AC9LJ10C01

Elaborations

• AC9LJ10C01_E1using contextually appropriate language in response to participants in the conversation, for example, adjusting register and tone, using polite form with adults and plain form with peers
• AC9LJ10C01_E2engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは日本語がじょうずですね。いいえ、まあまあです。
• AC9LJ10C01_E3responding to teacher requests, for example, きょうしつに入って、パソコンをだして、ペンでかんじをかいてください, and making requests of others 見せて、私のとなりにすわって、～はどこですか。
• AC9LJ10C01_E4initiating and sustaining conversation on familiar and unfamiliar topics by using appropriate あいづち and communicative strategies to seek information, invite contributions or ask for clarification すみません。ああ、それはいいですね。～についてどう思いますか。～というのは何ですか。
• AC9LJ10C01_E5communicating using formal and informal language with others (in school-based exchanges, with Japanese speakers via online conferencing, etc.), about personal information and lifestyle such as アルバイト、しょうらいのゆめ、ひまな時、かもく, using a variety of compound sentences, body language and communication strategies
• AC9LJ10C01_E6exchanging detailed information and opinions to express views on personal and contemporary issues and experiences, for example, conversing about recycling, 日本のリサイクルはかなりきびしいです。けれども、かんきょうにいいと思います。, J-pop と K-pop はオーストラリアでにんきがあります。
• AC9LJ10C01_E7engaging in written correspondence, in print or digital form, (emails, blog comments, memos, online chat forums, etc.) to share information, for example, describing every day and significant events in their lives, or their rights and responsibilities at home and school ～ことがあります、～と思います、～方がいい、～べきです、～なければなりません