AC9LJ8C01 Year 7 Languages

AC9LJ8C01 – Year 7 Languages: Interacting in Japanese

Strand

Communicating meaning in Japanese

Substrand

Interacting in Japanese

This Content Descriptor from Year 7 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 and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others

Elaborations

• responding to information phrased in different ways, for example, いくつですか versus 何才ですか、or recognising informal questions using intonation clues such as 何才？and adjusting informal/formal response
• using language more spontaneously to show interest in, praise, respect and concern for others, for example, using respectful language for agreeing or disagreeing with views, ほんとうに？、そうですか、わかります、 and すみません、もういちどおねがいします、ちょっと…、すごい、すばらしい、がんばって and ええと to indicate thought
• using a range of classroom-related language to participate in class activities (word, board, digital games, etc.) with phrases such as 私のばん、みぎ、ひだり、ざんねん、つぎはだれ？～さん、 enquiring about and describing the prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。
• sustaining interactions through the spontaneous use of formulaic language and あいづち to express feelings and reactions, for example, あー、ほんとう？つかれた、えー、むずかしい、たのしかった、できた, using cohesive devices to sequence and elaborate on ideas, for example, 土よう日にかいものに行きます。だから、はやくおきます, using vocabulary associated with sequencing such as さいしょに、つぎに、それから、そして
• sharing and requesting personal information with others, and/or with real or imagined visiting students from Japan or a partner school, for example, スポーツ、好きなもの、友だち、べんきょう, using culturally appropriate gestures and a variety of sentence structures
• engaging in various modes of communication with local and global peers about shared interests and experiences, for example, sport, food, study, music からてをしますか。いいえ、でも、からてが好きです; sharing opinions and expressing preferences, for example, すうがくはむずかしいとおもいます／です; recounting experiences, for example, holidays/events だれとパーティーへ行きましたか、; sharing and comparing information about teenage life, for example, daily routines and responsibilities 私は友だちとバスでがっこうへ行きます。
• interacting via different modes of written communication in print and digital form, for example, letters, text messages and emails, to exchange personal information, views or feelings はい、十時にあいましょう、～はいいですね、～はすこしこわい！

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANJAPF10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students initiate and maintain interactions in Japanese language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Japanese to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures, expressions and levels of formality to create texts. They select and use combinations of kana and familiar kanji appropriate to context.Students apply the conventions of spoken Japanese and phrasing patterns to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different conventions, structures and features to convey meaning. They comment on structures and features of Japanese text, using metalanguage. They reflect on how the Japanese language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.