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Elaboration (2) ACLJAC029

considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese

Elaboration (2) ACLJAU030

identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？行きましょうか？

Elaboration (2) ACLJAU031

developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校(しょうがっこう)、中学校(ちゅうがっこう)

Elaboration (2) ACLJAU033

comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally signifi …

Elaboration (2) ACLJAU034

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 …

Elaboration (2) ACLJAU035

considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages

Elaboration (2) ACLJAU036

exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai …

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 (1) ACLJAC110

playing じゃんけんぽん and using it in interactions such as turn-taking

Elaboration (1) ACLJAC111

understanding and responding to questions using まる/ばつ (○×) and はい/いいえ

Elaboration (1) ACLJAC112

recognising simple kanji, hiragana or words in familiar contexts such as labels and titles

Elaboration (1) ACLJAC113

using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。

Elaboration (1) ACLJAC114

using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。

Elaboration (1) ACLJAC115

creating digital texts based around familiar contexts and characters using pictures and captions

Elaboration (1) ACLJAC116

using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

Elaboration (1) ACLJAC119

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

Elaboration (1) ACLJAU120

understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは

Elaboration (1) ACLJAU121

understanding that one kana represents a basic unit of Japanese sound

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