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Japanese / Year 3 and 4 / Communicating meaning in Japanese / Creating text in Japanese
Curriculum content descriptions
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, hiragana with the chart as support, and familiar kanji appropriate to context (AC9LJ4C05)
Elaborations
- creating imaginary animals or anime-style characters and presenting them through performance, digital display or visual representation, cartoon, puppets, for example, こちらはかっぱです。みどりです。川がすきです。目が大きいです。
- creating short bilingual versions of familiar texts such as songs, picture dictionaries, captions for images and displays or photo stories
- creating a chart, diorama, page of a ‘Big Book’ or digital presentation to showcase elements of their Japanese language learning to others
- creating simple descriptions in Japanese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- creating and/or presenting a set of simple written instructions or steps for a peer or the class to follow, for example, drawing an imaginary character or monster, 一ばん:くちをかいてください、おおきいです。二ばん:みみをかいてください、ちいさいです, etc.
- creating informative texts, for example, describing themselves, family members or friends, and identifying relationships such as お母さん, using modelled language and support resources, お父さんのなまえはケンです。やきゅうとおんがくがすきです。やさしい人です。
- incorporating onomatopoeic sounds or expressions such as ワンワン、モグモグ、やった！、たいへん、あれ？、がんばって！ into written and spoken texts to enrich texts and entertain others, for example, using speech bubbles, captions and simple expressive interjections
- using digital tools to label aspects of their daily routine and home life (captions, speech bubbles, etc.), including expressions of time, for example, depicting waking in the morning with a clock displaying 七じ and the words おはようございます
- creating scaffolded texts using hiragana, including use of diacritic marks, long vowels and blended characters as formulaic language, as well as some kanji relevant to the context such as 大、小、犬、本、水, etc.
General capabilities
ScOT terms
Bilingual texts, Creating texts, Texts, Japanese script, Japanese language