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Elaboration ACLJAC182

expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。

Elaboration (1) ACLJAC182

planning and preparing for a real or virtual event, trip or excursion, such as a visit to Japan

Elaboration (2) ACLJAC182

participating in scenarios related to travelling and living in Japan, for example, interacting with a host family, using public transport, shopping, sightseeing or eating out

planning and making shared arrangements for Japanese visitors to the school or a homestay, for example, by preparing print or digital informative materials, such as filming an introduction to Australian school and home life, preparing welcome speeches, …

Elaboration (4) ACLJAC182

planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps

Elaboration (5) ACLJAC182

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary …

Elaboration ACLJAC183

using reflective language to discuss the experience of learning and using Japanese, for example, ぶんぽうはちょっとむずかしいと思います。

Elaboration (1) ACLJAC183

evaluating Japanese learning resources such as textbooks, websites or dictionaries, for example, じしょはとてもべんりですが、オンラインじしょはもっとべんりです。

Elaboration (2) ACLJAC183

building and using metalanguage to discuss language and language learning, for example, めいし、けいようし、どうし、ぶん

Elaboration (3) ACLJAC183

engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは会話(かいわ)が上手(じょうず)ですね。いいえ、まあまあです。

Elaboration ACLJAC184

identifying underlying values, cultural references and the purpose and intended audience of different types of community texts such as advertisements or posters

Elaboration (1) ACLJAC184

summarising the gist and some specific details of media texts such as documentary features or community notices

Elaboration (2) ACLJAC184

comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences

Elaboration (3) ACLJAC184

scanning websites of Japanese schools or clubs, discussing and comparing choices they would make in relation to offered activities if they were students in that context

Elaboration (4) ACLJAC184

identifying culture-specific terms and representations in Japanese promotional materials such as travel brochures, symbols on maps, magazine features or online resources, for example, 小学校(しょうがっこう)の新聞(しんぶん)

Elaboration (5) ACLJAC184

planning a real or imagined trip to a selected region of Japan, using resources such as internet sites and travel brochures to map out elements such as transport, itineraries and selected events, for example, しんかんせんにのりたいですね。広島(ひろしま)に行きましょうか。

Elaboration (6) ACLJAC184

analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics

Elaboration ACLJAC185

creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります。

Elaboration (1) ACLJAC185

creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new …

Elaboration (2) ACLJAC185

researching and reporting on community attitudes towards and challenges in relation to issues such as recycling, using presentation techniques such as Venn diagrams, digital displays, flow charts or captioned photographic displays

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