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Elaboration (1) ACLJAC181

exchanging ideas with peers or online Japanese-speaking contacts, presenting and expressing personal views on contemporary issues such as environmental sustainability, education or youth culture, considering the relationship between culture and context, …

Elaboration ACLJAC109

learning how to greet others at different times of the day using appropriate gestures and forms of address, for example, せんせい、おはようございます、さようなら、おはよう、じゃあね

Elaboration (1) ACLJAC109

using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。

Elaboration (2) ACLJAC136

noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of …

Elaboration (4) ACLJAC164

giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

Elaboration (4) ACLJAU176

using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない

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 ACLJAU196

applying an understanding of Japanese values such as respect (内(うち)/外(そと)) by making appropriate language choices, for example, using ご/お prefixes, and plain or polite forms, and recognising characteristics of formal/informal registers

Elaboration ACLJAC131

describing family members and friends, identifying relationships such as お母(かあ)さん, using simple descriptive, modelled language and supporting resources, for example, これ　は　わたし　の　お父(とう)さん　です。Ken　です。お父(とう)さん　は　やきゅう　が　すきです。お父(とう)さん　は　やさしい　です。

Elaboration ACLJAC149

organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, 　です。高い　です。そして、ゆうめい　です。かざん　です。 …

Elaboration (2) ACLJAU196

noticing differences in text structure and grammar between formal and informal Japanese language use, such as abbreviations, dropping of particles and emphatic intonation in informal communication such as face-to-face interactions, blogs, emails and other …

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