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Elaboration (2) ACLITU127

comparing and contrasting the pronunciation of similar-sounding words using text-to-speech software or the audio option of word-processing programs

noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, for example, describing a school assignment (Non sono stato/a promosso/a; Sono stato/a …

Elaboration (2) ACLITU131

observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro

Elaboration (2) ACLITU132

researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

Elaboration (2) ACLITU133

analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?

Elaboration (2) ACLJAC109

introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。

Elaboration (2) ACLJAC110

participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,うさぎ　です　か。はい/いいえ。はい、うさぎ　です。いいえ、うさぎ　じゃない　です。

Elaboration (2) ACLJAC111

understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって　ください、すわって　ください、かいて　ください、みて　　ください、よんで　ください、きいて　ください。

Elaboration (2) ACLJAC112

demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions

Elaboration (2) ACLJAC113

presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。

Elaboration (2) ACLJAC114

participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。

Elaboration (2) ACLJAC115

creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

Elaboration (2) ACLJAC116

identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)

Elaboration (2) ACLJAC117

writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、すごい、ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration (2) ACLJAC119

noticing and comparing their own use of words or expressions from different languages when communicating in English

Elaboration (2) ACLJAU120

understanding that when pronouncing Japanese it is important to keep the length of each mora even

Elaboration (2) ACLJAU121

understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning

Elaboration (2) ACLJAU122

understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい

Elaboration (2) ACLJAU123

beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while …

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