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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

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

Elaboration (3) ACLJAU036

investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values

Elaboration (3) ACLKOC116

following instructions for language games such as pass the message, 코코코 놀이

Elaboration (3) ACLKOC117

using 안녕하세요?; 안녕히 가세요/계세요, to greet or to take leave

Elaboration (3) ACLKOC118

using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading Big Books or digital books

Elaboration (3) ACLKOC120

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요

Elaboration (3) ACLKOC122

sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing 학교 종, 생일 노래

Elaboration (3) ACLKOC124

including some Korean words and expressions in English conversation when it feels appropriate (for example, 네, 선생님, 고맙습니다), noticing changes in behaviour or body language when speaking Korean

Elaboration (3) ACLKOU126

recognising the order of strokes in writing syllable blocks

Elaboration (3) ACLKOU127

identifying a structure where a noun or a pronoun is followed by a basic case marker such as –은/는, –이/가 and –을/를 (for example, 저는) as a chunk which has a syntactic function in a sentence

Elaboration (3) ACLKOC136

answering teacher’s questions, 이게/저게/그게 뭐예요? (given as a set phrase), in a short Korean sentence as a set phrase, for example, 그게/그건 책상이에요

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