Japanese Second Language Year 1 and Year 2
YEAR 2 JAPANESE CLASSWORK
Mother's Day (母の日 Haha no Hi) was initially celebrated on 6 March on the birthday of Empress Kōjun (mother of Emperor Akihito ), Showa Period on 6 March. This was established in 1931 when the Imperial Women's Union was organized. 1949 it was changed to the second Sunday of May, the same as Australia. In Japan and Australia carnations are a popular flower to gift on Mother's Day.
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JAPANESE SECOND LANGUAGE YEAR 1 (scroll down for Year 2)
COMMUNICATING
SocialisingSocialising
Interact with the teacher and peers, using simple modelled language and gestures, to share information about themselves and to talk about their favourite things, for example, ちいさい 目 です; ねずみ です; ちいさい です;かわいい です; はいいろ です;すいか です;おいしい です; いちご が すきです; へび が すきじゃない です Express praise, support and respect for others, using formulaic expressions such as おめでとう、 がんばって、じょうず Participate in guided group activities, using simple repetitive language in songs, rhymes, games such as じゃんけんぽん, transactions, gestures and pictures, to support understanding and to convey meaning Respond to teacher talk and instruction, for example, Tiaさん は いません; はい、います;おやすみです; おくれて すみません |
CreatingParticipate in listening to and viewing a range of short,
imaginative texts and respond through action, dance, singing, drawing, collaborative retelling and responding to prompt questions, for example, だれ ですか;ちいさい です か;おおきい です か;かわいい ですか Use simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おに は こわい!; いっすんぼうし は ちいさい です; ももたろう は つよい です Re-enact or retell simple stories or interactions with puppets, props, actions or gestures, using modelled language, for example, おむすびころりん Reflecting
Notice ways of talking in Japanese that appear different to their own ways and notice how voice, behaviour and body language may change when speaking Japanese |
InformingLocate key words, simple kanji or hiragana and information in
simple spoken and written texts such as charts, lists, anime, rhymes and songs related to their personal worlds ちいさい です; ももたろう は つよい です Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements, for example, ぼく の えんぴつ です;いぬ が すき です Translating
Identify key words in children’s stories or songs and provide English translations or explanations of meaning, for example, むかしむかし;おわり Find examples of Japanese words used in English and explain what they mean, for example, sushi, karate, origami |
UNDERSTANDING
System of Language
Recognise and reproduce the sounds and rhythms of spoken Japanese Learn how sounds are produced and represented in the three different scripts Recognise, trace and copy some hiragana Recognise that kanji and hiragana have stroke order, for example, using tai chi to demonstrate stroke order Understand that each individual kanji represents meaning as well as sounds, for example, 月Moon, 一月 January Recognise sequence of hiragana あ to ん, for example, through singing a hiragana rap song Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including: • understanding basic word order in simple sentences, for example, noun が すき です; りんご が すき です; adjective + noun です;おおきい いぬ です • referring to numbers of things using cardinal numbers 0–10, for example, 一、二、三 • recognising that numbers 4, 7 and 9 have more than one reading • learning to describe the colour, size and shape of things, for example, みどり です; おおきい です; まる/しかく/ほし です • recognising and responding to a request using verb ください, for example, すわって ください Understand that language is organised as ‘text’ and that different types of texts have different features |
Language Variation and Change
Understand that in Japanese, as in English and other languages, there are different ways of greeting, addressing and interacting with people, and that particular interactions can vary between cultural contexts, for example, the use of titles in Japanese ~さん/~せんせい compared with the informal use of names in Australian English Role of Languages and Culture
Recognise that Australia is a multilingual society with speakers of many different languages, including Japanese, and that Japanese and English borrow words and expressions from each other and from other languages, for example, sushi, origami, anime and manga |
Year 1 Syllabus
SOCIALISING
Interact with the teacher and peers, using simple modelled language and gestures, to share information about themselves and to talk about their favourite things, for example, ちいさい 目 です;ねずみ です;ちいさい です;かわいい です;はい いろ です;すいか です;おいしい です; いちご が すきです; へび が すきじゃないです (ACLJAC109) Literacy Critical and creative thinking Personal and social capability Intercultural understanding Express praise, support and respect for others, using formulaic expressions such as おめでとう がんばって、じょうず (ACLJAC127) Literacy Critical and creative thinking Personal and social capability Intercultural understanding Participate in guided group activities, using simple repetitive language in songs, rhymes, games such as じゃんけんぽん, transactions, gestures and pictures, to support understanding and to convey meaning (ACLJAC110) Literacy Numeracy Critical and creative thinking Personal and social capability Intercultural understanding Respond to teacher talk and instruction, for example, はい、います;Tiaさん は、いません; おやすみ です;おくれて すみません (ACLJAC111) Literacy Numeracy Critical and creative thinking Personal and social capability Intercultural understanding |
CREATING
Participate in listening to and viewing a range of short, imaginative texts and respond through action, dance, singing, drawing, collaborative retelling and responding to prompt questions, for example, だれ ですか;ちいさい ですか;おおきい ですか;かわいい ですか Use simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, お に は こわい!;いっすんぼうし は ちいさい です;ももたろう は つよい です (ACLJAC114) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding Re-enact or retell simple stories or interactions with puppets, props, actions or gestures, using modelled language, for example, おむすびころりん (ACLJAC115) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding |
TRANSLATING
Identify key words in children’s stories or songs and provide English translations or explanations of meaning, for example, むかしむかし;おわり Find examples of Japanese words used in English and explain what they mean, for example, sushi, karate, origami (ACLJAC116) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding REFLECTING Notice ways of talking in Japanese that appear different to their own ways and notice how voice, behaviour and body languagemay change when speaking Japanese (ACLJAC119) Literacy Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding INFORMING
Locate key words, simple kanji or hiragana and information in simple spoken and written texts such as charts, lists, anime, rhymes and songs related to their personal worlds (ACLJAC112) 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 using pictures, labels, captions, familiar words and simple statements, for example, ぼく の えんぴつ です;いぬ が すき です (ACLJAC113) Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding |
Understanding
SYSTEMS OF LANGUAGE
Recognise and reproduce the sounds and rhythms of spoken Japanese Learn how sounds are produced and represented in the three different scripts (ACLJAU120) Literacy Critical and creative thinking Recognise, trace and copy some hiragana Recognise that kanji and hiragana have stroke order, for example, using tai chi to demonstrate stroke order Understand that each individual kanji represents meaning as well as sounds, for example, 月 Moon, 一月 January Page 5 of 6Recognise sequence of hiragana あ to ん, for example, through singing a hiragana rap song (ACLJAU121) Literacy Critical and creative thinking Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including: understanding basic word order in simple sentences, for example, noun が すき です;りんご が すき です;adjective + nounです;おおきい いぬ です referring to numbers of things using cardinal numbers 0–10, for example、二 、三 recognising that numbers 4, 7 and 9 have more than one reading learning to describe the colour, size and shape of things, for example, みどり です;おおきい です;まる/しかく/ほし です recognising and responding to a request using verb ください, for example, す わってください (ACLJAU122) Literacy Critical and creative thinking Understand that language is organised as ‘text’ and that different types of texts have different features (ACLJAU123) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking |
LANGUAGE VARIATION AND CHANGE
Understand that in Japanese, as in English and other languages, there are different ways of greeting, addressing and interacting with people, and that particular interactions can vary between cultural contexts, for example, the use of titles in Japanese ~さん/~せんせい compared with the informal use of names in Australian English (ACLJAU124) Literacy Critical and creative thinking Personal and social capability Intercultural understanding |
ROLE OF LANGUAGE AND CULTURE
Recognise that Australia is a multilingual society with speakers of many different languages, including Japanese, and that Japanese and English borrow words and expressions from each other and from other languages, for example, sushi, origami, anime and manga (ACLJAU125) Literacy Critical and creative thinking Personal and social capability Intercultural understanding |
JAPANESE SECOND LANGUAGE YEAR 2
Japanese language developed in Year 1 and focuses on extending the oral communication skills of students. Students communicate in Japanese, interacting with the teacher and peers, using simple language and gestures, to talk about friends and family members. They use repetitive and formulaic language to participate in guided group activities, simple tasks and transactions. Students identify key points of information in simple spoken, written or digital texts to complete guided tasks. They respond to Japanese versions of stories they are familiar with or Japanese folktales and compare and contrast these with texts they are familiar with. Students create or re-create simple imaginative texts such as Japanese songs, poems or rhymes.
Students become familiar with the systems of the Japanese language, beginning to recognise and copy the 46 basic hiragana characters using
supports such as mnemonics and by playing games to reinforce learning. Students are also exposed to a few high-frequency kanji when they relate to
the learning context. In Year 2 students recognise that all languages, including Japanese, continuously change over time through contact with each other and through changes in society. They explore Japanese expressions that do not readily translate into English and Japanese cultural practices that are not commonly used by English speakers. Students learn Japanese in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, opportunities to revisit, recycle and review, and continuous feedback, provide
the essential scaffolding to assist students in the language learning process.
Students become familiar with the systems of the Japanese language, beginning to recognise and copy the 46 basic hiragana characters using
supports such as mnemonics and by playing games to reinforce learning. Students are also exposed to a few high-frequency kanji when they relate to
the learning context. In Year 2 students recognise that all languages, including Japanese, continuously change over time through contact with each other and through changes in society. They explore Japanese expressions that do not readily translate into English and Japanese cultural practices that are not commonly used by English speakers. Students learn Japanese in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, opportunities to revisit, recycle and review, and continuous feedback, provide
the essential scaffolding to assist students in the language learning process.
Communicating
SOCIALISING
Interact with the teacher and peers, using simple formulaic structures, expressions and gestures to talk about friends and family members, for example, かぞく は 六人 です。おとうさん と おかあさん と おねえさん と ぼく と いもうと と あかちゃん です。いもうと は 五さい です。おかあさん は やさしい です。おとうさん は くるま が すきです。 (ACLJAC109) Literacy Critical and creative thinking Personal and social capability Intercultural understanding Participate in guided group activities, simple tasks, transactions and games, using simple, repetitive language (ACLJAC110) Literacy Numeracy Critical and creative thinking Personal and social capability Intercultural understanding Respond to teacher talk and instruction, for example, たって/すわって/かいて/ みて/よんで/きいてください (ACLJAC111) Literacy Numeracy Critical and creative thinking Personal and social capability Intercultural understanding |
INFORMING
Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds (ACLJAC112) 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 using simple statements, modelled language and support materials (ACLJAC113) Literacy Numeracy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding ROLE OF LANGUAGE AND CULTURE Recognise that all languages, including Japanese, change continuously through contact with each other and through changes in society (ACLJAU125) Literacy Critical and creative thinking Personal and social capability Intercultural understanding Achievement standard To be developed in 2016 using (assessment) work sample evidence to ‘set’ standards through paired comparisons. |
CREATING
Respond to Japanese versions of familiar children’s stories and Japanese folk tales, comparing expressions at key points in the stories with English-language versions or other known stories, and re-enacting with puppets, props or actions, for example, おおきなかぶ、ももたろう (ACLJAC114) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding Create or recreate simple songs, poems and rhymes using familiar words and modelled language utilising non-verbal forms of support, such as clapping, gestures and facial expressions (ACLJAC115) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding LANGUAGE VARIATION AND CHANGE Understand that Japanese speakers use language differently in different situations and according to cultural norms, such as when at home with the family or in the classroom, for example, おはよう/おはようございます; いってらっしゃい;いってきます;ただいま; おかえり;なに?/なんですか (ACLJAU124) Literacy Critical and creative thinking Personal and social capability Intercultural understanding |
TRANSLATING
Identify Japanese expressions that do not translate readily into English, for example, おべんとう、せんせい、~さん/くん Identify Japanese cultural practices that are not commonly used by English speakers, for example, using two hands for giving and receiving and まる/ばつ (○×) (ACLJAC116) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking Personal and social capability Intercultural understanding |
REFLECTING
Recognise similarities and differences between aspects of Japanese and Australian cultural practices and related language use (ACLJAC119) Literacy Critical and creative thinking Page 4 of 5 Personal and social capability Ethical understanding Intercultural understanding Understanding |
SYSTEMS OF LANGUAGE
Reproduce sounds, rhythms and intonationpatterns of spoken Japanese Produce and represent basic units of sound in the three different scripts (ACLJAU120) Literacy Critical and creative thinking Recognise and copy the 46 basic hiragana, using support such as mnemonic clues Identify known hiragana within a word and use that to predict the meaning Recognise and copy a few high-frequency kanji andkana such as numbers and pictographs (basic, high frequency kanji where the picture reflects the meaning) such as 山、川、口、目、上 (ACLJAU121) Literacy Critical and creative thinking Notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposes, including: indicating affirmative and negative responses using はい/ いいえ;ちがいます using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ;ありがとう learning to use common onomatopoeia such as ぺこぺこ、わんわん beginning to use counters in Japanese, for example, ~人、~さい、 understanding how to specify items using the possessive particle の, for example, わたし の かぞく;おばあさん の いえ describing people, animals, places and things using adjective–noun phrases, for example, 大きい 目;おいしい もも (ACLJAU122) Literacy Critical and creative thinking Page 5 of 5Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose (ACLJAU123) Literacy Information and Communication Technology (ICT) capability Critical and creative thinking |