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Elaboration ACLJAC127

introducing self using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、 Julie　です、九(きゅう)さい　です、おんがく　が　すき　です、どうぞ　よろしく

exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as 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。

Elaboration (2) ACLJAC127

asking and answering factual questions relating to concepts such as time, place or number, using formulaic structures and familiar expressions, for example, かぞく　は　なんにん　です　か。3 人　です。いつ　です　か。五月(ごがつ)　です。なんじ　です　か。三じ　です。どこ　です　か。

Elaboration (3) ACLJAC127

showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？

Elaboration (4) ACLJAC127

communicating about activities and shared experiences, for example, place　に　いきました。 food を　たべました。 drink　を　のみます。 activity/sports　を　しましょう/しました。おいしかった　です。

Elaboration ACLJAC128

participating in guided tasks involving instructions and peer cooperation, such as group/pair language activities, games and sports, for example, せんせい says, ふくわらい、じゃんけんぽん, What’s the time, Mr Wolf?

Elaboration (1) ACLJAC128

following procedures for activities such as cooking, model-making or origami, understanding instructions such as はんぶん　に　おって、ここ　に　おいて、あつめて

Elaboration (2) ACLJAC128

participating in classroom routines, such as taking the roll はい、います。いいえ、いません。, naming the months and days of the week and describing the weather, for example, きょう　は　月よう日　です。はれ　です。

Elaboration (3) ACLJAC128

preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event

Elaboration (4) ACLJAC128

working collaboratively to adapt and perform action songs, for example, by changing lyrics (替(か)え歌(うた)) based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

Elaboration ACLJAC129

participating in classroom interactions, for example, by responding with comments such as Matt くん　は　いません。 Todd くん　と　Sally さん　は　やすみ　です。 Ella さん　も　やすみ　です。

Elaboration (1) ACLJAC129

using appropriate formulaic expressions and gestures to contribute to interactions, for example, しつれいします。おねがいします。

Elaboration (2) ACLJAC129

asking for help or clarification, for example, すみません。もういちど。, and negotiating turn-taking, for example, ちょっと　まって。 Matilda さん　の　ばん。どうぞ。

Elaboration (3) ACLJAC129

responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。

Elaboration (4) ACLJAC129

recognising and rehearsing interjections or fillers in conversations, for example, ええとすみません。ほんとう? そうですね。

Elaboration ACLJAC130

finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus

Elaboration (1) ACLJAC130

viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり

Elaboration (2) ACLJAC130

identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう

Elaboration (3) ACLJAC130

gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results

Elaboration (4) ACLJAC130

viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

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