HONG KONG BAPTIST UNIVERSITY
COURSE SYLLABUS
1.
COURSE TITLE
Japanese I
2.
COURSE CODE
JPN1010
3.
NO. OF UNITS
3
4.
PREREQUISITE
None
5.
OFFERING DEPARTMENT
Language Centre
6.
AIMS & OBJECTIVES
This foundation course is designed for absolute beginners who have never studied
Japanese before. The Japanese phonetic system, writing system, basic greetings,
sentence structures and practical vocabulary that are suitable for beginners will be
introduced in this course. It also provides opportunities for students to understand
Japanese culture, and to develop the ability to communicate in basic Japanese such as
introducing oneself, daily expressions, telling the time and the date and talking about
one’s daily life. Students’ active participation in classroom activities and role-plays is
expected.
7.
COURSE CONTENT
Part 1. The characteristics of Japanese language
1. Communication
-
Introducing oneself or each other in a group
-
Greeting a person with daily expressions
-
To make requests in a formal way
2. Grammar
-
Simple affirmative sentence (N は N です N is N: I am a student).
-
Simple negative sentence (N は N では ありません N is not N: I am not a teacher).
3. Vocabulary
-
Daily expressions
-
Numbers from 0-100
4. Pronunciation
-
Japanese Sound system (voiceless sounds, voiced-sounds, p-sounds, double
consonants, long vowels, contracted sounds, N-sounds)
-
Introduction to Japanese pitch accent
Part 2. About people, things, places and prices (textbook chapter 1- 3)
1. Communication
-
Talking and asking about persons, things and places
-
Talking and asking about prices
2. Grammar
-
Affirmative form and negative form
-
Interrogative questions （誰 who, 何 what, どこ where, どちら which direction）
3. Vocabulary
-
Countries (日本 Japan, 中国 China, アメリカ America, イギリス England…)
-
Objectives (本
-
Occupations (先生 teacher, 学生 student, 会社員 company worker…)
book, 机 desk, ノート notebook, コンピューター computer…)
4. Pronunciation
-
Question sentence intonation
Part 3. About time, day of the week and date (chapter 4- 5)
1. Communication
To provide and ask for information such as time, days of the week, days and one’s
telephone number
2. Grammar
-
-
Regular verbs in polite form (行きます go, 寝ます sleep, 働きます work…)
-
Irregular verbs in polite form (来ます come, します do)
-
Tense of verbs (past tense/ non-past tense)
-
Negative form of verbs (行きません do not go, 行きませんでした did not go…)
3. Vocabulary
-
Time (時 o’clock, 分 minute) and day of the week (月曜日 Monday, 火曜日
Tuesday…)
-
Month and date (１月 January, ２月 February…)
-
Transportation (飛行機 airplane,
4. Pronunciation
-
Interrogative intonation
バス bus,
タクシー taxi…)
Part 4. About food, drink, and transportation (chapter 6)
1. Communication
-
To discuss and ask about what one drinks and eats
-
To discuss and ask about which transportation one uses
2. Grammar
-
Making a formal invitation (～ませんか shall we~)
-
Accepting someone’s invitation (～ましょう let’s ~ together)
3. Vocabulary
-
Foods and drinks (パン bread, 卵 egg,
お茶 tea, ビール beer…)
4. Pronunciation
8.
9.
Intonation suggesting an invitation
COURSE INTENDED LEARNING OUTCOMES (CILOS)
CILO
By the end of the course, students should be able to:
CILO 1
demonstrate a foundation knowledge in reading and writing Japanese
characters;
CILO 2
demonstrate a basic understanding of oral communication and listening
skills in the Japanese language;
CILO 3
use simple Japanese to obtain and provide limited information, such as
names, numbers, daily schedules, families and basic personal information;
CILO 4
demonstrate a basic knowledge of Japanese culture and understanding of
potential problems in intercultural interaction with Japanese.
TEACHING & LEARNING ACTIVITIES (TLAS)
CILO No.
TLAs
CILO 1
Students will:
CILO 2

write HIRAGANA and KATAKANA characters;

complete listening comprehension tasks such as vocabularies
and daily expressions;

practise language drills and pair tasks to express time, days of
the week and months of the year;

practise listening comprehension tasks on daily expressions;
CILO 3
CILO 4

deliver brief self-introductions;

participate in group activities to inquire and briefly explain the
names and locations of various objects;

practise role-play to make a purchase after confirming the price
and place of origin of a product;

explain one’s daily schedule;

learn about Japanese culture and ways of thinking through
DVD appreciation;
gain new insights into cultural differences between Japan and
Hong Kong

10.
ASSESSMENT METHODS (AMS)
Type of
Assessment
Hiragana and
Katakana
Vocabulary test
Weighting
5%
CILOs to be
Description of Assessment Tasks
addressed
1
Vocabulary test will assess students’
ability to read and write Japanese
characters.
Mid-term test
20%
1, 3
Mid-term test will assess students’
reading and writing skills.
Listening
5%
1, 2
Listening comprehension test will
evaluate students’ listening skills, as
well as grammatical knowledge.
comprehension
test
Quiz (6)
5%
1, 3
Quizzes will measure
learning outcomes.
Assignments (8)
10%
1, 3
Assignments will give both the
instructors and students valuable
feedback to monitor students’
progress.
Active
15%
2, 3, 4
participation in
class
Final
examination
Active
participation
in
students’
class
is
encouraged in order to gain a better
understanding of the complexity of
inter-cultural
communications.
Students’
interactions
and
communication skills will be
assessed.
40%
1, 3
Examination will assess students’
ability to write and read Japanese, as
well as grammatical knowledge.
11.
TEXTBOOKS / RECOMMENDED READINGS
Minna-no Nihongo Elementary 1 (大家的日本語 初級 1) 大新書局.
1. 3A Corporation. (1999) Minna no Nihongo (elementary I). Taiwan: Dah-Hsin
Publishing House.
2. 3A Corporation. (2002) Minna no Nihongo Workbook (elementary I). Taiwan:
Dah-Hsin Publishing House.
3. 3A Corporation. (2001) Minna no Nihongo Videotape (elementary I). Taiwan:
Dah-Hsin Publishing House.
4. Kobayashi Noriko, Tanba Junko, Takahashi Junko, Fujimoto Izumi, Miyake Kazuko.
(1998) Mastering Japanese by Ear 99 Listening Work Sheets. Tokyo: Bonjin-sha
5. Bunka Institute of Language. (1989) Bunka Shokyu Nihongo Work book-Elementary
Japanese Workbook of Bunka. Tokyo: Bunka Institute of Language.
6. Takahashi Miwako, Hirai Etsuko, Miwa Sachiko. (1994) kurasu katsudou shu
101-class activities 101- (elementary I). Japan: 3A Corporation.
7. CAG Teaching Materials Development Group. (1993) 80 Communication Games for
Japanese Language Teachers. Japan: The Japan Times.
Syllabus prepared by:Ms. Takako Mochizuki & team members
Date: 24 March 2010