Babysitter's Unlucky Day: BILINGUAL VERSION
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.
ACARA Year 3 to 4 Content Descriptions: Babysitter's Unlucky Day
Informing
Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects
[Key concepts: information, research, data; Key processes: locating, collecting, classifying, recognising] (ACLJAC130)
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
Translating
Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features
[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing] (ACLJAC134)
Reflecting
Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations
[Key concepts: respect, culture, similarity and difference, communication; Key processes: identifying, explaining, experimenting, reflecting] (ACLJAC136)
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)
© 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.