pg 45
wkbk V pg 35-36; Lab V pg 47
Dict-a-conversation wkbk pg 49
Ch 2 Assessment - Vocab; greetings; self intro
TEST
Plan to meet with group to summarize findings
of survey-results due Mon.
wkbk pg 67-68; Lab prt 1,2 pg 79
Present findings from survey
a-103
thru
a-111
Must
a-114
thru
a-119
wkbk I pg 69-70; Lab I pg 81
Try to Attend!!!
Extra Credit!
wkbk II & III pg 71; Lab II & III pg 83-84
wkbk IV pg 73-74; Lab IV pg 85
wkbk V pg 75 IN CLASS
Lab V pg 87
Part 4 Dict-a-conversation pg 89
Ch 3 たんご＆verb Test (~50)
(~100)
a-74-78
S.R.#3
a-124
thru
a-131
a-78-79
a-136
thru
a-142
a-80-81
a-146
thru
a-155
S.R. #4
Comprehensive assessment Ch 1~3 + Oral
Proficiency Interview
Discuss S.R. #3 & assignments-Product origins
Katakana wkbk 51-53
Ch 4 たんごクイズ#1 (6-6:15pm)
Katakana wkbk 54-59
wkbk pg 91-92
カタカナふくしゅう wkbk 60-61
Lab wkbk pg 63-65
wkbk I pg 93-94; Lab Prt I&II pg 111 & 113-114
wkbk II pg 95-97; Lab II pg 115
Present findings on assigned city & Sustainable
practices
10/29
Wk 11
Ch 5
11/5
Wk 12
11/12
Wk 13
Ch 6
11/19
Wk 14
たんごクイズ#2 ; カタカナ qz (6-6:30 pm)
Listening
communication
Intro to kanji
Reading
そうごうれんしゅう IN CLASS wkbk 107+
adj test (6-6:30)
Intro to Ch 5 – Japanese Homes – たんご
かいわ
Receive S.R. #5-Carbon Footprint
Culture: Japanese Houses/apartments
この、その、あの、どの
Location nouns
S.R. #5- Discuss Carbon Footprint
kanji recog quiz (~10) ~7:45 pm
pronoun ＋の
から、まで、で、～くらい
は、も、Double particles
Hiragana-Katakana Quiz (~50) (~7:30-8:10 pm)
Listening
Communication
Kanji
Reading
Ch 5 たんご& particle quiz (~40) 6-6:30 pm
そうごうれんしゅう wkbk pg 141
Intro Ch 6 – Leisure Time –たんご
かいわ
Receive S.R. #6-Compare and Contrast Carbon
Footprint-US, Japan, China, India, 3rd world
countries, developing countries
Culture: College Life
Particles と and に
past tense adj +です
Discuss: What will I do to reduce waste over the
holiday?
a-158
thru
a-162
たんご; カタカナ qz
wkbk III pg 99-101; Lab III pg 117-119
wkbk IV pg 103-104; Lab IV pg 121
wkbk V pg 105; Lab V pg 123-124
(~100)
a-166
thru
a-173
adj test
Dict-a-conversation wkbk pg 125
Kanji wkbk pg 109
a-176
thru
a-182
S.R. #5
a-18
thru
a-193
wkbk pg 127; Lab Prt 1&2 pg 145
Calculate your carbon footprint
kanji recog quiz (~10)
wkbk I pg 129; Lab II pg 147-148
wkbk II pg 131-133
Hiragana-Katakana Quiz (~50)
a-199
thru
a-217
wkbk III pg 135-136; Lab III pg 149
wkbk IV pg 137-138
wkbk V pg 139-140
たんご& particle quiz (~40)
Lab IV pg 151; Lab V pg 153-154
Dict-a-Conversation pg 155
かくれんしゅう pg 143-144
a-220
thru
a-227
S.R. #6
wkbk pg 157; Lab prt 1&2 pg 175+
Set goal for reducing waste over the holiday.
11/21-23
Thanksgiving Holiday – NO CLASS
11/26
Wk 15
kanji recognition quiz (~20) 6-6:20 pm
Connecting verb+adj；making requests
Connecting phrases
Extending an invitation
Discuss goal for reducing waste
Listening
Communication
Kanji
a-230
thru
a-237
kanji recognition quiz (~20)
wkbk I pg 159-160;
wkbk II pg 161-162; Lab II pg 177
wkbk III pg 163-164; Lab III pg 179
Discuss goal for reducing waste
a-241
thru
a-243
wkbk IV pg 165-167; Lab IV pg 181
wkbk V pg 169; Lab V pg 183
Reading
そうごうれんしゅう IN CLASS
**Take Home Translation Test Ch 4~6 **
Check Translations
Take Home Translation Test Due Ch 4-6
OPI (~50)
Listening Comprehension (~30)
a-245
かくれんしゅう pg 173-174
Dict-a-Conversation wkbk pg 185
12/3
Wk 16
(~100)
Take Home Translation Test Due Ch 4-6
OPI (~50)
Listening Comprehension (~30)
Receive rubric for Personal statement on
sustainability- 300 words
12/10
Wk 17
Finish OPI assessments
Submit Personal statement on sustainability300 words
Comprehensive Review Session
Submit Personal statement on sustainability- 300
words
Final Exam
Includes questions from sustainable
topics, discussions and investigations.
(~150)
FINAL EXAM Times TBA