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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum


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Example 3: Manga conversation

Image of multi-panel comic.

(Acknowledgements are made to Yuki Sakai who has produced this manga and given permission for the Ministry of Education to use it in these Japanese guidelines.)

Transcript

はなこ:おはよう。
ゆき :あっ、おはよう、はなこ。
ゆき :ねえ、今日のしゅくだいやってきた?
はなこ:うん、やってきたよ。
はなこ:でも、よくわかんなかった。先しゅう学校やすんだから。
はなこ:あとで、ノートみせてくれない?
ゆき :うん、いいよ。
キ〜ン、コ〜ン、カ〜ン、コ〜ン
せいと:きりつ。れい。
ガラッ
せいと:ちゃくせき…
せいと:おくれてすみません。
先生 :もう…、つぎからはきをつけなさい。

Communication, Language Knowledge and Cultural Knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will: For example, students might:

 

  • receive and produce information;

 

  • give information about school work
  • use appropriate greetings for the time of day;

 

  • produce and respond to questions and requests;

 

  • produce and respond to classroom greetings by standing up, bowing;

 

  • show social awareness when interacting with others;

 

  • see that the use of 「あいづち」, (responses to make a conversation run smoothly) illustrates the importance of non-verbal communication in Japanese;

 

  • recognise that Japanese is organised in particular ways;

 

  • recognise that the cartoon is read from top to bottom and from right to left;

 

  • make connections with their own language(s);

 

  • show the different language used between the teacher and students in their own language(s);

 

  • recognise that Japanese culture is organised in particular ways;

 

  • have a discussion about the significance of manga in Japanese society;

 

  • make connections with known culture(s).

 

  • talk about the popularity of manga outside Japan
  • compare the sound of school bells.

Context:

This text type was chosen for the interest that students have in manga and can be a talking point for discussion about the significance of manga in Japanese society. The illustrations show details of a Japanese school setting, including school uniform: うわばき and customs. They also show features of a manga: よんコマ、and onomatopeia: 「オノマトペ/ぎおんご」.

This text shows simple interactions featuring authentic language that young people use. It starts off simply, with greetings, and develops into a simple conversation that features formulaic expressions used in everyday social interactions, and shows simple conventions for expressing agreement and clarifying meaning. The use of あいづち illustrates the importance of non-verbal communication in Japanese. It shows the teacher using language that could be introduced as formulaic and also shows the different language used between the teacher and students.

The text shows three different styles of script: kanji, katakana, and hiragana. It is written in たてがき, and students can access all forms of script with the support of hiragana and katakana charts. Kanji is written with furigana, providing an opportunity for students to become familiar with the use of kanji in a natural way.

The text involves viewing and reading of Japanese script, and could be used as a model by students to create their own manga.


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