Elaboration (2) ACLGEU165
comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
Elaboration (2) | ACLGEU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU166
comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen.
Elaboration (4) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (17) ACLGEU166
extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)
Elaboration (17) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC176
comparing lyrics, themes and styles of popular German- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example, by comparing winners of popular television singing competitions in Europe and …
Elaboration (2) | ACLGEC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU182
analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!
Elaboration (4) | ACLGEU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU184
comparing German and English versions of texts with easily recognisable language features, such as love songs, recipes or horoscopes, noticing differences or similarities in imagery or focus that might be culturally significant
Elaboration (3) | ACLGEU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC008
using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
Elaboration (1) | ACLGEC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC011
participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
Elaboration (3) | ACLGEC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (11) ACLGEU013
understanding the concept of regular and irregular verbs (spielen and lesen) and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
Elaboration (11) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (25) ACLGEU013
building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
Elaboration (25) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU016
noticing that German and English share many words, for example, Computer, Bus, Taxi and Auto, and understanding that this is a result of historical events as well as the dynamic nature of languages
Elaboration | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU030
comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen. Du musst das nicht essen.
Elaboration (4) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (17) ACLGEU030
extending metalanguage to communicate in German and English about case, word order, verb tenses and moods (for example, Dativ, Wechselpräpositionen, das Imperfekt, der Imperativ, Hilfsverben, trennbare Verben)
Elaboration (17) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEC108
responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
Elaboration (5) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU114
understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
Elaboration (3) | ACLGEU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU118
recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’
Elaboration (3) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC127
listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wau
Elaboration (1) | ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC129
recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands
Elaboration | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC144
using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
Elaboration (1) | ACLGEC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC161
comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
Elaboration (2) | ACLGEC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum