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Japanese / Year 9 and 10 / Understanding / Systems of language
Curriculum content descriptions
Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations
[Key concepts: metalanguage, plain form, て form conjugation, word functions; Key processes: identifying, defining, classifying, sequencing]
(ACLJAU194)
Elaborations
- further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
- understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries
- understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
- using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group
- using verb て form to connect events, for example, 朝おきてジョギングをします。
- understanding and using the different functions of verb て form
- using present continuous tense using verb ています, for example, ラジオを聞いています。
- requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
- using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
- exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？ 見る？
- expressing opinions, intentions and thoughts using the plain form, for example:
- plain verb つもりです。
- verb /adjective とおもいます。
- ～たり～たりします。
- using い and な adjectives in present and past tenses, for example:
- おいしい ◊ おいしかったです。
- たのしくない ◊ たのしくなかったです。
- しずかな ◊ しずかでした。
- using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
- sequencing actions, for example, 朝おきてジョギングをします。
- increasing cohesion within paragraphs by using conjunctions, for example, ですから
- indicating the status of actions using adverbs such as まだ and もう
- understanding the concept of uchi-soto (内と外) for making appropriate choices of register, for example, 食べる？食べますか？
General capabilities
ScOT terms
Japanese language, Japanese verb groups