AC9LJ10EC03 Year 9 Languages

AC9LJ10EC03 – 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

use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers

Elaborations

• working collaboratively in pairs or a small group and planning and preparing for a real or online event, trip or excursion, such as a visit to Japan, reflecting on the experience and the language and processes used
• making decisions about services, such as specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二つください。おいしそうですね。むらさきのLサイズをください。かわいいですね。
• expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金よう日のごご三時半に、えきの前で会いましょう。じゃあ、金よう日のごご三時半に、えきの前ですね。
• planning and completing tasks involving authentic or simulated transactions that involve negotiating, and making shared decisions such as planning social events or holidays, purchasing goods, ordering food, making requests by email or text message, and role-playing scenarios related to travelling or living in Japan, for example, 八時に学校の前で会いましょう。それから学校のバスで行きましょう、八時ちょっと前に来てください。何をするよていですか。
• reflecting on activities by offering and eliciting opinions about experiences, for example, どうでしたか、どう思いますか、たのしかったです、たのしそうですね。

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANJAP7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Japanese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Japanese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Japanese to create texts. They use a combination of kana and a range of familiar kanji appropriate to context.Students apply features of the Japanese sound system to enhance fluency. They demonstrate understanding of the sound system in spoken exchanges and scripts for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts. They identify multiple readings of familiar kanji in different compounds. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Japanese, to discuss how this learning influences their ideas and ways of communicating.