AC9LJ4U01 Year 3 Languages

AC9LJ4U01 – Year 3 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases

Elaborations

• recognising that there are 5 vowels (a, i, u, e, o) and 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and that vowels can be attached to most consonants to produce a kana
• recognising sounds and pronouncing hiragana characters and words, including some long vowels, for example, おとうさん、大きい, voiced sounds, for example, かぞく、たべます, and blended sounds, for example, きょう、でしょう, with reference to support resources
• applying some differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー in spoken texts
• recognising some variations in intonation, for example, rising intonation when a question is being asked or when something is an instruction or command, and using these intonation patterns in their own speech
• noticing some familiar kanji that may have more than one ‘sound’, for example, 日、人
• understanding that hiragana characters can be combined to represent words, learning how to use the chart, and recognising hiragana as a systematic framework for reading and writing
• recognising the concept of the minimum unit of rhythm in Japanese ‘foot’ or フット and that one foot in Japanese consists of 2 moras, for example, ごちそうさま is pronounced as a 3-foot word ごち・そう・さま

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).