Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ

Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
Aqua Belt Unit 1 of 4 SELF-INTRODUCTIONS PPT DDJ
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3 MB|15 Slides
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This PowerPoint is designed to be used in conjunction with Aqua Belt Unit 1 of 4 [Teamwork Makes the Dream Work]

Through the use of this PowerPoint students;

◎ Learn a self-introduction in Japanese

☆ The visual support helps students learn their self-introduction bit by bit. They have time to practise correct pronunciation and consider what information they need to insert into the gaps.

★ DDJ suggests a peer assessment for the delivery of speeches

★★A confident delivery of a self-introduction is important at this stage of a course

ACARA: By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation.

By the end of Year 4, they create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verb forms, such as ます、ましょう、ました and ません

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お願いします;

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! Terms of Use: This resource is for use of the individual/institution who makes the purchase. It cannot be shared by any means.

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Total Pages
15 Slides
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N/A
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