I Am Handsome HIRAGANA ONLY VERSION
This Shiba dog is very impressed with himself and takes every opportunity to show off his many handsome traits. Unfortunately he makes a shocking discovery at the end of this story.
Readers will learn to recognise body parts in Japanese and will be able to compliment their own good looks, or someone else's, in Japanese too.
Key Language:
Body parts; あたま, め, みみ,くち, はな,しっぽ, あし, て
かっこいいでしょう、はずかしい
Kanji used incidentally to show different representations of words in Japanese (not expected learning outcome)
With free access to bilingual and Japanese-only audiobooks and hiragana chart bookmark to assist with decoding, this 32 page picture book has been written for primary aged beginners of Japanese, (ideally Foundation to Year 2 Strand of the Australian Curriculum but can also be used for beginners in Year 3 and 4). (See specific Content Descriptions below).
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 for children 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 Content Descriptions for I Am Handsome
978-0-6489795-1-7 Am Handsome HIRAGANA ONLY VERSION
COMMUNICATING
Socialising
Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning
[Key concepts: play, action learning, collaboration; Key processes: participating, turn-taking, interacting] (ACLJAC110)
Informing
Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks
[Key concepts: information, meaning, text, context; Key processes: listening, identifying, demonstrating, making meaning] (ACLJAC112)
Creating
Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement
[Key concepts: imagination, response, expression; Key processes: responding, performing, sharing, expressing] (ACLJAC114)
Participate in shared performances and presentations of stories, songs, chants and rhymes
[Key concepts: performance, narration, image, rhythm; Key processes: acting, creating, composing, expressing] (ACLJAC115)
Translating
Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English
[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, interpreting] (ACLJAC116)
Reflecting
Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression
[Key concepts: language, culture, similarity and difference, respect; Key processes: noticing, comparing, considering] (ACLJAC118)
UNDERSTANDING
Systems of language
Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts
[Key concepts: mora, rhythm, intonation; Key processes: listening, distinguishing, recognising] (ACLJAU120)
Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar
[Key concepts: grammar, vocabulary, syntax; Key processes: recognising, describing, indicating] (ACLJAU122)
Language variation and change
Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people
[Key concepts: variation, context, culture; Key processes: exploring, identifying, comparing] (ACLJAU124)
© 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.