Babysitter's Unlucky Day: BILINGUAL VERSION
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A$19.95
A$19.95
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Aki is a babysitter in a tough situation with a boy who refuses to participate in any activity she suggests. He does NOT like babysitters! How will this evening end?
Babysitter's Unlucky Day introduces language used to invite someone to do something and demonstrates negative forms of verbs.
Key Language:
Verbs; しましょう,しません, よみます, よみましょう, よみません, みましょう, みません, あそびましょう, あそびません
Grammar;
＿＿＿を します
＿＿＿ましょう
＿＿＿ません
＿＿＿が すき じゃない です。
＿＿＿が きらい です。
Expressions; いってきます, いってらっしゃい
With free access to bilingual and Japanese-only audio book 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 firstly presented in hiragana only. Once the page is turned, children can then see the same page with both the English meaning and also each hiragana character decoded in romaji above, so that readers are able to check on the accuracy of their hiragana reading 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.
These books offer flexible teaching options across various pathways. The curriculum achievement standards and content descriptions listed below highlight suggested areas where each book aligns well with the curriculum for each band level.
See Years 3 to 4, Years 5 and 6 and Entry Years 7-8 Curriculum connections below:
See Years 3 to 4, Years 5 and 6 and Entry Years 7-8 Curriculum connections below:
ACARA Year 3 to 4 Curriculum content: Babysitter's Unlucky Day
Achievement standard: Years 3 and 4
By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.
Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Communicating meaning in Japanese
AC9LJ4C03
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
AC9LJ4C04
develop strategies to comprehend and adjust Japanese language in familiar contexts to convey cultural meaning
AC9LJ4C05
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
Understanding language and culture
AC9LJ4U01
recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases
AC9LJ4U02
recognise Japanese language conventions, some kana and kanji rules, simple grammatical structures and basic syntax in familiar texts and contexts
AC9LJ4U03
recognise familiar Japanese language features and compare with those of English, in known contexts
AC9LJ4U04
identify connections between Japanese language and cultural practices
ACARA Year 5 to 6 Curriculum content: Babysitter's Unlucky Day
Achievement standard: Years 5 and 6
By the end of Year 6, students initiate and use strategies to maintain interactions in Japanese language that are related to their immediate environment. They use appropriate combinations of hiragana sounds, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Japanese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use hiragana and familiar katakana and kanji appropriate to context.
Students apply rules for pronunciation and intonation, punctuation, modelled structures and scripts, when creating and responding in Japanese. They compare language structures and features in Japanese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Communicating meaning in Japanese
AC9LJ6C03
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
AC9LJ6C04
apply strategies to interpret and convey meaning in Japanese language in familiar spoken, written and non-verbal cultural contexts
AC9LJ6C05
create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, and hiragana and some familiar katakana and kanji appropriate to context
Understanding language and culture
AC9LJ6U01
apply knowledge of combinations of hiragana sounds, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
AC9LJ6U02
use knowledge of modelled grammatical structures, formulaic expressions and writing system rules to compose and respond to texts using appropriate punctuation and textual conventions
AC9LJ6U03
compare some Japanese language structures and features with those of English, using some familiar metalanguage
AC9LJ6U04
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
ACARA Entry Year 7 to 8 Curriculum content: Babysitter's Unlucky Day
Achievement standard: Years 7 and 8
By the end of Year 8, students use Japanese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Japanese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar katakana and kanji, and hiragana, with support.
Students approximate Japanese sound patterns, intonation and rhythms, and recognise the relationship between spoken and written forms. They demonstrate understanding that Japanese has conventions and rules for scripts, non-verbal, spoken and written communication. They comment on aspects of Japanese and English language structures and features, using metalanguage. They demonstrate awareness that the Japanese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity.
Communicating meaning in Japanese
AC9LJ8EC04
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
AC9LJ8EC05
develop and begin to apply strategies to interpret, translate and convey meaning in Japanese in familiar contexts
AC9LJ8EC06
create spoken, written and multimodal, informative and imaginative texts for familiar contexts and purposes using appropriate vocabulary, expressions, grammatical structures and some textual conventions, and hiragana and katakana with support of the chart and some familiar kanji
Understanding language and culture
AC9LJ8EU01
recognise and use features of the Japanese sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
AC9LJ8EU02
develop knowledge of, and use structures and features of the Japanese grammatical and writing systems to understand and create spoken, written and multimodal texts
AC9LJ8EU03
compare Japanese language structures and features with English, using familiar metalanguage
AC9LJ8EU04
recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
Achievement standard: Years 3 and 4
By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.
Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Communicating meaning in Japanese
AC9LJ4C03
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
AC9LJ4C04
develop strategies to comprehend and adjust Japanese language in familiar contexts to convey cultural meaning
AC9LJ4C05
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
Understanding language and culture
AC9LJ4U01
recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases
AC9LJ4U02
recognise Japanese language conventions, some kana and kanji rules, simple grammatical structures and basic syntax in familiar texts and contexts
AC9LJ4U03
recognise familiar Japanese language features and compare with those of English, in known contexts
AC9LJ4U04
identify connections between Japanese language and cultural practices
ACARA Year 5 to 6 Curriculum content: Babysitter's Unlucky Day
Achievement standard: Years 5 and 6
By the end of Year 6, students initiate and use strategies to maintain interactions in Japanese language that are related to their immediate environment. They use appropriate combinations of hiragana sounds, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Japanese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use hiragana and familiar katakana and kanji appropriate to context.
Students apply rules for pronunciation and intonation, punctuation, modelled structures and scripts, when creating and responding in Japanese. They compare language structures and features in Japanese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Communicating meaning in Japanese
AC9LJ6C03
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
AC9LJ6C04
apply strategies to interpret and convey meaning in Japanese language in familiar spoken, written and non-verbal cultural contexts
AC9LJ6C05
create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, and hiragana and some familiar katakana and kanji appropriate to context
Understanding language and culture
AC9LJ6U01
apply knowledge of combinations of hiragana sounds, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
AC9LJ6U02
use knowledge of modelled grammatical structures, formulaic expressions and writing system rules to compose and respond to texts using appropriate punctuation and textual conventions
AC9LJ6U03
compare some Japanese language structures and features with those of English, using some familiar metalanguage
AC9LJ6U04
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
ACARA Entry Year 7 to 8 Curriculum content: Babysitter's Unlucky Day
Achievement standard: Years 7 and 8
By the end of Year 8, students use Japanese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Japanese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar katakana and kanji, and hiragana, with support.
Students approximate Japanese sound patterns, intonation and rhythms, and recognise the relationship between spoken and written forms. They demonstrate understanding that Japanese has conventions and rules for scripts, non-verbal, spoken and written communication. They comment on aspects of Japanese and English language structures and features, using metalanguage. They demonstrate awareness that the Japanese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity.
Communicating meaning in Japanese
AC9LJ8EC04
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
AC9LJ8EC05
develop and begin to apply strategies to interpret, translate and convey meaning in Japanese in familiar contexts
AC9LJ8EC06
create spoken, written and multimodal, informative and imaginative texts for familiar contexts and purposes using appropriate vocabulary, expressions, grammatical structures and some textual conventions, and hiragana and katakana with support of the chart and some familiar kanji
Understanding language and culture
AC9LJ8EU01
recognise and use features of the Japanese sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
AC9LJ8EU02
develop knowledge of, and use structures and features of the Japanese grammatical and writing systems to understand and create spoken, written and multimodal texts
AC9LJ8EU03
compare Japanese language structures and features with English, using familiar metalanguage
AC9LJ8EU04
recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
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ACARA does not endorse any product that uses the Australian Curriculum 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, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).