AC9LJ10C01 Year 9 Languages

AC9LJ10C01 – Year 9 Languages: Interacting in Japanese

Strand

Communicating meaning in Japanese

Substrand

Interacting in Japanese

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

Elaborations

• using contextually appropriate language in response to participants in the conversation, for example, adjusting register and tone, using polite form with adults and plain form with peers
• engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは日本語がじょうずですね。いいえ、まあまあです。
• responding to teacher requests, for example, きょうしつに入って、パソコンをだして、ペンでかんじをかいてください, and making requests of others 見せて、私のとなりにすわって、～はどこですか。
• initiating and sustaining conversation on familiar and unfamiliar topics by using appropriate あいづち and communicative strategies to seek information, invite contributions or ask for clarification すみません。ああ、それはいいですね。～についてどう思いますか。～というのは何ですか。
• communicating using formal and informal language with others (in school-based exchanges, with Japanese speakers via online conferencing, etc.), about personal information and lifestyle such as アルバイト、しょうらいのゆめ、ひまな時、かもく, using a variety of compound sentences, body language and communication strategies
• exchanging detailed information and opinions to express views on personal and contemporary issues and experiences, for example, conversing about recycling, 日本のリサイクルはかなりきびしいです。けれども、かんきょうにいいと思います。, J-pop と K-pop はオーストラリアでにんきがあります。
• engaging in written correspondence, in print or digital form, (emails, blog comments, memos, online chat forums, etc.) to share information, for example, describing every day and significant events in their lives, or their rights and responsibilities at home and school ～ことがあります、～と思います、～方がいい、～べきです、～なければなりません

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANJAPF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Japanese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use combinations of kana and a range of kanji appropriate to context.Students incorporate features, conventions and phrasing patterns of spoken Japanese in informal and formal speech, to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of scripts, language structures and features, to make and predict meaning. They identify multiple readings of familiar kanji in different compounds. They support analysis of Japanese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Japanese, to evaluate how this learning influences their ideas and ways of communicating.