AC9LJ10EU02 Year 9 Languages

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.

select and use structures and features of the Japanese grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

• 1 identifying that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana
• 2 understanding and using a range of particles, including combined particles such as のは、のが、では
• 3 recognising that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 力 means something to do with physical strength, and using this knowledge to predict meaning
• 4 understanding adjective groups and using い and な adjectives in the linking form, negative, present and past tense
• 5 understanding the use of furigana to read kanji and kanji compounds, to pronounce Japanese names, or to represent slang pronunciations, and romaji used in any context where Japanese text is targeted at non-Japanese speakers and to input Japanese into computers
• 6 using げんこうようし (typed or handwritten) appropriately to compose and respond to texts, for example, considering the size of small characters, the position in the square, starting new paragraphs, numbers, writing a title and name, and the placement of punctuation
• 7 applying multiple kanji stroke order rules, for example, recognising the order from top to bottom, and left to right, that horizontal goes first, and then the centre vertical before the symmetrical outside
• 8 developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校、 中学校
• 9 explaining and applying the formation rules of verb groups such as the plain form (knowing that the basic form of all Japanese verbs ends in ‘-u’, ‘-eru’ or ‘-iru’, as listed in dictionaries), て form and plain past
• 10 understanding and using a variety of language structures using verb stem forms, verb て forms, plain form and plain past to express a range of ideas, for example, ～ている、～てもいいです、～てはいけません、～てはだめです、～つもりです、～とおもいます、～たり～たりします、～たい、～たくない、～かった、～やすい／にくいです
• 11 elaborating ideas or statements using expressions such as 今週、先週、来年、いつも、ぜんぜん、あまり, and superlative forms using 一番、 for example, 一番好きなかもくは日本語です。
• 12 understanding that verbs can be divided into 3 groups according to the way they are conjugated: Group 1 (go-dan doushi), Group 2 (ichi-dan doushi) and Group 3 (fukisoku doushi)
• 13 understanding and using Japanese counting systems (units of 10, 100, 1,000 and 10,000) and associated kanji, for example, 百、千、万, and a wider range of counter classifiers ～円、～分、～まい、～本、～つ、～日、ぴき／びき／ひき
• 14 noticing differences in text structure and grammar between formal and informal Japanese language use such as abbreviations, dropping of particles and emphatic intonation in informal communication including face-to-face interactions, blogs, emails and other forms of correspondence, for example, あした行く？/先生、あした行きますか。、うん、わかった/はい、わかりました、それは何？/山中さん、それは何ですか。

Related Achievement Standards