AC9LJ4C02 Year 3 Languages

AC9LJ4C02 – Year 3 Languages: Interacting in Japanese

Strand

Communicating meaning in Japanese

Substrand

Interacting in Japanese

This Content Descriptor from Year 3 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

participate in activities that involve planning with others, using a range of familiar phrases and modelled structures

Elaborations

• participating in guided tasks involving instructions and peer cooperation such as group/pair games and sports, for example, creating a dance to a Japanese song in groups, group reading activities requiring turn-taking or creating a simple role-play based on modelled language
• taking responsibility for にっちょく (class helper), assisting with roll call, distributing work and commencing and ending lessons きりつ、れい、ちゃくせき、本をだして、～さん／くんいますか。
• preparing for and contributing to shared presentations and performances such as a Japanese item for assembly or a digital presentation about a class event
• planning for and conducting simple role-plays, for example, selling items such as origami or toys, using appropriate gestures, formulaic expressions and spending a set amount of money, いらっしゃいませ。これをください。いくらですか。500 円です。はい、どうぞ。ありがとうございます。
• developing language activities for peers or a buddy class, for example, playing a game of ダルマおとし, teaching the order of colours and modelling game language やった！、かった、がんばって、あお、きいろ、あか

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANJAPF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).