Search

Elaboration ACLJAC163

engaging in face-to-face or online discussions with peers and other Japanese-speaking contacts about shared interests and experiences, such as sport, food, study or music, for example, からてをしますか。いいえ、でも好(す)きです。

Elaboration (1) ACLJAC163

expressing opinions such as サーフィンはかっこいいです。えいがはたのしいです。

Elaboration (2) ACLJAC163

recounting experiences such as holidays, special events or celebrations through email or face-to-face conversations, for example, どこでパーティーをしましたか。だれときましたか。

Elaboration (3) ACLJAC163

sharing and comparing information about teenage life, daily routines and responsibilities, for example, わたしはうちからがっこうまであるきます。でも、友(とも)だちはバスで行きます。にねます。いつも父(ちち)とそうじをします。

Elaboration (4) ACLJAC163

introducing themselves to other Japanese speakers, じこしょうかい, using appropriate formulaic expressions such as はじめまして、 (school name) の　デニス　です。 and culturally appropriate gestures

Elaboration (5) ACLJAC163

using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、えー、むずかしい、たのしかった、できた

Elaboration (6) ACLJAC163

using cohesive devices such as conjunctions when sequencing or elaborating an account of experiences, for example, 土よう日にかいものに行きます。だから、はやくおきます。

Elaboration (7) ACLJAC163

sustaining and extending conversations by seeking additional information or asking additional questions, for example, しゅみはなんですか。

Elaboration ACLJAC164

participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。

Elaboration (1) ACLJAC164

budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。

Elaboration (2) ACLJAC164

participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。

Elaboration (3) ACLJAC164

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese

Elaboration (4) ACLJAC164

giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

Elaboration ACLJAC165

using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification

Elaboration (1) ACLJAC165

asking and responding to questions such as テストはいつですか。きょうゲームをしますか。ロッカーに行ってもいいですか。何(なん)ページですか。

Elaboration (2) ACLJAC165

participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?

Elaboration (3) ACLJAC165

obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。

Elaboration (4) ACLJAC165

expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。

Elaboration (5) ACLJAC165

enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

Elaboration ACLJAC166

gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities