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Elaboration (3) ACLJAU014

understanding and using a range of particles to perform different functions, for example: は (subject, topic marker) が (subject, topic marker: ～が好(す)きです、～がいます/あります) を (object) に (time, destination) へ (direction) で (transport) …

Elaboration (3) ACLJAU015

understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、でも

Elaboration (3) ACLJAU017

identifying words that have similar meanings and pronunciation across different languages, and reflecting on the possible origins of such words and their associated cultures

Elaboration (3) ACLJAU018

understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、すみません、おくれて　すみません、しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。

Elaboration (3) ACLJAC019

maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。どうですか。

Elaboration (3) ACLJAC020

creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors

Elaboration (3) ACLJAC021

participating in class discussion by eliciting or offering opinions, for example, どうおもいますか。つまらないです。、 and by asking questions or making suggestions, for example, つぎはだれですか。いっしょにしましょうか。

Elaboration (3) ACLJAC022

identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

Elaboration (3) ACLJAC023

creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

Elaboration (3) ACLJAC024

adapting an imaginative text such as a story or computer game, for example, by resequencing events, adding a new element or changing the location or era

Elaboration (3) ACLJAC025

working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language

Elaboration (3) ACLJAC026

evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation

Elaboration (3) ACLJAC027

designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction

Elaboration (3) ACLJAC028

discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened

Elaboration (3) ACLJAC029

examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication

Elaboration (3) ACLJAU030

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

Elaboration (3) ACLJAU032

using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group

Elaboration (3) ACLJAU033

using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies

Elaboration (3) ACLJAU034

identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude or embarrassment are differently expressed across languages and cultures

Elaboration (3) ACLJAU035

discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication

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Cross Curriculum Priorities