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Year 11 Japanese Diagnostic Test

Diagnostic Test for students who are starting the Year 11 Japanese course The objective of this diagnostic test is to determine the proficiency level of students beginning the Year 11 Japanese course. This test is made up of two sections (Writing and Reading). Please complete these tasks prior to your online lessons. Section 1 Page1 Task 1 Writing task Page 2 Writing skill criteria Page 3 How to use genkouyoushi Page 4 Genkouyoushi Section 2 Page 5-6 Task 2 Reading task Page 7 Reading skill criteria The reading test covers Year10 Japanese language that you should know before beginning the Year11 Japanese course.

Task 1 WRITING TASK

Write an introductory letter (200-250 characters) to your teacher and classmates in Japanese sentences. Use a wide variety of structures in order to demonstrate your Japanese skill. Please use as many kanji as you can. For example, numbers, time and family members should be written in Kanji which you would have learnt in Yr10. You must use Katakana where appropriate. You may include the following; Your name, age, year level and birthday. Where you live describe the place you live in and explain whats there. How many people are in your family, what they do, activities that your family members like or dont like. Name of the school you go to, subjects you study, any extra curricular activities you do or sports you play. Any other things you would like to tell your classmates about yourself.

Please handwrite this letter in readiness for your first online lesson. Your teacher will ask you to give a self-introduction in class and to submit the letter you have written. Check the criteria for this task to become familiar with Senior Japanese criteria (page 2 of this document). Use genkouyoushi (Japanese squared paper) to handwrite this task. You will find the genkouyoushi on page 4 of this document.

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Writing standards schema Japanese

Student work has the following characteristics: Standard A Standard B Standard C
knowing and using
language features: a wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning; a range of cohesive devices is used to link aspects of the text; register is appropriate to the situation; spelling, punctuation and word order display a high degree of accuracy; kana scripts and kanji are correctly formed and appropriately used; an extensive range of kanji is used selected cohesive devices are used to link aspects of the text; register is usually appropriate to the situation; spelling, punctuation and word order display a reasonable degree of accuracy; kana scripts and kanji are correctly formed and appropriately used; some inaccuracies in the use of katakana words; a range of kanji is used basic cohesive devices are used to connect simple ideas; the register used is generally consistent; spelling, punctuation and word order will contain inaccuracies;

Standard D
knowing and
using language features: some familiar vocabulary and grammar is used, but frequent errors are made; some simple linking words are used, but the meaning as a whole is fragmented;

Standard E
knowing and
using language features: responses may be basic sentences using well-rehearsed words and phrases;

knowing and using

language features: a range of vocabulary and grammar is used effectively, but with some errors;

knowing and using

language features: a range of familiar vocabulary and grammar is used, but errors are evident;

errors in spelling, punctuation and word order hinder meaning;

frequent errors are evident;

hiragana is usually

accurate; errors may occur in katakana words, especially in unfamiliar words; familiar kanji are mostly accurate, but errors may occur when a wider range is attempted

errors in kana

scripts interfere with communication; few kanji are attempted; kanji display inaccuracies

creating and responding:

written communication adheres consistently to the conventions of the text type;

creating and
responding:

creating and
responding: written communication may feature some aspects of the text type;

creating and
responding: written communication may not always be appropriate to the text type; some simple ideas are conveyed;

creating and
responding:

the writers ideas and purposes are conveyed effectively with flexibility and originality;

the writers ideas, information and meaning are usually communicated clearly, although errors may occur in complex language; written text is organised and is generally coherent; an understanding and response to cultural contexts may be evident in the writing.

simple ideas are conveyed effectively;

some simple meanings are conveyed.

written text is wellorganised and displays a high level of coherence; an understanding and response to cultural contexts is clearly evident in the writing.

organisation of the written text is basic and displays some coherence; the writing shows some recognition of cultural contexts

written text lacks coherence;

the writing shows little recognition of cultural contexts.

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Year 11 Japanese Diagnostic Test

How to use Genkouyoushi

Genkouyoushi sheets are often divided into 200 or 400 squares. Each space is used for one Japanese character. When typing Japanese, it is usual to write horizontally. However, traditionally, Japanese is written vertically.

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Year 11 Japanese Diagnostic Test

WRITE DOWN THE PAGE

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Year 11 Japanese Diagnostic Test

Task 2 READING TASK

Read the following e-mail from a Japanese girl below. Answer the questions that follow in COMPLETE English sentences.

: Senior High School

Questions 1) Who is the sender? What school is she attending? What year is she in?

2) Describe her family members with details.

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3) What does she say about her favourite things to do? Give details.

4) What activities did she do yesterday?

5) Do you think she enjoys her school? Give details to support your answers.

6) Why did she write this letter?

7) What season was it when she wrote this e-mail? Say why you gave that answer.

Have you included lots of details from the passage to support your answers? Check the criteria for this reading task to become familiar with Senior Japanese criteria. See next page.

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Reading standards schema

Student work has the following characteristics:
Standard A Standard B Standard C Standard D Standard E

knowing and understanding:

knowing and a comprehensive range understanding:

knowing and understanding:

knowing and understanding:

knowing and understanding:

essential information is a range of presented, information is including some presented, including gist, main main points and points and obvious details which may not always be details; relevant; the meaning of familiar the meaning of and complex language the meaning of familiar language is is accurately and familiar language is demonstrated clearly demonstrated; accurately accurately; demonstrated but complex language may be the purpose of the text misinterpreted; the writer's general and the writer's the purpose of the intention is perspective and recognised when text and the writer's intention are clearly obvious within a perspective and familiar context evident; intention are subtleties are recognised; recognised subtleties may be reasoning and reasoning and overlooked of information is presented, including gist, main points and relevant details;
responding:

information is fragmented presented, information is presented; including the meaning of some familiar language;

a very broad outline or some specific details of the writer's general intention is demonstrated
reasoning and responding:

an isolated understanding of words and phrases is demonstrated

detailed analysis and thorough evaluation are detailed analysis evident; and evaluation are evident; plausible interpretations of unfamiliar language interpretations of are drawn from context; unfamiliar language are made from context; well-constructed conclusions and well- conclusions and substantiated decisions decisions are are made; made, although at times justification cultural meanings are may be incomplete; integrated into cultural meanings responses where are evident in appropriate. responses but may not be fully developed.

reasoning and responding:

responding:

reasoning and responding:

basic analysis and evaluation are evident;

little evidence of basic analysis or evaluation is present;

no evidence of analysis or evaluation is presented;

conclusions and decisions are made but often lack justification; obvious cultural meanings are identified.

conclusions and responses are decisions may be minimal. made but lack justification; obvious cultural meanings may be identified.

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