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) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC145
exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ 。どうも ありがとう ございます。
Elaboration (6) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU162
noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず です ね。いいえ, and prioritising the group rather than the individu …
Elaboration | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC145
communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …
Elaboration | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC145
exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび おめでとう(ございます)。あけまして おめでとう ございます。おかあさん、ありがとう。～へ～より
Elaboration (2) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC146
planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ の えんそう、木(もく)よう日(び)、十一時、たいいくかん
Elaboration | ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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) | ACLJAC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU160
observing how language use reflects respect and social distance, such as showing respect for authority figures, for example, しつれいします。よろしく おねがいします。, or expressing familiarity with friends by using first names rather than surnames
Elaboration (1) | ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU161
exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
Elaboration | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC151
using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ は たからじま です。大きい とりい と、小(ちい)さい とりい が あります。じてんしゃ で、大きい とりい に いきます。大きい とりい の 下(した) にはこ が あります。はこ の 中(なか) に …
Elaboration (4) | ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum