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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum

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Example 2: Simple self-introductions


はじめまして、わたしは ヘーリです。
十三才  です。
イギリス人 です。
いま ニュージーランドの タウポに すんでいます。
スポーツが すきです。      
どうぞ よろしく。
はじめまして、ぼくの なまえは ハラウェラで、十四才 です。マオリ人 です。 ワンガヌイで うまれました。 いま  ギスボンに すんで います。こうこう二年生 です。えい語や マオリ語や 日本語や りかを べんきょう して います。 スポーツが だいすき です。どようびに ラグビーを します。どうぞ  よろしく。

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 simple personal information;


  • produce and respond to questions and requests;


  • understand that the じこしょうかい is an integral part of Japanese culture, and a common request when meeting Japanese people for the first time;


  • show social awareness when interacting with others;


  • use appropriate body language to show respect e.g. bowing;


  • recognise that Japanese is organised in particular ways


  • leave out personal pronouns, once the subject is understood;


  • make connections with their own language(s)


  • use idiomatic expressions e.g. はじめまして and compare with expressions in known language(s);


  • recognise that Japanese culture is organised in particular ways;


  • note how expressions like どうぞ よろしくare part of Japanese culture;


  • make connections with known culture(s)


  • compare greeting conventions such as shaking hands and hongi.

The じこしょうかい is an integral part of the Japanese culture and encourages students to reflect on their own cultural protocols. This activity gives students an opportunity to present personal information. Students will build on and strengthen all five key competencies as they develop their language skills through to level 8 and beyond.

  • A is an example of a beginning student introducing herself in Japanese. This kind of text can be used in authentic situations, for example, if students are visiting from Japan or when meeting other Japanese-speaking students. This information can be added to as new information is learned, and could be revisited on a regular basis.
  • B is an example from a different student, written later in the year.
  • Note: some of the language in these examples could be taught as formulaic expressions, not necessarily as language communication functions, for example, 〜を べんきょうしています。

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