Elaboration (1) ACLJAU192

identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？ 食べましょうか？

Elaboration (1) | ACLJAU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU192

understanding how to make appropriate pauses in a sentence, that is, dividing up a sentence into cohesive chunks to allow for the use of あいづち

Elaboration (2) | ACLJAU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU192

understanding that changes occur in kanji readings, for example, 新(あたら)しい、新聞(しんぶん)、聞(き)きます、オーストラリア人(じん)、(ひと)

Elaboration (3) | ACLJAU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU193

understanding that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana

Elaboration | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU193

recognising that many kanji have multiple readings and that there are two types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation; and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese-style pronunciation

Elaboration (1) | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU193

developing strategies to guess the meaning of unknown words that contain unfamiliar kanji, utilising clues such as radicals

Elaboration (2) | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU193

writing some kanji compound words, for example, 外国語(がいこくご), 日本料理(にほんりょうり)

Elaboration (3) | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU194

further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU194

understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries

Elaboration (1) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU194

understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)

Elaboration (2) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU194

using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group

Elaboration (3) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAU194

using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。

Elaboration (4) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAU194

understanding and using the different functions of verb て form

Elaboration (5) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (6) ACLJAU194

using present continuous tense using verb ています, for example, ラジオを聞いています。

Elaboration (6) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (7) ACLJAU194

requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。

Elaboration (7) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (8) ACLJAU194

using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。

Elaboration (8) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (9) ACLJAU194

exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？

Elaboration (9) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (10) ACLJAU194

expressing opinions, intentions and thoughts using the plain form, for example: plain verb つもりです。verb/adjective とおもいます。～たり～たりします。

Elaboration (10) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (11) ACLJAU194

using い and な adjectives in present and past tenses, for example:おいしい ◊ おいしかったです。たのしくない ◊ たのしくなかったです。しずかな ◊ しずかでした。

Elaboration (11) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (12) ACLJAU194

using adverbs and intensifiers such as かなり, ぜんぜん, たいてい

Elaboration (12) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum