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Elaboration (3) ACLJAC130

gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results

Elaboration (3) ACLJAC132

sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions

Elaboration (3) ACLJAC133

creating, performing and presenting imaginative texts such as skits, songs and raps

Elaboration (3) ACLJAC134

using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (3) ACLJAC136

considering how some aspects of Australian ways of communicating such as greetings, responding to thanks or using direct eye contact may be interpreted by people from a Japanese cultural background

Elaboration (3) ACLJAU138

recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word ごち・そう・さま

Elaboration (3) ACLJAU139

learning to read and write words using kana

Elaboration (3) ACLJAU140

understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません

Elaboration (3) ACLJAU141

recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

Elaboration (3) ACLJAU142

recognising that familial terms such as おじいさん and おばあさん are often used in place of ‘old man’ or ‘old woman’ in both folk tales and daily conversation, and considering why this might be so

Elaboration (3) ACLJAU144

learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’

Elaboration (3) ACLJAC145

using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ　また, their names, likes and dislikes, family members or leisure activities

Elaboration (3) ACLJAC146

becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges

Elaboration (3) ACLJAC147

using appropriate language, actions and gestures to participate in interactions such as interrupting or asking for clarification, for example, 先生、すみません。ちょっと　わかりません。ゆっくり　(おねがいします) 。

Elaboration (3) ACLJAC148

viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production

Elaboration (3) ACLJAC151

teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films

Elaboration (3) ACLJAC152

experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

Elaboration (3) ACLJAC153

creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day

Elaboration (3) ACLJAC154

noticing aspects of communication and cultural expression represented in Japanese stories, songs or audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice about …?’ ‘Why do you think …?’ ‘How is this similar/different …

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