Japanese 日本語 にほんご Nihongo
Japan 日本 にほん Nihon
Speaking & Listening
Opportunity: Students perform a speech.
KEY VOCABULARY
Greetings:
みなさん、おはよう(ございます) みなさん、こんにちは はじめまして
Giving a brief self-introduction:
ぼく・わたしは [name] です よろしく (おねがいします)
Expressing gratitude: ありがとう (ございます) ·
Seasons:
はる, なつ, あき, ふゆ ·
Making a statement about which season it is:
[season] です ·
Adjectives that describe temperature:
あつい, さむい, あたたかい, すずしい, むしあつい
Using an adjective to describe a season:
[adjective] です
Making a statement about things you like or do not like:
[noun] がすき・すきじゃないです
Making a statement about where you go:
[place] にいきます
Making a statement about a sport you do/play:
[sport] をします
Making a statement about a sport you do not do/play:
[sport] をしません
Making a statement about what you see/watch:
[noun] をみます
Making a statement about what you do not see/watch:
[noun] をみません
Making a statement about what you eat/drink:
[food/drink] をたべます・のみます
Making a statement about what you do not eat/drink:
[food/drink] をたべません・のみません
Prepare your speech
These points may help you to use the Japanese language you have learnt to do your speech.
- Using your kisetsu flashcards, choose a season you like and complete this sentence.
- なつ
- はる
- あき
- ふゆ
- (season) が すき です。
- How is the weather?
あつい Hot - あたたかい Warm
- すずしい Cool
- さむい Cold
- ____________です。
- Think about where you go and what you do during your favourite season and on the weekend.
- Making a statement about a sport you do/play:
[sport] をします / [food/drink] をたべます - "Talking Barbie - blonde" by RomitaGirl67 is licensed under CC BY 2.0
Socialising - Learning Japanese through the arts
|
Bunraku Japanese Puppetry term project Yr5 & Yr6Learn all about Japanese culture and language through designing, making and creating a Japanese Bunraku inspired puppetry performance.
Three puppeteers control different parts of the body for each puppet. They are dressed in black and carefully coordinate the exact movement of each body part of the puppet. The three puppeteers are: Omo-zukai – the head puppeteer, who operates the doll's head and face by holding a stick with levers in his left hand, also operates the doll's right hand with his own right hand Hidari-zukai – the left-hand puppeteer, who uses his right hand to operate the doll's left hand Ashi-zukai – the foot puppeteer, who uses both hands to suggest the movements of the doll's legs and feet. The puppeteers merge with the puppet in order to control it and move as a team to the sounds of the narrator and musician. |
Inspired by the Tanabata story - The evening of the 7th. Students are making their puppets to recount the story in their own way.
Tanabata - Star Festival chords
chordu.com/chords-tabs-the-tanabata-%E4%B8%83%E5%A4%95-star-festival-of-japan-milky-way-timalapse-2017-id_bzxN6705IYo
Your browser does not support viewing this document. Click here to download the document.
Your browser does not support viewing this document. Click here to download the document.
Kamishibai Japanese storytelling. Paper Theatre
Year 3s and Year 4s
Students create unique paintings to express the Momotaro (The Peach Boy) story. They plan to read this story to the Pre Primary students at the end of term. The storytelling will be filmed.
Each student’s role is individualised. Roles will be confirmed by Week 9 Term 2.
They have a choice from the following
Some students hold the painting
Some students will read the words that accompany the painting. The story is read in English with some Japanese words.
Some students will act out the picture.
students making draft drawings for their Paper Theatre Panels. Getting ready to read their stories to the pre-primary students.
About me project
Glue a recent photo of yourself to the "About Me" project sheet.
Return it to Kostusik Sensei コストゥシク (kosutoshiku) 先生(sensei) the following week. |
Your browser does not support viewing this document. Click here to download the document.
|
|
TO DO: Download and print hiragana colour strokes document. Colour code the hiragana. Show how many strokes each hiragana has by using four different colours.
|
Your browser does not support viewing this document. Click here to download the document.
|
Nansai desuka? なんさいですか = How old are you?
doko どこ? Where? itsu いつ? When? nani なに? What? dare だれ? Who? |
Tanjoubi たんじょう日 = birthday
Omedetou gozaimasu おめでとうございます= congratulations
Tanjoubiomedetou gozaimasu たんじょう日おめでとうございます!= Happy Birthday!
Omedetou gozaimasu おめでとうございます= congratulations
Tanjoubiomedetou gozaimasu たんじょう日おめでとうございます!= Happy Birthday!
Hiragana
■Practice writing the following hiragana. Remember the correct stroke order!
え e、う u、い i、こ ko、り ri、
ち chi、ら ra、よ yo、す su、
ぬ nu、め me、と to、み mi、
ね ne、れ re、わ wa、ゆ yu
Write hiragana into your practice book.
え e、う u、い i、こ ko、り ri、
ち chi、ら ra、よ yo、す su、
ぬ nu、め me、と to、み mi、
ね ne、れ re、わ wa、ゆ yu
Write hiragana into your practice book.
Your browser does not support viewing this document. Click here to download the document.
Your browser does not support viewing this document. Click here to download the document.
Kisetsu Seasons
Your browser does not support viewing this document. Click here to download the document.
Your browser does not support viewing this document. Click here to download the document.
Tanabata Star Festival July 7th.
tanabata_one_page_skit_script.pdf | |
File Size: | 536 kb |
File Type: |
Tanabata, or the Star Festival, is held on the evening of July 7. The festival traces its origins to a legend that the Cowherd Star (Altair) and Weaver Star (Vega), separated by the Milky Way, are allowed to meet just once a year - on the seventh day of the seventh month.
Traditionally a wish is tied to a bamboo tree, in class we sometimes make a wishing wall with all your wishes on it and decorate it with bamboo.
Traditionally a wish is tied to a bamboo tree, in class we sometimes make a wishing wall with all your wishes on it and decorate it with bamboo.
Hiragana letters e, chi and yo.
Japanese Colours
Source: 'Basic Kanji Book Vol 1' Bonjinsha Co., Ltd., 1990
May 5th is a national holiday in Japan, called Children’s Day Kodomono hi, 子供の日、こどものひ
Kodomono-hi is to celebrate every child’s personality and happiness. Each student made a Koi to celebrate themselves. Watch the video above from one minute and 14 seconds for one minute to find out step 3 onwards to complete their koi fish.
Kodomono-hi is to celebrate every child’s personality and happiness. Each student made a Koi to celebrate themselves. Watch the video above from one minute and 14 seconds for one minute to find out step 3 onwards to complete their koi fish.
hiragana_t1_t2_2018_ppt.pdf | |
File Size: | 1745 kb |
File Type: |
Years 3 and 4 Band Description
The nature of the learners
At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
Japanese language learning and use
The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple information and participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.
Contexts of interaction
The context in which learners interact is primarily the language classroom and the school environment, with some access to wider communities of Japanese speakers and resources through digital technology.
Texts and resources
Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.
Features of Japanese language use
Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter elements of Japanese language they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.
Level of support
This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic framework to support reading and writing.
The role of English
Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both Japanese and English in the classroom develops awareness of what it means to be bilingual.
By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example,
がんばって. They use language spontaneously in simple familiar communicative exchanges, for example, やったー!だいじょうぶ?. They respond to simple questions using short spoken statements, for example, いつ です か。なに が すき です か。. They use counter classifiers in response to questions such as なん人にん、なん月がつ、なんじ、なんさい. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verbforms, such as ます、ましょう、ました and ません. They read and write the 46 hiragana, including long vowels (for example, おとうさん、おおきい), voiced sounds (for example, かぞく、たべます), and blended sounds as formulaic language (for example, きょう、でしょう), as well as high-frequency kanji such as 月、日、先生. They apply word order (subject–object–verb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between ways of communicating in Japanese and in their own language(s).
Students identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel sounds can be elongated and that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the predictable nature of pronunciation. They know the role of particles, for example, は、を、と、も、に; the rules for simple verb tense conjugations; and how to create questions using the sentence-ending particle か. They understand and use the rules and phonetic changes that apply to counter classifiers, for example, はっさい、ひとり、ふたり. They identify languagevariations that occur according to the age and relationship of participants, and according to the situation, for example, なまえ/ おなまえ、はし/ おはし. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese language reflects ways of behaving and thinking.
At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
Japanese language learning and use
The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple information and participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.
Contexts of interaction
The context in which learners interact is primarily the language classroom and the school environment, with some access to wider communities of Japanese speakers and resources through digital technology.
Texts and resources
Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.
Features of Japanese language use
Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners’ general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter elements of Japanese language they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.
Level of support
This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic framework to support reading and writing.
The role of English
Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both Japanese and English in the classroom develops awareness of what it means to be bilingual.
By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example,
がんばって. They use language spontaneously in simple familiar communicative exchanges, for example, やったー!だいじょうぶ?. They respond to simple questions using short spoken statements, for example, いつ です か。なに が すき です か。. They use counter classifiers in response to questions such as なん人にん、なん月がつ、なんじ、なんさい. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verbforms, such as ます、ましょう、ました and ません. They read and write the 46 hiragana, including long vowels (for example, おとうさん、おおきい), voiced sounds (for example, かぞく、たべます), and blended sounds as formulaic language (for example, きょう、でしょう), as well as high-frequency kanji such as 月、日、先生. They apply word order (subject–object–verb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between ways of communicating in Japanese and in their own language(s).
Students identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel sounds can be elongated and that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the predictable nature of pronunciation. They know the role of particles, for example, は、を、と、も、に; the rules for simple verb tense conjugations; and how to create questions using the sentence-ending particle か. They understand and use the rules and phonetic changes that apply to counter classifiers, for example, はっさい、ひとり、ふたり. They identify languagevariations that occur according to the age and relationship of participants, and according to the situation, for example, なまえ/ おなまえ、はし/ おはし. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese language reflects ways of behaving and thinking.
COMMUNICATING
Socialising
Interact with the teacher and peers, using formulaic structures and expressions, to participate in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year, for example, 土よう 日に ともだち と うみ に いきます; たん生日 に ケーキ を たべます/たべません. Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements. |
Creating
Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes. Create and perform short, imaginative texts that use familiar expressions and modelled language, as well as simple visual supports, for example, すきな たべもの は なん ですか; なんさ い ですか. |
Informing
Locate specific points of information in a range of written, spoken, multimodal and digital texts, related to their personal worlds. Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts using graphic and digital support. |
Translating
Explain and model culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて すみません、 し つれいします. Demonstrate and explain hand gestures, body language or facial expressions that work with language, or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative response. |
Reflecting
Notice what looks or feels similar or different to their own language(s) and culture when interacting in Japanese. |
UNDERSTANDING
System of Language
Recognise that there are 19 distinct consonants (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o). Understand the system of basic Japanese sound combinations, that a vowel can be attached to most consonants to produce a hiragana character. Use a hiragana chart as a framework for reading and writing. Commence basic hiragana script writing. Begin to read and write words using hiragana. Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including: • using verbs in ます and negative form ません • describing actions using verb ます form, for example, すし を たべます • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は /を/と/も/に, and the use of が in formulaic expressions, for example, noun が すき です • understanding time words associated with days of the week, months of the year and seasons • beginning to use general counters in Japanese, for example, ひとつ、ふたつ • seeking information using question words なに/なん/いつ/ど こ/だれ and the sentence-ending particle か, for example, なに が すき です か;なんさい で す か . Begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English. Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Japanese texts. |
Language Variation and
Change Understand that different ways of using Japanese language reflect different regions, different relationships and different ways of making meaning. Role of Languages and
Culture Understand that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region, a world language and an Australian community language Notice differences between Japanese, Australian and other cultures’ practices and how these are reflected in language. |
Year 3 Syllabus
Year Level Description
Year 3 Japanese: Second Language builds on the skills, knowledge
and understanding required to communicate in the Japanese language developed in Year 2 and focuses on extending the oral and written communication skills of students. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning. Students communicate in Japanese, interacting with their teacher and peers to participate in routine exchanges such as asking each other how they are and by talking about activities they participate in during their day, and events that occur through the year. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students are exposed to imaginative texts such as kamishibai (paper puppets) and respond by acting out events or identifying and comparing favourite characters and elements. They create, perform and present short imaginative texts that use familiar expressions and modelled language. Students become familiar with the systems of the Japanese language, building their vocabulary repertoire and beginning to generate new language using verbs in the ます and negative ません form. A hiragana chart is used by students to support them as they begin to read and write words in hiragana. Students begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English. Students are encouraged to describe their Japanese learning experiences and explore their own sense of identity and ways that they use language differently when they interact with different people. They begin to model and explain culture specific practices such as bowing when greeting and demonstrating hand gestures and body language that are used alongside Japanese communication. In Year 3 students require extensive support with their language learning. Tasks are carefully scaffolded, models and examples are provided along with support for self-monitoring and reflection. Students are encouraged to use Japanese as much as possible for classroom routines, social interactions and for learning tasks. |
Communicating
SOCIALISING Interact with the teacher and peers, using formulaic structures and expressions, to participate in routine exchanges such asasking each other how they are, offering wishes and talking about events in the day and over the year, for example, 土よう日 に ともだち と うみ に いきます;たん生日 に ケーキ を たべます/たべません (ACLJAC127) Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements (ACLJAC128) Literacy Critical and creative thinking Personal and social capability INFORMING
Locate specific points of information in a range of written, spoken, multimodal and digital texts, related to their personal worlds (ACLJAC130) Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts using graphic and digital support (ACLJAC131) Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding |
CREATING
Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes (ACLJAC132) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding Create and perform short, imaginative textsthat use familiar expressions and modelled language, as well as simple visual supports, for example, すきな たべもの は なん ですか; なんさい ですか (ACLJAC133) Literacy Critical and creative thinking Personal and social capability Intercultural understanding |
TRANSLATING
Explain and model culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて すみません。 しつれいします Demonstrate and explain hand gestures, body language or facial expressions that work with language or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative response (ACLJAC134) Literacy Critical and creative thinking Personal and social capability Intercultural understanding REFLECTING Notice what looks or feels similar or different to their own language(s) and culture when interacting in Japanese (ACLJAC137) Literacy Critical and creative thinking Personal and social capability Intercultural understanding |
Understanding
SYSTEMS OF LANGUAGE Recognise that there are 19 distinct consonants (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o) Understand the system of basic Japanese sound combinations, that a vowel can be attached to most consonants to produce a hiragana character (ACLJAU138) Literacy Critical and creative thinking Use a hiragana chart as a framework for reading and writing Commence basic hiragana script writing Begin to read and write words using hiragana (ACLJAU139) Literacy Critical and creative thinking Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including: using verbs in ます and negative form ません describing actions using verb ます form, for example, すし を たべます understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は/を/と/も/に, and the use of が in formulaic expressions, for example, noun がすきです understanding time words associated with days of the week, months of the year and seasons beginning to use general counters in Japanese, for example, ひとつ、ふたつ seeking information using question words なに/なん/いつ/どこ/ だれ and the sentence-ending particle か, for example, なに が すき ですか;なんさい ですか Begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English (ACLJAU140) Literacy Numeracy Critical and creative thinking Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Japanese texts (ACLJAU141) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Intercultural understanding |
LANGUAGE VARIATION AND CHANGE
Understand that different ways of using Japanese language reflect different regions, different relationships and different ways of making meaning (ACLJAU142) Literacy Critical and creative thinking Personal and social capability Intercultural understanding ROLE OF LANGUAGE AND CULTURE Understand that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region, a world language and an Australian community language (ACLJAU143) Literacy Critical and creative thinking Intercultural understanding Notice differences between Japanese, Australian and other cultures’ practices and how these are reflected in language (ACLJAU144) Literacy Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding |
"Fundamental learning for students who begin their Languages program in Year 3
The Languages curriculum is written on the basis that schools provide a Languages program, in at least one language, from Pre-primary to Year 10. It is recognised that Languages classrooms include students with varying degrees of experience of and proficiency in the language being learnt, as well as their particular affiliations with additional languages.
Early in the development of the Western Australian Curriculum: Languages it was acknowledged that some schools would not introduce students to learning a language until Year 3. It also accepted that some students would enter Year 7 provided with or having to choose a language different to the one(s) they had been studying throughout the Primary years. To this end, the content in the syllabus for these years was structured to support the introduction of a language or of a ‘new’ language.
The content in the Year 3 syllabus both consolidates the content and skills from Pre-primary to Year 2, and progresses the learning as more content and skills are introduced.
Where schools offer a language program from Year 3, the fundamental language building blocks, as outlined in the table below, should be embedded in the Year 3 content, as well as language learning and communication strategies, including:
The Languages curriculum is written on the basis that schools provide a Languages program, in at least one language, from Pre-primary to Year 10. It is recognised that Languages classrooms include students with varying degrees of experience of and proficiency in the language being learnt, as well as their particular affiliations with additional languages.
Early in the development of the Western Australian Curriculum: Languages it was acknowledged that some schools would not introduce students to learning a language until Year 3. It also accepted that some students would enter Year 7 provided with or having to choose a language different to the one(s) they had been studying throughout the Primary years. To this end, the content in the syllabus for these years was structured to support the introduction of a language or of a ‘new’ language.
The content in the Year 3 syllabus both consolidates the content and skills from Pre-primary to Year 2, and progresses the learning as more content and skills are introduced.
Where schools offer a language program from Year 3, the fundamental language building blocks, as outlined in the table below, should be embedded in the Year 3 content, as well as language learning and communication strategies, including:
- using facial expressions/gestures to assist understanding of spoken text and to help convey meaning
- repetition or imitation of a language model
- using key words, context, visual cues (including pictures) to guess meaning
- ways to search for and discover information for oneself, using support
- searching for specific elements in spoken or written text, that is, sounds, words
- manipulating known elements and familiar language structures in a new context." https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/languages/japanese