Foreign Language Can-Do Statements
Language: Japanese
Level: II
Semester: 1 & 2
Unit Theme: カタカナ (Introduction to the Katakana Syllabary)

Interpretive
Listening
Reading
 I can read the
I can hear
entire katakana
and
syllabary
understand
people state  I can read
the price of
about a “world
something
trip” at a theme
park
I can hear
and
understand
people
suggest what
they would
like to do




Interpersonal
Person-to-Person
I can tell someone I am hungry
and thirsty
I can ask for and make
suggestions about what to eat
and drink
I can ask for and make
suggestions about what to do
I can ask and explain how much
something costs

Presentational
Speaking
Writing
I can make a
 I can write the
suggestion
entire
about what to
katakana
do
syllabary
I can explain
how much
something
costs

 
Unit Theme: わたしと友だち (Describing Physical Traits and Personal Background)

Interpretive
Listening
Reading
 I can read
I can hear
descriptions of
and
varying lengths
understand
describing
people
people’s
describe
personal traits
their physical
and personal
traits and
background
personal
background
 I can read a
“photo story”
about a tennis
team tryout


Interpersonal
Person-to-Person
I can ask others what people
look like, and explain what I look
like
I can ask others about their
personal background, such as
birthplace, residence, nationality
and languages spoken, and I
can tell them about my personal
background
I can play janken (rock paper
scissors) in Japanese

Presentational
Speaking
Writing
 I can write a
I can describe
description
myself, giving
about myself,
information
detailing my
about my
physical traits
physical traits
and personal
and personal
background
background

 
 

Page 1 
9/12/2011 
 

)     Unit Theme: ごちゅうもんんは? (Ordering in a Restaurant)  Interpretive Listening Reading  I can read a I can hear photo story and about students understand going on a date people to McDonald’s ordering food at a  I can read an restaurant article about various types of Japanese food     Interpersonal Person-to-Person I can order food and beverages in a restaurant I can comment on food I can ask someone what they will have to eat and drink I can state how many of an item I would like  Presentational Speaking Writing I can state how  I can write many of an sentences object there are about food and eating using simple kanji such as “to eat” and “yen”   Page 2  9/12/2011    . and describe my own symptoms when I don’t feel well I can show sympathy when others don’t feel well I can offer “medical” advice when others don’t feel well I can ask where people and things are located.  Unit Theme: いたいんです (Describing Physical Ailments.) morning. and explain where people and things are located  Presentational Speaking Writing I can list the  I can write main parts of words for main the human body parts body in using simple Japanese kanji     Unit Theme: いっしょに行きませんか (Talking on the Phone. time phrases Friday night” (“yesterday etc. Friday night” etc. Making Invitations)  Interpretive Listening Reading  I can read a I can hear transcript of a and phone understand conversation people talking on  I can read an the phone article about Japanese cell phone culture     Interpersonal Person-to-Person I can make appropriate greetings and ask to speak with someone on the phone I can invite others to do something I can accept or decline invitations in a culturally appropriate manner I can make excuses or make other arrangements when making plans with others  Presentational Speaking Writing  I can correctly I can state write general when I will do time phrases something (“yesterday using general morning. Explaining Where Things Are Located)   Interpretive Listening Reading  I can read a I can photo story understand about a tennis people tournament describing their physical ailments I can understand when others explain where people and things are located     Interpersonal Person-to-Person I can ask others what’s wrong.

my where my school community.     Page 3  9/12/2011    . miyaki. what town (in terms of is in my house or location and in my room. festival. I can ask my partner on where his/her school is. 前、後ろ etc ). etc existence of I can enumerate objects therein) the steps in  I can write the preparing steps in making Japanese Japanese okono okomiyaki. (祭りがあります)     Interpersonal Person-to-Person I can ask my partner about what happens at a Japanese festival. house. I can say what  I can write a places are in description of my my community. my or house is. 馬、お神輿、 I can understand etc). and understand I can understand place names (お what someone has. I can ask my partner what things or individuals are in a particular place. what can be found in his/her city/town. room etc.  I can identify the things that exist in a particular place (~に~がいま す/ありま す). I can talk with my partner on how to prepare Japanese okomiyaki. school. I can read when someone tourist flyers that mentions what advertise things or individuals Japanese festivals.  I can read emails from Japanese epals on what can be found in their neighborhood or on where their schools are located. what is in his/her school. are in a particular  I can read kanji place.    Presentational Speaking Writing  I can write a I can talk about narrative on what happens at what happens at a Japanese a Japanese festival.  I can read and understand an email from my Japanese e-pal that describes the location of my school and what can be found in my school.  Unit Theme:     See you at the Festival! Interpretive Listening Reading  I can read kanji I can understand and understand when someone vocabularies describes what related to festivals happens (or what are) at a Japanese (祭り、流鏑 festival. 寺、レストラ I can understand ン、家、田ん when someone ぼ、etc) and describes the steps describe how and in preparing where things are Japanese located (そば、 okonomiyaki.

I can  I can read and understand understand a my partner’s shopping opinion catalogue. I can ask my partner what he/she is doing. appears in a I can guide a particular fashion. I can ask my partner where I can find a particular item in a department store and what items can be found in a particular floor.     Unit Theme:   Shopping!(買い物に行きませんか)    Interpersonal Person-to-Person I can ask my partner if he/she wants to come with me shopping. friend around a  I can write a department shopping catalogue store (tell and a department him/her where store floor guide. Let’s go and sing karaoke! (カラオケをしています) Interpretive Listening Reading  I can read (and I can understand) from a understand a Japanese website weather the weather forecast forecast on in different parts of TV.     Page 4  9/12/2011    . about my fashion or  I can outfit. friend to go and hang around and go I can ask my shopping with me friend’s opinion this weekend.) I can do and  I can write a tape my own weather narrative on how I forecast for SA. characters. department store.    Presentational Speaking Writing I can talk about  I can write a today’s weather description of SA’s and SA’s weather today (or climate. I can respond to my partner’s questions on what I am doing. a particular item can be brought or what can be be found on the 1st or 2nd flr. am doing right now.  I can read and understand Japanese signage and advertisements. doing right now. etc). about my outfit.  I can write a I can describe description of my what my friend friend’s outfit or is wearing and fashion (what tell him/her how he/she is wearing) he/she looks in and how he/she his/her outfit. tell my partner about what I am doing and ask what he/she is doing now.    Interpersonal Person-to-Person I can ask my partner about today’s or tomorrow’s weather. I can ask my partner what he/she thinks of the blouse that I just bought or of somebody’s fashion style. climate all year round. public announceme  I can read and nt at a understand a department floor guide for a store.     Presentational Speaking Writing I can invite my  I can write (and friend to go send) an email shopping with message inviting a me. Japan.  Unit Theme:    Interpretive Listening Reading  I can I can understand understand fashion my partner’s vocabulary oral written in kanji description characters or in of a fashion katakana or outfit. I can ask my partner what  I can write a text or he/she is doing email message to now. I can  I can understand a understand text or email my partner message from my when he/she Japanese friend on tells me what what he/she is doing he/she is right now. I can ask my Japanese friend about Tokyo’s weather today or tomorrow. understand a written invite I can (invitation understand a card).

etc). Tokyo brochure. behind. every day.     Interpersonal Person-to-Person I can ask my partner what he/she is doing now. sit down. with the rides in announcement. what can be found around my house or room or school (in front of or behind the house). map. understand descriptions on  I can understand the where things teacher’s are located request I can (command) on understand my what he/she someone’s wants me to account of do. the things such as “Look.     Page 5  9/12/2011    . run. (activities) listen. I can ask my partner what he/she thinks of the rides in Tokyo Disneyland. I can describe to my partner what is in front or behind my house or my school. signage. what an  I can write a simple advertisement tour guide for my or brochure is school (using in saying. understand a brochure that describes the location of rides in Tokyo Disneyland. profile or I can explain personal account.  I can write simple I can make instructions (stand simple up. front. Disneyland.      Presentational Speaking Writing I can talk about  I can write a narrative on the things the things (activities) I do every (activities) I do day. I can make simple requests. watch.  Unit Theme:    My Day (東京ドームに行って。。。) Interpretive Listening Reading  I can I can understand my understand partner’s email simple. I can talk about around). direct message on commands. I can talk about my experiences  I can write an advertisement.” he/she does I can every day. his/her daily  I can routine. requests.