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WS02 - 私の毎日の習慣 (My daily routine)

Languages, Japanese, Years 7 and 8 (Year 7 entry)

By the end of Year 8, students use Japanese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Japanese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar katakana and kanji, and hiragana, with support. 

 

Students approximate Japanese sound patterns, intonation and rhythms, and recognise the relationship between spoken and written forms. They demonstrate understanding that Japanese has conventions and rules for scripts, non-verbal, spoken and written communication. They comment on aspects of Japanese and English language structures and features, using metalanguage. They demonstrate awareness that the Japanese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity. 

Communicating meaning in Japanese | Creating text in Japanese

AC9LJ8EC06

create spoken, written and multimodal, informative and imaginative texts for familiar contexts and purposes using appropriate vocabulary, expressions, grammatical structures and some textual conventions, and hiragana and katakana with support of the chart and some familiar kanji

Understanding language and culture | Understanding systems of language

AC9LJ8EU01

recognise and use features of the Japanese sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Understanding language and culture | Understanding systems of language

AC9LJ8EU02

develop knowledge of, and use structures and features of the Japanese grammatical and writing systems to understand and create spoken, written and multimodal texts

Understanding language and culture | Understanding the interrelationship of language and culture

AC9LJ8EU04

recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values

Annotations

 x
1

Creates a multimodal presentation, matching spoken text to visual cues.

 6 13 12 40
2

Introduces their own family members using informal vocabulary.

 13 20 12 40
3

Describes their pet dog.

 25 32 12 40
4

Uses the particle に with a time marker, for example, ...に住んでいます。

 33 36 12 40
5

Applies pronunciation and intonation patterns to sentences.

 36 40 12 40
6

Demonstrates understanding of the role of particles in sentences, for example, 電車で学校に行きます。 

 56 60 12 40
7

States likes and dislikes using とくい、にがて。

 70 86 12 40
8

Demonstrates cultural knowledge by mentioning that Australian schools do not have after-school clubs or student-led cleaning. 

 98 103 12 40
9

Joins clauses using modelled sentence structures, for example, 学校が終わってから。。。

 105 111 12 40
10

Attempts to use から and まで to express a length of time.

 125 130 12 40
11

Includes the conjunction そして to link ideas.

 139 143 12 40
12

Creates a cohesive text by sequencing information in chronological order.

 146 162 12 40
Transcript

The transcript may not accurately reflect the language produced, including errors in pronunciation, grammar, and vocabulary. To request a matching transcription, please contact ACARA at https://www.acara.edu.au/online-enquiry with the language, band level and name of the work sample.