Australian Curriculum - German - Years 7 and 8 - Sequence Comparison

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison Achievement Standards by the end of Year 8 F-10 SEQUENCE 

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Students can use written and spoken German to: 1. interact with teachers, peers and others 2. make decisions 3. solve problems 4. negotiate transactions 5. exchange and justify ideas, opinions and views Students use rehearsed and spontaneous language to ask and respond to openended questions. Students can compare and justify opinions. Students can apply rules of pronunciation, rhythm, stress and intonation to a range of sentences types and words, including loan words from English. Students can obtain, summarise and evaluate information from a range of sources. Students can express opinions and feelings in response to imaginative texts and make connections with their own experiences and other texts. Students plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas. Students can interpret and or translate terms associated with the culture of German-speaking communities or their own culture, and explain specific values and traditions reflected in the language. Students can create resources in German and English to assist learning, such as glossaries. Students can explain the importance of shared understanding. Students understand that language changes over time and can identify reasons for change. Students can describe the similarities and differences between German and English grammar and spelling. Students can identify differences in a range of text types. Students can identify different aspects of the cultural dimension of learning and using German. Students recognise language use reflects cultural ideas & perspectives.

7-10 SEQUENCE 

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Students can use written and spoken German to: 1. share information about their personal details, family, friends, interests, likes, dislikes and preferences 2. interact with others to carry out transactions 3. participate in class routines 4. socialise Students can use modelled language and simple expressions to: 1. ask and respond to familiar questions and instructions 2. request help or permission 3. ask for information, clarification or assistance 4. clarify answers Students can make simple statements when socialising. Students can use key features of pronunciation, stress and intonation. Students can obtain key points of information and identify main ideas about own world and teenagers from German-speaking countries from simple texts. Students can describe characters, events and ideas in imaginative texts. Students can create short, informational and imaginative texts using modelled sentence structures. Students can recognise features of common spoken, written and multimodal texts such as invitations, emails, surveys, adverts and song clips. Students can work with German and English to translate and create simple bilingual texts such as greetings, signs and emails for peers and family. Students can recognise the relationship between language and culture. Students can explain how aspects of their own identity impact on intercultural exchange. Students recognise that German is an important European and global language and that it is related to English. Students understand and can give examples of how language use is shaped by and reflects the values, ideas and norms of a community.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison Language Use F-10 SEQUENCE Justify opinions: Ich bin dafür, weil..., Meiner Meinung nach... Adverbs: danach, dann, früher, vorher Subordinating conjunctions: als, wenn, weil, dass Modal verbs: sollen, können, möchten, dürfen Imperative: Kauf die neue App! Personal pronouns Definite and indefinite articles Demonstrative and interrogative adjectives: dieser, jeder, welcher Present tense Past tense: Perfekt and Imperfekt Future tense: werden + infinitive Prepositions (ACC/DAT): nach, zu, in, gegen, aus etc Adverbial phrases: links, hier, oben, im Süden Comparative & superlative adjectives: am billigsten, schneller

7-10 SEQUENCE Present tense – regular and irregular verbs Past tense – perfekt (haben/sein), imperfect (hatte, war) Definite and indefinite articles (der/ein) Personal pronouns Possessive adjectives: mein, dein, sein, ihr Adverbs: am Montag, besser, in der Schule, oft, manchmal, jeden Tag, ab und zu, nie, heute, vorgestern, gestern, morgen Coordinating conjunctions: und, aber, oder Connectives: dann, später, zuerst, früher Prepositions: nach, zu, vor Demonstrate preference: lieber, gern, mag Modal verbs: können, möchten Directions: rechts, links, oben, unten, hier, dort Ordinal numbers, time, days, months, seasons, 24hr clock,

Language Understanding F-10 SEQUENCE Cases: Nominative, Accusative, Dative Punctuation and capitalisation of nouns Text types (including informative and persuasive texts) Formal and informal Word order (SVTOMP)

7-10 SEQUENCE Cases: Nominative, Accusative Recognise questions vs statements Gender Umlaut Eszett Formal and informal – esp. use of du/ihr/Sie Word order (SVTOMP)

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Socialising THREAD: Socialising and interacting

ACLGEC154 Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences.

General Capabilities ☒ ☐ ☒ ☒

Literacy Numeracy ICT Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

F-10 SEQUENCE Possible Key Topics processes Neighbourhood (Shops/Buildings) School Sport/Leisure

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Discussing and giving opinions Recounting events & describing activities & personal experiences Communica ting in faceto-face or online guided discussions with peers and Germanspeaking contacts

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Hast du ein Lieblingsfach? Wie findest du Mathe? Es gibt in der Nähe einen Fluß und einen Fußballplatz Wir sind in den Ferien zum Strand gefahren. (Perfekt und Imperfekt) Was recyceln Sie?

ACLGEC001 Socialise and interact with teacher and peers to exchange greetings, good wishes and factual information about self, family, home, school and interests, expressing likes, dislikes and preferences.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Family Relationships Food School Freizeit

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Exchanging simple greetings Introducing & describing self, others and possessions Interacting in class activities & games Expressing likes, dislikes & preferences Saying how they’re feeling Exchanging info Sharing & comparing info with Germanspeaking teenagers

Language Examples         

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Guten Morgen etc Ich heiße Sie ist nett Ich komme aus Das ist mein Vater etc Du bist dran Ich mag Rot Ich lese gern Ich esse gern Pizza aber ich esse lieber Nudeln Ich bin krank Wie kommst du zur Schule?

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Socialising THREAD: Building classroom language

ACLGEC156 Interact in classroom activities and discussions through asking and responding to openended questions, and giving opinions and suggestions.

F-10 SEQUENCE Possible Key processes Topics Classroom vocabulary

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General Capabilities ☒ Literacy ☐ Numeracy ☐ ICT

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Initiating interactions Assigning roles Stating a problem Asking for help Discussing and sharing learning strategies Commenting opinions

Language Examples     

Patrick, du kannst den Text schreiben. Sarah, du machst die Fotos. Ich habe mein Passwort vergessen. Was soll ich machen? Lerne jeden Tag zehn neue Wörter!

ACLGEC003 Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests.

☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☐ Intercultural understanding

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Classroom roles and routines

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Responding to instructions Asking for repetition Apologising Making polite requests for assistance and permission

Language Examples          

Wo ist…? Steht auf Mach die Tür bitte zu! Wie bitte? Welche Seite? Wie sagt man das auf Deutsch? Ich versetehe das nicht Ich möchte... bitte Hilfe, bitte! Darf ich bitte zur Toilette gehen?

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Socialising THREAD: Taking action and transacting

ACLGEC155 Engage in tasks and transactions that involve negotiation and problem-solving.

General Capabilities ☒ ☒ ☒ ☒

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Literacy Numeracy ICT Critical & creative thinking Personal and social capability Ethical understanding Intercultural understanding

F-10 SEQUENCE Possible Key Topics processes Class event Clothing Directions Buildings/ streets Party (invitations )

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Organise class events Planning & conducting a group activity Agreeing or disagreeing Accepting/d eclining an invitation Comparing goods when shopping Asking, giving and following directions Complaining about unsatisfacto ry goods or services

Language Examples 

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Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren? Gute Idee! Das wäre super! Danke für die Einladung. Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert. Wo ist das Schwimmbad? Können Sie mir bitte helfen?

ACLGEC002 Make plans and arrangements to carry out activities together and obtain goods or services, through transacting with others in simple and guided real or simulated situations.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Party Class celebration Create a book Cooking Shopping Clothing

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Making arrangements with a friend Follow a model to create an invitation or program to an event Write a shopping list Accepting/declining an invitation Create a digital or real alphabet or number book for a younger class Use a German recipe to make Rösti or Kartoffelpuffer Conduct a shop and have people “buy” things auf Deutsch

Language Examples 

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Ich gehe am Samstag zum Fußball. Kommst du mit? Wann? Was? Wer? Wo? Danke für deine Einladung. Ich kann am Freitag nicht mitkommen Ich nehem ein Käsebrötche n Was kostet ein Eis? Das macht 6,50 Euro

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Informing THREAD: Obtaining and using information

ACLGEC157 Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest.

F-10 SEQUENCE Possible Task Key processes Topics Examples Values  Interview an older German speaker about their Kindheit und Jugend

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General Capabilities ☒ Literacy ☐ Numeracy ☒ ICT ☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

Issues  Smoking  Music  School sport  TV  Social Media Lifestyles in Germanspeaking countries  Travelling  Wintersport

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Accessing and using print and online resources Analysing & summarising info & viewpoints Guided notetaking Timelines Conceptmaps Explain change in focus & perspective through time

ACLGEC004 Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teens.

7-10 SEQUENCE Possible Key processes Topics Lifestyles School Home Climate Geography

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General Capabilities ☒ Literacy ☒ Numeracy ☒ ICT Critical & ☒ creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

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Identifying key details, expressions and info in conversations & announcements Read and view texts to compile info about places, eg. brochures, signs, websites, cards Locate, classify & summarise data & present findings to class Gather info about people, time & activities in German-speaking contexts and create profile or timetable/timelin e

Task Examples 

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Listen to an interview of a German teen and fill in family tree Class survey Timetables Announcem ents Present a timeline and/or profile of someone’s life Interview a German speaker about family, home, interests & abilities

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Informing THREAD: Conveying and Presenting Information

ACLGEC158 Convey information and ideas on different topics, issues and events describing and comparing views, perspectives and experiences using modes of presentation to suit different audiences.

F-10 SEQUENCE Possible Key processes Topics Social issues Community issues Australien und Asien – Deutschland und Europa im 21. Jahrhundert

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General Capabilities ☒ ☐ ☒ ☒

Literacy Numeracy ICT Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

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Present information and ideas using language appropriate to text-type Contrast aspects of everyday life past and present Organising & presenting info to raise awareness or invite action Classify info obtained from print & electronic resources Combine modes of display to compare social & cultural themes

Task Examples 

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Diary or journal entries (reflective) Adverts (persuasive) Write a rap (emotive) Social Media vs Snail Mail Multimedia presentatio n or website creation to raise awareness of a social issue or cultural issue

ACLGEC005 Present information in modelled spoken and written texts relating to own world and that of other teenagers.

General Capabilities ☒ ☒ ☒ ☒

Literacy Numeracy ICT Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Personal world Community School Leisure  Fave apps  TV series  Music  Pets  Social media

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Present information orally and in writing on immediate environment or personal world with images. Create simple persuasive and informative texts Describe statistics related to Australia & other countries o population o size o climate o dwellings o education (foreign languages) Present results of class survey

Task Examples 

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Report on the Continental, a school/comm unity event, celebration, excursion, new student Create an advert Create a virtual tour of the school Report on a fave band Compare a Germanspeaking country, another foreign country & Oz

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Creating THREAD: Participating in and responding to imaginative experience

ACLGEC159 Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts.

F-10 SEQUENCE Possible Key processes Task Examples Topics Book TV show Film  plot  character  emotions Music

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Conduct a  review Compare an Australian and a German example  Create a  persuasive text

General Capabilities ☒ Literacy

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☐ Numeracy ☐ ICT ☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

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Mock interview with a character from a text (short story or TV). Review a text. Compare Home and Away and Gute Zeiten, Schlechte Zeiten. Create a text promoting a new TV show, book, film or song. Look at other texts (songs, raps, films, video clips) and compare differences between cultures.

ACLGEC006 Engage with imaginative and creative texts identifying, describing and discussing key elements including characters, events and ideas.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Book TV show Film  characters  imagination  representati on Music

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Engage with imaginative texts to respond to questions about characters, events and ideas. Respond to an imaginative text in various ways. Select images to illustrate a piece of text. Listen to and view performances (eg. video clips or films), compare across cultures.

Task Examples 

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Produce a profile of a character or a timeline. Use a thinking tool about the characters. Express reactions to the text. Use a picture, colour, symbol, emoticon to reflect the content/mood of a text and explain choice. Perform a song/poem in response, incorporating actions/props

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Creating THREAD: Creating and expressing imaginative experience

ACLGEC160 Construct individual and shared texts about imagined people, places and experiences, in order to entertain others.

General Capabilities ☒ Literacy ☐ Numeracy ☒ ICT ☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☐ Intercultural understanding

F-10 SEQUENCE Possible Key processes Topics Book Film Poetry Friends

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Create imaginative texts. Compose and perform texts. Dramatise a text.

Task Examples 

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Create the next scene, a new character or alternative ending. Perform a poem. Create a book, puppet show or short film for a younger class. Compose and perform short songs.

ACLGEC007 Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Book Film Poetry Friends

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Invent a new aspect of a text. Create own version of a text (interpreting) Create and perform imagined interactions.

Task Examples 

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Invent a new character, setting or alternate ending. Create a comic strip, book, poem, rap or roleplay. Create an interaction between avatars. Create a profile of an unknown person eg. based on a photo.

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Translating THREAD: Translating, interpreting and explaining

ACLGEC161 Interpret and/or translate for friends or visitors terms associated with German or own culture.

F-10 SEQUENCE Possible Key processes Task Examples Topics School Politeness Common expressions

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General Capabilities ☒ Literacy ☐ Numeracy ☐ ICT ☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

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Translate  expressions associated  with politeness and social protocols. Translate and discuss common expressions. Compare and find equivalent phrases and expressions in German and English.

Letter conventions. Explain terms associated with practices or features of schools in Germanspeaking countries.

ACLGEC008 Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Food School Signs

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Translate short, personal texts. Use GermanEnglish cognates to predict meaning. Recognise compound words. Interpret and explain to peers and family aspects of German language and culture in texts.

Task Examples 

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Look at phrases such as ‘Guten Appetit!’, ‘Guten Tag’ and ‘Ohrwurm’ Brot, kalt, trinken der Schulsport, die Realschule Translate public signs. Letter/email conventions, Frau and Herr

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Translating THREAD: Creating and using bilingual resources

ACLGEC162 Create bilingual resources such as games, vocab cards, glossaries, word lists and labelled posters for language learning and the wider community.

F-10 SEQUENCE Possible Key processes Topics Multimodal texts Events

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General Capabilities ☒

Literacy

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Numeracy ICT Critical & creative thinking Personal and social capability Ethical understanding Intercultural understanding

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Task Examples

Create English  captions, commentaries or subtitles for German multimodal texts or vice versa.  Discuss problems associated with online translators.  Create vocabulary lists and annotated cultural explanations.

Create English subtitles for a German cartoon (eg. Spongebob or Despicable Me) Create German subtitles or captions for an English show. Create a vocabulary list and an annotated explanation in German of an Aussie event, eg. Sports Day, Swimming Carnvial, explaining culturallyspecific elements.

ACLGEC009 Create and maintain individual and shared bilingual texts and resources such as signs, wordlists, posters, games, photo stories. LIT CCT PSC ICU ICT

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key Topics processes Create a book Events Signs Bilingual website

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Create and use bilingual resources for language learning. Create bilingual texts for specific audiences.

Task Examples 

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Create glossaries/vocab list with examples and explanations of parts of speech. Create a book or a game for young learners. Create an invitation to an event. Create a poster for a performance. Create bilingual signs for the school and local community. Bilingual website

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Reflecting THREAD: Recognising and analysing intercultural communication

ACLGEC163 Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, reflecting on adjustments made as a result of reactions and responses.

General Capabilities ☒

Literacy

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Numeracy

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ICT

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Critical & creative thinking Personal and social capability Ethical understanding Intercultural understanding

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F-10 SEQUENCE Possible Key processes Topics Food Music Sport Customs  Haussch uhe  Sie  Herr  payment and change on a tray

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Participate in cultural experiences and reflect on cultural similarities and differences that are manifested through language. Reflect on how some personal or community ideas and actions in Australia may be perceived by German-speakers. Observe and record aspects of language and cultural behaviour that need to be modified.

Task Examples  

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Eat at a German restaurant Watch a German pop group performan ce. Watch a German soccer match or skiing competiti on.

ACLGEC010 Engage with German speakers and texts, noticing how interactions involve culture as well as language. LIT CCT PSC ICU ICT

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Food Customs  shaking hands  eye contact  no hands in pockets  applause

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Observe interactions between Germanspeakers. Participate in cultural experiences and reflect on cultural similarities and differences that are manifested through language. Reflect on how some personal or community ideas and actions in Australia may be perceived by German-speakers.

Task Examples  

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Formal/informal language Watch a short clip of Germans interacting and note language and body language Eat at a German restaurant. Watch a German pop group performance. Watch a German soccer match or skiing competition.

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Reflecting THREAD: Reflecting on self as language user and how identity is shaped by language and culture

ACLGEC164 Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences.

General Capabilities ☒ Literacy ☒ Numeracy ☒ ICT ☒ Critical & creative thinking ☒ Personal and social capability ☐ Ethical understanding

F-10 SEQUENCE Possible Key processes Topics Self School Family Identity

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Reflect on the experience of learning & using German. Map their own linguistic & cultural profile. Discuss how they would represent Australia. Discuss the issue of identity and gender-inclusive language in German.

Task Examples 

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Create a chart, timeline or web profile to highlight formative elements in their identity, such as family languages, key relationships & intercultural experiences. What would they wear or take along to an International Students Day in Austria.

ACLGEC011

7-10 SEQUENCE Possible Key processes Topics

Reflect on Self experiences of Family learning and using Identity another language, and exchange aspects of own identity such as family background, age and interests, reflecting on how these impact on intercultural exchange. LIT CCT PSC EU ICU

☒ Intercultural understanding

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

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Share ideas about the experience of learning & using German. Discuss identity, eg. the impact of school uniform on personal identity and how Germans might view wearing a school uniform. Compare aspects of identity that might be important across cultures.

Task Examples 

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Create a class profile to exchange with Germanspeaking students, showing cultural backgrounds, languages used at home, interests & values. Annotate a family tree

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Systems of Language THREAD: Sound and writing systems

ACLGEC165 Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation.

F-10 SEQUENCE Possible Key processes Topics Poetry Songs Letters Book writing Numbers (writing out words)

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General Capabilities ☒ Literacy ☐ Numeracy ☐ ICT ☒ Critical & creative thinking ☐ Personal and social capability ☐ Ethical understanding ☐ Intercultural understanding

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Explore German pronunciation of loan words, eg. Job, Restaurant, Pizza. Recognise the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts. Compare punctuation rules in English and German. Apply German punctuation and spelling rules to own writing.

Task Examples  

Write a poem, story or song. Edit own work and others’ work.

7-10 SEQUENCE Possible Key processes Topics

ACLGEC012 Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation and identify main similarities and differences between the phonological and orthographic systems of English & German.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

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Alphabet Time Shopping School Poems Rhymes Tongue twisters

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Notice and imitate German sounds. Apply German capitalisation rules. Writing ae instead of ä. Understanding use of full stops and commas in ordinal numbers and fractions, eg. die 8. Klasse, 9,50 Euro, 15.30 Uhr. Pronounce German alphabet. Recognise difference between Q & S

Task Examples   

Alphabet test das Alphabetlied Read and write short poems and rhymes

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Systems of Language THREAD: Grammatical system (more about this on achievement standards page) F-10 SEQUENCE Possible Key processes Topics

ACLGEC166 Extend knowledge of elements of the German grammatical system including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions to specify and describe people, objects and places, sequence events and qualify opinions.

Describing people Places Shopping School Hobbies

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General Capabilities ☒ Literacy

☒ Numeracy ☐ ICT ☒ Critical & creative thinking

☐ Personal and social capability ☐ Ethical understanding ☐ Intercultural understanding

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Specify a person, object or place using case system (NOM, ACC, DAT) & definite & indefinite articles, kein, personal pronouns (incl. man), possessive, demonstrative & interrogative adjectives. Gender, article, case and adjective endings. Formal v informal Correct personal pronoun for ‘it’ Modal verbs Separable verbs Regular/irregular verbs Werden

Task Examples   

Fashion show Describe a friend Write a letter to a pen friend describing friends and school (incl. uniform)

ACLGEC013 Develop knowledge of elements of the German grammatical system including gender and number, NOM & ACC, present tense, personal pronouns, possessive adjectives, word order, to describe people, objects, actions, events and relationships.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Family Animals Self Places

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Understand  der/die/das einen Pluralisation of nouns & using die for plural post-nomial adjectives, eg. Meine Augen sind blau. Gender, article, case and adjective endings. Correct personal pronoun for ‘it’ DAT prepositions

Language Examples Wie kommst du zur Schule?

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Systems of Language THREAD: Text structure and organisation F-10 SEQUENCE Possible Key processes Topics

ACLGEC167 Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items or advertisements.

Weather Pen pal & letter writing News

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General Capabilities ☒ Literacy ☐ Numeracy

☐ Personal and social capability

☐ ICT

☐ Ethical understanding

☒ Critical & creative thinking

☒ Intercultural understanding

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Apply knowledge of text-types and their purpose to identify the gist and predict the meaning of unfamiliar vocab in texts. Analyse different samples of a particular text-type such as adverts to determine target audience. Identify the structures & conventions of a range of texts, such as a diary entry, weather report, news report. Describe relationships between language, structure & textual purpose

Task Examples    

Reading comprehens ion Text analysis Text type task Write a letter (letter conventions

TEXT TYPES Email News report Advert Diary entry Weather report Letter

ACLGEC014 Recognise and use grammatical structures and features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements, song clips. LIT CCT ICU ICT

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Pen pal & letter writing Songs/music Party/event Poetry

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TEXT TYPES Invitation Email Survey Advert Song Clip Letter Sign Instructions Postcard Conversation Cartoon

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Identify & analyse the purpose, intended audience & key features of familiar texts. Examine how texts are constructed. Transform a simple text into another texttype. Understand how to create textual cohesion by using coordinating conjunctions to link ideas.

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Text analysis Text type task Reading comprehension Change a short poem into a conversation or a cartoon Write a letter (letter conventions)

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Language variation and change THREAD: Language variation

ACLGEC168 Identify features of German which vary according to audience, context and purpose, in familiar spoken and written texts.

General Capabilities

F-10 SEQUENCE Possible Key processes Topics Music School Family Youth

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Literacy

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Numeracy

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ICT

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Critical & creative thinking Personal and social capability

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Ethical understanding

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Intercultural understanding

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Task Examples ACLGEC015

Identify the  differences in register & style when using language in different contexts. o Compare German and o o English language use o in similar situations. Understand particular o o functions of speech, such as requests or  expressing pleasure or dislike. Politeness. Understanding that texts have different purposes, audiences  and forms. Recognising textual conventions popular with young Germans.

Write an email using popular abbreviations and acronyms. 4u brb 8ung dubido sz LG sTn Compare language of a song or graffiti and teacher feedback on a test or report. Compare text types with similar content.

Recognise some of the common variations in German as it is used in different contexts and locations by different people.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Letters Greetings Telephone etiquette Classroom vocab

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Use appropriate forms of address and greetings. Understand difference between answering mobiles and answering home phone. Recognise different registers, eg. plural ihr Be aware of some regional variations, eg. Grüezi in Schweiz, Servus in Österreich Compare dialects, accents and vocab

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Write a letter with appropriate conventions. Classroom vocab, greetings Observe telephone interactions from film clips and real life and practise telephone etiquette with handys v home phones.

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Language variation and change THREAD: The dynamic and influential nature of language

ACLGEC169 Understand that German, like other languages, continues to change over time due to influences such as globalisation, new technologies and knowledge.

General Capabilities ☒ Literacy

F-10 SEQUENCE Possible Key processes Topics Influence of German heritage in Australia

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Spelling reform Youth & modern tech

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☐ Numeracy ☒ ICT ☒ Critical & creative thinking ☐ Personal and social capability ☐ Ethical understanding ☒ Intercultural understanding

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Investigate and report on evidence of current and historical influence of German language and culture in the local and broader Australian community. Understand that German is constantly expanding to include new words and expressions, eg. googeln, skypen Understand that English grammar used to be more similar to German grammar. German spelling reform.

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Investigative task on German/Austri an/Swiss place names in SA/Australia, food, festivals and celebrations, organisations. Have Dr Mickan visit (Barossa & Beyond Deutsch Project)

7-10 SEQUENCE Possible Key processes Topics

ACLGEC016 Recognise that German and English are related languages and that German is an important European and global language.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

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Shared words German research task Write a story

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Notice that German and English share many words. Recognise that English and other languages have borrowed German words. Understand that English grammar used to be more similar to German grammar. Recognise that German constantly borrows and adapts words, eg. das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stop! Sorry!

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German research task – official language of DACHL as well as Belgium, Luxembourg, South Tyrol Write a short story featuring modern words

Australian Curriculum: German – Years 7 and 8 – Sequence Comparison SUBSTRAND: Role of language and culture THREAD: The interrelationship of language and culture in communication

ACLGEC170 Reflect on different aspects of the cultural dimension of learning and using German.

F-10 SEQUENCE Possible Key processes Topics School Lifestyle Manners Food Identity

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General Capabilities ☒

Literacy

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Numeracy

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ICT Critical & creative thinking

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Personal and social capability

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Ethical understanding

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Intercultural understanding

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Recognise that there are different expressions that communicate ideas across cultures. Explore how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, eg. Recycling, Kaffee und Kuchen, Wandern, Fremdsprachen in schools Discuss use of appropriate gestures and body language Identify changes in own ways of thinking about culture and identity.

Task Examples  Identity task o individual rights o shared social responsibility o respect for environment o Reconciliation o anti-racism o “fair go” o Flags o symbolism

ACLGEC017 Understand that language use is shaped by and reflects the values, ideas and norms of a community.

Compiled May 2015 by Melissa Bond – Clare High School, South Australia / PLF (Goethe-Institut)

7-10 SEQUENCE Possible Key processes Topics Identity  values  meaning  perspectives  assumptions  difference Food School

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Task Examples

Investigate  Identity task connections o individual between rights language and o shared social significant responsibility cultural values or o respect for practices in environment German, English o Reconciliation o anti-racism Develop o “fair go” language to o Flags analyse and o symbolism explain the nature of the language-culture relationship Examine examples of cultural representation in language, symbols & behaviour