Content description ACLJAU194

Years 9 and 10 / Understanding / Systems of language / ACLJAU194

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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]

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(あさ)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(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

ScOT catalogue terms

Japanese language

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F-10 Curriculum