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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) 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) 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) ACLJAU195

recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs

comparing verbal and non-verbal elements of communication in different languages and cultural contexts, such as ways of disagreeing or responding to thanks, or the use of gestures, facial expressions or あいづち/silence

Elaboration (3) ACLJAU197

investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

Elaboration (3) ACLJAU198

discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

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 (3) ACLJAC002

participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。

Elaboration (3) ACLJAC003

using appropriate language and behaviour when giving and receiving classroom objects, for example, どうぞ。ありがとう　ございます。

Elaboration (3) ACLJAC004

reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography

Elaboration (3) ACLJAC005

creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student …

Elaboration (3) ACLJAC006

discussing which animals often feature in Japanese folk tales and what characteristics are attributed to them, for example, つる in つるのおんがえし、さる and かに in さるかにがっせん、 and comparing with animals that feature in folk stories from other languages and cultures …

Elaboration (3) ACLJAC007

creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages

Elaboration (3) ACLJAC008

learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context

Elaboration (3) ACLJAC009

creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

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 (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 (3) ACLJAU012

recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech

Elaboration (3) ACLJAU013

recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form

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