Elaboration (8) ACLGEU166
using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens. Interessierst du dich für Geschichte? Wir freuen uns auf die …
Elaboration (8) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (9) ACLGEU166
understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, …
Elaboration (9) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (10) ACLGEU166
linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
Elaboration (10) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (11) ACLGEU166
expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
Elaboration (11) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (12) ACLGEU166
understanding and using wozu? to clarify purpose
Elaboration (12) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (13) ACLGEU166
understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
Elaboration (13) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (14) ACLGEU166
describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.
Elaboration (14) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (15) ACLGEU166
experimenting (using models) with different structures to make comparisons, for example, Englisch ist schwieriger als Mathe. Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser
Elaboration (15) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (16) ACLGEU166
referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
Elaboration (16) | 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 ACLGEU167
applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
Elaboration | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU167
analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
Elaboration (1) | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU167
identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
Elaboration (2) | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU167
describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)
Elaboration (3) | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU168
identifying differences in register and style when using language in different contexts, for example, language in songs and graffiti, and teacher feedback on a test or in a formal school report
Elaboration | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU168
comparing German and English language use in similar situations and in texts with similar content such as advertisements, or student blogs about school issues
Elaboration (1) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU168
understanding particular functions of speech such as making a request or expressing pleasure or dissatisfaction, and considering how it is realised with different speakers (strangers, acquaintances, friends, family members), and possible consequences, …
Elaboration (2) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU168
recognising that different situations require different levels of politeness depending on the context and speaker, such as thanking a host parent or a peer for a gift or apologising to a teacher or a family member for being late
Elaboration (3) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU168
understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)
Elaboration (4) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEU168
recognising textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung!, dubido …
Elaboration (5) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum