Dog Training Trouble HIRAGANA ONLY VERSION
This poor dog trainer is trying to show off his skills. Unfortunately, he has some very cheeky dogs in his class. Will they learn to follow any of his instructions?
Dog Training Trouble introduces basic polite Japanese classroom instructions and examples of language to use when frustrated.
Key Language:
Students learn/ consolidate classroom commands by following the story of some unruly dogs in a dog training school.
Classroom Commands; みて ください, すわって ください, きて ください, やめて ください, きいて ください, はなして ください, もどって きて ください
With free access to bilingual and Japanese-only audio books and hiragana chart bookmark, this picture book has been written for primary aged beginners of Japanese, (ideally Year 3 and 4 Strand of the Australian Curriculum but can also be used for Year 5 and 6).
Each colourful page is presented in hiragana only until the end of the story. Once the story is complete, there are easily identifiable white pages with the English meaning, clearly linked to the matching kanji page number, so that children are able to refer to this page when they are unsure of meaning as they go.
The book is generously sized at 20.6cm by 20.6 cm making it easy to hold and images and words clear and easy to see. Printed locally in Australia on quality paper, this book has been made to last in a classroom, library or home with long term use in mind.
ACARA Year 3 to Year 4 Content Descriptions Dog Training Trouble
Socialising
Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation
[Key concepts: interaction, negotiation, response; Key processes: responding, requesting, rehearsing] (ACLJAC129)
Creating
Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements
[Key concepts: response, expression; Key processes: participating, imagining, creating, interpreting] (ACLJAC132)
Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance
[Key concepts: fantasy, imagination, dramatisation; Key processes: imagining, creating, experimenting, performing] (ACLJAC133 )
UNDERSTANDING
Systems of language
Understand that hiragana symbols can be combined to represent words[Key concepts: consonant, vowel, kana, foot, mora, rhythm, pronunciation; Key processes: recognising, differentiating, demonstrating] (ACLJAU138 )
Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, writing] (ACLJAU139 )
Understand and identify elements of basic grammar and sentence structure and interaction patterns[Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing, indicating, identifying, questioning] (ACLJAU140 )
Language variation and change
Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used[Key concepts: register, context, variation; Key processes: observing, recognising, reflecting] (ACLJAU142 )
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (accessed [November 2020]) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.