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Japanese At Ashbourne College
Japanese is a particularly useful language and brings with it many advantages in fields of tourism and commerce. It is a rigorous and demanding A level and is suitable for those with previous experience of Japanese or high levels of academic ability and commitment.
Ashbourne’s Languages Departrment
Ashbourne’s best tutor by common consensus is Odette Hudson, who heads the language department. Her commitment enthusiasm and patience know no bounds. If a student studies Japanese with Odette, it invariably ends up being their best grade. But it is more than just results that mark Odette out. It is her personality and style of tuition that enthuses students. Odette has a Licence d’enseignement des Languages from her native France as well as a DipLanguage obtained in Denmark. Odette is ably assisted in the languages department by Louise Forster who holds a BA hons from Reading and who is fluent in German and Italian. Teaching Spanish is the highly personable Alberto Lado Rey who holds a LIcentiado & Spanish Teachers Training Certificate as well as an MA from Westminster University. Sakae Osakabe holds a Japanese Teacher’s Training Certificate and teaches, naturally, Japanese. Dr. Hussain Al-Shamari teaches Arabic and George Chalzedos teaches Latin.
Course Structure
1.1 Spoken Expression and Response in Japanese
This unit rewards students for their ability to converse in Japanese on a general topic area that they have chosen in advance. Students will need to demonstrate that they can engage in a discussion in Japanese that relates to a chosen general topic area and allied sub topics. They must choose one of the following general topic areas:
Youth culture and concerns
Lifestyle: health and fitness
The world around us: travel, tourism, environmental issues and the Japanese-speaking world
Education and employment.
Format The assessment for this unit has two sections that total 50 marks.
Section A
This requires students to respond to four Edexcel-set questions on a stimulus related to the student’s chosen general topic area.
Section B
The second part requires the teacher/examiner* to engage the student in a discussion that, although still relating to the same general topic area and its linked subtopics, moves away from the main focus of the stimulus.
Linked subtopics To inform teaching and learning, the following definitive list of linked subtopics has been produced for this unit.
Youth culture and concerns
Music and fashion
Technology (eg MP3/blogs/mobile phones/internet/games)
Relationships (family/friendships and peer pressure)
Drink, drugs, sex
Lifestyle: health and fitness
Sport and exercise
Food and diet
Health issues (eg smoking, skin cancer, health services)
The world around us: travel, tourism, environmental issues and the Japanese-speaking world
Tourist information,
travel and transport
Weather (eg natural disasters, climate change)
Pollution and recycling
Education and employment
Education (schooling and higher education)
Education policy and student issues
The world of work (eg the changing work scene, job opportunities and unemployment)
Unit 2 Understanding and Written Response in Japanese
2.1 Unit description
This unit requires students to understand and convey their understanding of Japanese-language texts and recordings. In addition, students will need to produce an essay to demonstrate an ability to manipulate the Japanese language in continuous writing.
The unit draws upon these general topic areas:
Youth culture and concerns
Lifestyle: health and fitness
The world around us: travel, tourism, environmental issues and the Japanese-speaking world
Education and employment.
Customs, traditions, beliefs and religions
National & International events, past, present and future
Literature and the arts
Format The paper set for this unit has three sections.
Section A (20 marks)
Students will be required to listen to a range of authentic recorded Japanese-language material and to retrieve and convey information given in the recording by responding to a range of Japanese-language questions. Students will need to show understanding of both the general sense and specific details conveyed. The questions will elicit non-verbal responses and short answers in Japanese.
Section B (20 marks)
Students will be required to read authentic Japanese-language printed materials and to retrieve and convey information by responding to a range of mainly Japanese-language test types. The questions will elicit non-verbal responses, Japanese-language answers and English answers that require a transfer of meaning from Japanese. Questions are linked to a range of reading comprehension exercises including some that require responses in English to test the student’s ability to transfer meaning from Japanese into English.
Section C (30 marks)
Students will be required to write 200-220 words in the form of a letter, report or article in Japanese based on a short printed Japanese language stimulus. This unit will feature questions drawn from a variety of sources but which all relate to the general topic areas below. However, these should be considered as different contexts in which students can write and understand the Japanese language.
General topic areas
Youth culture and concerns
Lifestyle: health and fitness
The world around us:
travel, tourism, environmental issues and the Japanese-speaking world
Education and employment
Unit 3 Understanding and Spoken Response in Japanese
3.1 Unit description
This unit requires students to demonstrate the effectiveness of their Japanese-language skills by presenting and taking a clear stance on any issue of their choice. They will be expected to interact effectively with the teacher/examiner, defend their views and sustain discussion as the teacher/examiner moves the conversation away from their chosen issue.
Preparation
To prepare for this assessment, students should undertake research into their chosen issue. Students have a completely free choice of issue; it does not need to relate to the culture and/or society of a Japanese-language country or community nor to any of the Edexcel general topic areas.
Topics
1. A region or prefecture of Japan
Major towns and cities
The local economy,
industry and agriculture
Transport links
Tourism and international links
2. Contemporary Japanese Society
The post bubble economy (effects on companies and social structures)
Education (Yutori kyoiku, bullying, non-attenders, violence and school safety)
The use of leisure time Technology The ageing population
3. The Japanese Year
The seasons and climate, including regional variations
Festivals (including rites of passage)
The school year and events
Texts
4. Stories from どんどん読めるいろいろな話 Including as a minimum 芥川龍之介 「鼻」
5. Short story by 星新一Including as a minimum 特許の品
6. 江國香織 (contemporary writer) Including as a minimum 「デューク」 from つめたいよるに （新潮文庫）
Unit 4 Research, Understanding and Written Response in Japanese
This unit requires students to demonstrate skills in advanced-level Japanese writing (discursive or creative essay) and translation from English into Japanese. The unit also requires students to demonstrate evidence of independent, advanced-level Japanese-language reading and research of a chosen text, play, film or topic area that links to the culture and/or society of a Japanese-speaking country, countries or community. The content of this unit will be linked to the following general topic areas:
Youth culture and concerns
Lifestyle: health and fitness
The world around us:
travel, tourism, environmental issues and the Japanese-speaking world
Education and employment
Customs, traditions, beliefs and religions
National and international events: past, present and future
Literature and the arts.
4.2 Assessment information
Format
The paper set for this unit has three sections.
Section A (10 marks)
A short written translation exercise to test students’ ability to transfer meaning from English into Japanese effectively. The English language stimulus will be about 80 words long.
Section B (45 marks)
A Japanese-language essay in response to one from a choice of seven questions that invite either discursive or creative writing. The discursive essay requires students to write 240-270 words in Japanese to reveal their ability to organise arguments and ideas and give a structured consideration of a general issue. The creative essay requires a different type of response based on an imaginative Japanese-language text or a combination of text and visual(s). Both discursive and creative questions will link to the prescribed seven topic areas.
Section C (45 marks)
A research-based essay in Japanese (240-270 words) rewards students for Japanese-language research skills linked to an area of interest to the student. This must relate to the culture and/or society of a Japanese-language country, countries or community.
a Geographical area
b Historical study
c Aspects of modern society
d Literature and the arts (eg text, play or film).
A question will be set for each of these four areas of research.
Geographical area (eg region or city)
Students would be expected to undertake wide research, become aware of and demonstrate understanding of the following: key people, events and issues (eg demographic, environmental, economic, social, political) that have impacted or are having an impact on the area customs, traditions, beliefs and religions.
Historical study
Students would be expected to undertake wide research, consider and demonstrate understanding of the following: a specific period of history of particular relevance to the chosen country key people, events and issues from the above period. Students would be expected to undertake wide research, consider and demonstrate understanding of the following: key current and recent (21st century/late 20th century) events and issues (eg social, cultural and political) and their impact on society.
Literature and the arts
Students would be expected to undertake in-depth study of a substantial Japanese-language text, play or film. They would need to consider and demonstrate understanding of the following: different characters key themes/issues social and cultural setting styles/techniques employed.
Japanese: Advanced Subsidiary Level
Relative clauses ぼうしをかぶっている人
Nominalising Using こと or の eg テレビを見るのは楽しいです。
Verbs Verb て form plus
みる
しまう
おく
ほしい
Verb ない form plus
で (eg ここに入らないでください。)
なくてもいい (eg 明日は来なくてもいいです。)
なければならない・いけない (eg 今晩は勉強しなければなりません)
ないほうがいいです (eg 今日は行かないほうがいいです)
Verb ます stem plus
やすい (eg あの先生の説明はわかりやすい )
にくい (eg この教科書はわかりにくい )
かた (eg はしの使い方を見せてください )
すぎる (eg 昨日はちょっと食べすぎました )
Verb た form plus
ほうがいい for advice
Volition form Use just as volition form (eg プールに行こう) + と思う (eg もっと勉強しようと思います)
Questions なぜ
Comparatives AはBより＊＊です。
AとBとどちら（のほう）が＊＊ですか。
Aのほうが＊＊です。
AよりBのほうが＊＊です。
AはBほど+ negative AはBのXX倍です。
Superlatives （＊＊の中で）Aが一番＊＊です。
どれが一番＊＊ですか。
Particles など
も for ‘more than expected’ 五万円もします。ずつ for ‘each’
Defining ＊という物・人 etc
Linking sentences Using ので
Possibility and probability
でしょう
かもしれません
はずです
だろう
Conditionals Using たら、なら、ば、と、場合
‘When’ clauses Using とき
Ability Potential form of verbs.
The two verbs
見える and 聞こえる
Giving and receiving
あげる、もらう、くれる、
Also てあげる、てもらう、てくれる
こそあど Words こう、そう、ああ、どう
Japanese: A2 Level
All grammar and structures listed for Advanced Subsidiary, plus:
Verbs forms The causative
The passive (including によると)(including suffering passive)
Transitive and intransitive verbs (including てある、ている)
Verbs て form plus くる (eg だんだんわかってきました)
いく (eg これからも増えていくでしょう)
Verbs た form plus まま for an unchanged state
Verb volition form plus
とする
Questions Embedded questions using か eg 中さんが来るか、知っていますか。
Using かどうか eg 間にあうかどうかわかりません。
Linking sentences Using のに for ‘despite’
Using ても for ‘even if’ (eg 雨が降っても行きます)
Conjuncture and hearsay
Plain form plus そう (eg 山田さんは来ないそうです)
Verb or adjective stem plus そう (eg 雨が降りそうです)
Plain form plus よう (eg 山下さんは来ないようです)
する versus なるVerb + ことになる・ことにする・ことになっている・ことにしている
よう + にする・になる・にしている
3rd person Use of がる (eg 子供はアイスクリームを食べたがる)
Nouns into adjectives
Using 的
Adjectives into nouns
Using さ (eg この本の厚さをみてください）
Particles ばかり までに
Explanatory sentence ending
の・んです。 (eg かぜをひいたんです。)
わけです (eg 道が分からなくて、遅れてしまったわけです）
Purpose of an action
Using ため（に） (eg 日本語を勉強するために来日しました)
Using ように (eg 外国へ行けるように、貯金しています)
The uses of ところ Eg 今食べたところです。
今食べているところです。
これから食べるところです。
Kanji lists
Advanced Subsidiary Kanji list
2 strokes 力
3 strokes 夕工
4 strokes 内不止欠予引
5 strokes 平広主立仕正世以代去用民比他由
6 strokes 成米糸回早忙色式当次両向交伝全在光池考合死再宅
7 strokes 足困利走忘医返冷良別局助材
8 strokes 明林度彼若歩育始定者門卒券実昔注受季果取味例
9 strokes 段客便乗降科送席洋活点界変信建急発計美飛首係品
10 strokes 馬速通島連起座借記員徒酒流郵倍特浴
11 strokes 閉習問宿組終転商悪現術渡授第経進産
12 strokes 階達森短開遅着答遊貸雲絵費温運営晴最然集結暑寒登港
13 strokes 暗遠数寝暖業農違意幹感節続試
14 strokes 静歌様選適説算関僕練
15 strokes 質熱線横調
16 strokes 薬親機
18 strokes 題験観
19 strokes 願
A2 Kanji list
2 strokes 又
3 strokes 々与
4 strokes 夫区収介反太
5 strokes 台史必払失礼加可付
6 strokes 因守曲老任各件共印危存
7 strokes 究位声投初希低決求告完対身努没囲似判均
8 strokes 府治性招板念的具服価泣並苦放効泊到表非法制命述参押呼直易
9 strokes 妻研政約単指要故重面洗相退昨姿悔迷逆省
10 strokes 留婚原専残弱格消案個笑眠配能展挙健般容険
11 strokes 疲紹側堂細野望接深窓訪得移断葉責康異情祭盛
12 strokes 痛奥喫湖落軽備絡期報悲覚歯喜普減過無勤御惑割景等禁統象博
13 strokes 戦準辞資置路較夢解
14 strokes 雑誌増境疑種歴
15 strokes 器隣談論賛課影億
16 strokes 頭橋
17 strokes 環興
18 strokes 難簡顔類職
19 strokes 響
20 strokes 議
22 strokes 驚
The following resources have been suggested as bibliographies to support study of the prescribed topic or text in Unit 2.
Atsuko Usuda — Moons, Months and Seasons: Pre-Intermediate Japanese Reader (Kyobundoh, Japan, 1992) ISBN 4905737125
Bowring R and Kornicki P — Cambridge Encyclopaedia of Japan (CUP, 1993)
Gakken — Japan as It Is (Japan Times, The Japan, 2002) ISBN 4054014259
Gakken — Japanese for Today — ISBN 4051513084 1991 Japan: Eyes on the Country: Views of the 47 prefectures (Foreign Press Center, Japan, 1997) ASIN B0000CP9LY
Martin Collcutt, Marius Jansen, Isao Kumakura — Cultural Atlas of Japan (Phaidon Press Ltd, 1988) ISBN 0714825263
Mizue Sasaki — Japan a La Carte (Nippon Shuppan Hanbai Deutschland GmbH, 1992) ISBN 4590007835
Nihon bunka o Eigo de setsumeisuru jiten — An English dictionary of Japanese culture (Yuhikaku, 1986) ISBN 4641074925
Useful websites
http://japancentre.com Japan Centre Bookshop
http:// jpf.org.uk Japan Foundation London Language Centre
Edexcel GCE in Japanese © Edexcel Limited 2007 Section F
Possible University Courses
A number of undergraduate options await those who have successfully completed A level studies in Japanese. These include Oriental Studies, History, Business and Languages, Japanese and Cantonese Studies and Anthropology.
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