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Elaboration (1) ACLJAC001

giving and receiving items using culturally appropriate gestures and language, for example, どうぞ。どうも　ありがとう。

Elaboration (3) ACLJAC001

introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして、どうぞ　よろしく。、 with bowing and appropriate eye contact

Elaboration (5) ACLJAC004

identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising

planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as …

Elaboration (4) ACLJAC007

designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration (2) ACLJAC009

interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures

Elaboration ACLJAC010

adopting Japanese ways of communicating that reflect cultural values and practices such as the expression of respect or familiarity, for example, 母(はは)、ママ and お母(かあ)さん、～さん and ～せんせい

Elaboration (3) ACLJAC010

observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of …

Elaboration (2) ACLJAC011

preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols

Elaboration (3) ACLJAC011

creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …

Elaboration (2) ACLJAU018

identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, はじめまして。よろしく　おねがいします。or that the question おげんき　ですか。is a genuine health enquiry rather than a greeting

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