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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. As they encounter German language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities (VCDEC120)
    1. exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.
    2. using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns
    3. asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?
    4. exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form
  2. Participate collaboratively in shared class experiences and transactions (VCDEC121)
    1. creating a shared digital photo story after a class activity or event such as a visit to a German restaurant
    2. following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus
    3. preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
    4. conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?
  3. Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning (VCDEC122)
    1. asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
    2. apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
    3. commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!
Informing Elaborations
  1. Obtain and process information from peers and texts related to personal, social and natural worlds (VCDEC123)
    1. gathering information about a fellow student or German speaker relating to family, home, interests and abilities, and compiling the information in a modelled format, such as Steckbrief
    2. obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
    3. collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
    4. identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
    5. comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
    6. working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills
  2. Present information in modelled spoken and written texts relating to personal, social and natural worlds (VCDEC124)
    1. introducing family members and friends, identifying relationships and cultural backgrounds (Das ist mein Opa. Er kommt aus China.), using simple descriptive language and supporting resources to enhance meaning
    2. collecting information about one another’s likes, dislikes or interests, using checklists, surveys or question cues to present a class profile, chart or database, for example, Lieblingstiere, Lieblingssport, Lieblingsserie, Lieblingsmusik
    3. selecting information gained from print, visual or digital texts to design a class book or digital display, for example, details of animals and their habitats and/or food from a zoo website or a children’s documentary film about wild animals (Der Affe wohnt im Dschungel)
Creating Elaborations
  1. Respond to imaginative print and digital texts in a variety of ways such as by acting out events, identifying favourite elements and making simple statements about characters (VCDEC125)
    1. using modelled structures and picture prompts to retell the basic plot of a narrative, or making simple summary statements, for example, Shrek und Fiona sind im Schloss.
    2. creating a profile of a favourite character from a text, including features such as Name, Alter, mag/mag … nicht, Aussehen and Bild
    3. creating a timeline of the main events of a story using pictures, words and/or simple sentences
    4. using a thinking tool to respond to an imaginative text in various ways, such as describing what emotions they feel listening to the story, for example, Das macht mich glücklich/traurig/nervös
    5. acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen
  2. Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports (VCDEC126)
    1. collaborating to create and perform a new version of a traditional or contemporary text, for example, the script of a play for the German fairy tale Die Bremer Stadtmusikanten
    2. creating and performing a puppet play involving a German character and an Australian character, such as die Maus (Die Sendung mit der Maus) meeting Bananas in Pyjamas or an Igel meeting an echidna, using modelled German language
    3. using digital technologies to create and illustrate short imaginative texts designed to amuse or entertain, such as Mein Traumhaus (Ich wohne in einem Schloss. Mein Schloss ist sehr alt, groβ und schön.) or fantasy stories featuring imaginary creatures
    4. producing and presenting illustrated or multimodal texts using a modelled structure, for example, an acrostic poem based on their first name or Elfchen
Translating Elaborations
  1. Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family (VCDEC127)
    1. comparing and matching key words in German and English, such as names for German-speaking countries and some cities (Deutschland/Germany, Wien/Vienna) and animals
    2. 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 wauʻ
    3. sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as movies or photo-text collages
    4. comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town
  2. Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community (VCDEC128)
    1. making and using individual word lists, and print and digital dictionaries, for example, using digital tools
    2. producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
    3. creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items
Reflecting Elaborations
  1. Notice and describe what looks or feels similar or different to own language and culture when interacting in German (VCDEC129)
    1. 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
    2. noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns
    3. considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’
    4. noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
    5. exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz
  2. Describe their own experiences of learning and using German and explore their sense of identity, including elements such as family, cultural heritage and friends (VCDEC130)
    1. comparing own experiences of learning German with peers’, and imagining what aspects of English a German speaker might find challenging and why
    2. participating in an online discussion about learning and using another language, reflecting on the experience of becoming bilingual (or, in the case of some learners, plurilingual), and considering what advantages this brings and whether it impacts on identity
    3. comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday
    4. communicating about identity and language use within the family context, such as positioning self within the family and identifying own and family members’ heritage, for example, Ich bin Australier/-in. Mein Opa kommt aus Griechenland.
    5. identifying family traditions and possessions that stem from another culture, such as opening presents on Christmas Day or Heiligabend, learning folk dancing, or having a German grandparent’s name

Understanding

Systems of language Elaborations
  1. Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts (VCDEU131)
    1. recognising and practising short and long vowel sounds, initial consonants and blends, for example, ja, rot, singen, Sport, Winter, zwei
    2. recognising and using the Umlaut and Eszett to pronounce and write familiar German words
    3. understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Du bist acht. Du bist acht? Du bist acht!)
    4. encoding and decoding familiar German words using alphabetic knowledge of single letters, consonant clusters (sch) and vowel combinations (au, ei, eu, ie), applying learnt memory aids such as ‘when E and I go walking, the second one does the talking’
  2. Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts (VCDEU132)
    1. recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er
    2. using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
    3. comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel
    4. describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e
    5. understanding and using pronouns to refer to people, for example, ich, du, er, sie (singular); wir, ihr, sie (plural); Sie heißt Anna. Sie heißen Ben und Sarah.
    6. using the correct verb form associated with a noun or pronoun or combination thereof, for example, Die Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch.
    7. using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
    8. describing capabilities and preferences using limited forms of the modal verbs können and mögen, for example, Ich kann gut schwimmen. Er mag Cricket. Wir möchten eine Party machen.
    9. understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken
    10. understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte
    11. joining words, phrases and sentences using und, oder and aber
    12. understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst
    13. understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
    14. understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel
    15. locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
    16. describing location formulaically using prepositional phrases such as im Wasser, in der Luft, auf dem Land, neben dem Tisch or auf der linken Seite
    17. using ordinal numbers to give the date, for example, Heute ist der dritte Juli. Er hat am siebten August Geburtstag.
    18. referring to quantities of people and things (including money) using cardinal numbers up to 100
  3. Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes (VCDEU133)
    1. classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
    2. comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
    3. identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
    4. discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning
Language variation and change Elaborations
  1. Recognise some of the common variations in German as it is used in different contexts by different people (VCDEU134)
    1. noticing that the teacher uses different words for ‘you’ when addressing one or more students, for example, Setz dich, Peter! Setzt euch, Kinder!
    2. comparing ways in which language changes according to purpose and text type, for example, differences in amount of language, tone and layout between a dialogue and a list of instructions
    3. investigating the different names used to address the one person in various contexts (‘James Brown from 3M’, ‘Jimmy’, ‘mate’, ‘kid’), and considering when, by whom and why different names are used, reflecting on the effect a name choice can have on shaping the relationship between the speakers
    4. exploring questions such as why we have greetings and what different greetings tell us, for example, time of day, relationship with the speaker, and background of the speaker
  2. Recognise that German and English are related languages and that German is an important European and global language (VCDEU135)
    1. exploring some similarities between Germanic languages, such as Dutch, English and German cognates
    2. recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland, Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
    3. finding examples of German used at home or in the community and creating a class collection or display, for example, products, labels or words used in English language advertisements, shop signs, recipe books or menus
Role of language and culture Elaborations
  1. Make connections between culture and language use, for example, by identifying vocabulary and expressions that reflect cultural values, traditions or practices (VCDEU136)
    1. comparing terms across German-speaking cultures, for example, Liebchen/Liebling, mein Schatz, Spitznamen
    2. recognising that language carries cultural ideas, for example, Sommerbeginn, which is officially 1 December in Australia but 21/22 June in Europe; hitzefrei (‘heat-free’), referring to the practice of dismissing students early from school if a certain temperature is reached or forecast; or Wald, the setting in many German fairy tales
    3. recognising character traits and values, such as those of animal characters in German stories, for example, the wolf in Rotkäppchen, and comparing them with familiar Australian stories
    4. learning how to communicate about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’
    5. discussing parallel expressions such as ‘G’day’/Tag, ‘morning tea’/Kaffeepause and ‘Bless you’/Gesundheit

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related to their personal worlds, for example, bitte schön; Ich bin dran; Welche Farbe? Wie viele Geschwister hast du? Mein Lieblingsspiel ist Lotto. They reproduce German short and long single vowel and diphthong sounds, including Umlaute, and Eszett, and initial consonants and blends, for example, Post/los, mein, die, Bruder/Brüder, heißen, ja, rot, singen, Sport, Winter, zwei. They answer questions related to their personal worlds with factual information, and respond to imaginative texts by identifying favourite elements, sequencing main events and producing short scaffolded summaries. They create short, simple sentences from modelled language and use coordinating conjunctions, for example, und, aber, oder, to compose short original texts. They use some forms of common regular verbs in the present tense, (for example, heißen, kosten, spielen, wohnen), some irregular verb forms, (for example, bin, bist, ist, sind, hast, hat), and limited...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and expand simple sentences by using adverbs, phrases and some conjunctions. They move between statement...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact using descriptive and expressive language to share information about daily life, relate experiences and express feelings (VCDEC137)
    1. exchanging information with peers and adults (online, in writing or face-to-face) about daily routines and leisure activities, using modelled language associated with time, sequence and location, for example, Ich stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
    2. expressing feelings (Wie geht’s? Es geht mir nicht gut. Ich bin krank.) using adjectives (aufgeregt, glücklich, nervös, sauer, traurig)
    3. using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support interaction, for example, Und du, was meinst du? Stimmt das? Warum?
    4. describing key friends or family members, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich liebe meinen Bruder.
    5. recounting social and cultural experiences with family and friends, for example, Wir haben eine Reise nach Neuseeland gemacht. Unser Campingplatz war direkt am See und wir sind jeden Tag geschwommen.
    6. apologising and expressing concern or sympathy to friends and family members, for example, Tut mir Leid. Schade! Du Arme(r)!
  2. Participate in guided tasks such as planning and organising events and completing transactions (VCDEC138)
    1. organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)
    2. participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
    3. participating in sourcing goods and services, such as budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
    4. exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars
  3. Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning (VCDEC139)
    1. politely asking peers to do something and responding to requests, for example, giving and receiving things (Gib mir itte den Stift! bitte schön; danke schön)
    2. discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
    3. checking on progress during learning tasks or activities, using comments and questions such as Kein Problem! Das schaffen wir. Was machst du jetzt? Verstehst du das?
    4. sharing ideas about the experience of learning and using German, and comparing what they can and cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.
Informing Elaborations
  1. Gather, compare and respond to information from different sources relating to social and natural worlds (VCDEC140)
    1. collecting and comparing information from a range of informative print media and digital texts on topics related to social and environmental issues, for example, family life, schooling in different cultural contexts, endangered animals, or innovative technology
    2. obtaining information from simple texts such as advertisements or features in teen magazines to share impressions of the lifestyles of young German speakers in different contexts
    3. viewing subtitled video clips on different German-speaking communities, identifying key facts and features, and recording new vocabulary and expressions for use in shared texts
    4. compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication (Hast du ein Handy? Wie oft telefonierst/simst du? Wie oft schaust du einen YouTube clip an?)
    5. viewing a news item or short documentary about a festival in a German-speaking country, such as die Basler Fasnacht or Karneval in Köln, describing and giving an opinion on the main aspects, for example, Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik. Aber ich möchte nicht um 4 Uhr aufstehen.
  2. Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements (VCDEC141)
    1. analysing and presenting the results of a class survey, for example, by creating a poster or digital presentation using graphs showing what foods students buy and/or would like to be able to buy at the school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
    2. writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
    3. creating a website for a contact group of German-speaking students, posting information on own interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting elements which may be unfamiliar to the intended audience using sound, visuals or graphics
    4. creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
    5. recording, comparing and representing statistics related to German-speaking countries and Australia, for example, population and physical size, daily temperatures, number and type of dwellings, pet ownership, most popular leisure activities
Creating Elaborations
  1. Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings (VCDEC142)
    1. producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
    2. responding to a text such as a poem by selecting an appropriate image to illustrate an aspect (message, mood) and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich bin glücklich, wenn die Sonne scheint.
    3. using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending, plot and characters
    4. creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, using a digital cartoon tool
  2. Present, reinterpret or create alternative versions of imaginative texts, adapting events, characters or settings (VCDEC143)
    1. creating and performing a new version of a familiar song or poem, for example, using digital tools and apps for movie making and voice recording
    2. creating dialogue/lines for characters from a text, describing in spoken or written form their opinions and emotional responses, for example, as an interview, email or diary entry
    3. creating and presenting an adapted text such as a story, for example, by introducing new elements (changing the gender of the main character or the setting, adding a new character or dilemma), and presenting it to a younger audience
Translating Elaborations
  1. Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English (VCDEC144)
    1. identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? (not voll) or Es geht mir gut. (not Ich bin)
    2. using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
    3. recognising long compound words, collecting and analysing interesting examples (das Schlagzeug, babyleicht, abenteuerlustig), and discussing how best to translate them into English
    4. explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!
  2. Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community (VCDEC145)
    1. creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
    2. creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
    3. creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest
Reflecting Elaborations
  1. Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments (VCDEC146)
    1. observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives (-chen, -lein)
    2. noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
    3. reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, nodding one’s head)
    4. noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions
    5. recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events
  2. Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is similar/different and easy/difficult (VCDEC147)
    1. participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform
    2. preparing a digital ‘language passport’ documenting different stages in learning German, intercultural experiences and reflections on the impact of learning German on self and others, and considering possible reasons for perceived similarities and differences between experiences or degree of difficulty
    3. evaluating own preferred learning style, identifying own strengths, and contributing to a class list of German Fachleute/Experten for others to consult for advice, in areas such as Aussprache, Technologie and Vokabeln
    4. exploring the idea of stereotypes associated with languages and identity discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
    5. comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways
    6. considering whether learning and using German impacts on identity either in or out of the classroom

Understanding

Systems of language Elaborations
  1. Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation (VCDEU148)
    1. applying basic pronunciation rules, such as the two different pronunciations of ch
    2. applying different intonation for statements, questions, exclamations and instructions
    3. understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
    4. applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
    5. noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
    6. understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules
  2. Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences (VCDEU149)
    1. referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
    2. noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
    3. understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
    4. understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
    5. understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
    6. comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
    7. making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
    8. giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
    9. understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
    10. noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
    11. describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
    12. understanding the meaning of the conjunctions dass and weil
    13. understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
    14. referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
    15. understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
    16. referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
    17. building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
  3. Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced (VCDEU150)
    1. identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy tales, sports reports or recipes
    2. reading, viewing and/or listening to different digital and other texts with a common topic and discussing structural and linguistic similarities and differences, for example, comparing a print, radio, TV and social media announcement for the same event
    3. describing key features of different text types, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 Brötchen, 500 g Butter, Marmelade), whereas a shopping transaction involves interaction and negotiation and more extended language (Ich möchte eine Bratwurst mit Pommes, bitte. Noch etwas? Das macht 5,80 Euro bitte.)
    4. transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS
Language variation and change Elaborations
  1. Recognise that there are variations in German as it is used in different contexts by different people, such as formal/informal register and regional variations (VCDEU151)
    1. using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!
    2. noticing when the more polite Sie is used, for example, by children to unknown adults
    3. recognising that there are differences in what people say when answering the family landline or their own mobile phone, for example, Schmidt, Guten Tag! or Hallo Lisa!
    4. being aware of some regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland
    5. comparing diversity in accents, dialects and vocabulary in German-speaking communities with similar diversity in the use of English within and beyond Australia
  2. Understand why language is important and recognise that languages and cultures change over time and influence one another (VCDEU152)
    1. exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
    2. discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
    3. understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness
Role of language and culture Elaborations
  1. Understand that own and others’ language use is shaped by and reflects the values, ideas and norms of a community (VCDEU153)
    1. recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as desirable
    2. recognising that language use can have connections to cultural practices, such as expressions from family or religious celebrations, or from outdoor activities such as sports, for example, Gott sei Dank!, ‘Howzat!’, ‘fair go’
    3. discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
    4. noticing the impact of own assumptions about people from German-speaking countries, their language and culture, when listening to, reading and viewing texts, and considering how German speakers too may make assumptions and generalisations about Australians

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du jetzt? Verstehst du das? respond to requests and share experiences of learning, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig. They use descriptive and expressive vocabulary, including adjectives such as aufgeregt, glücklich, nervös, sauer and traurig, to express feelings and make statements such as Ich nehme ein Käsebrötchen. They use appropriate intonation for simple statements, questions and exclamations, and correct pronunciation, for example, for the two different pronunciations of ch. They gather and compare information from different sources about social and natural worlds, and convey information and opinions in different formats to suit specific audiences and purposes. They describe characters, events and ideas encountered in texts, and re-create imaginative texts to reflect their imaginative experience. When creating texts, they manipulate...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect (Perfekt) tense of verbs conjugated with haben and sein and the simple past (Imperfekt) tenses. They use German with increasing accuracy and fluency, drafting and editing texts to improve structure and effect and to clarify meaning. Students analyse the relationship...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences (VCDEC154)
    1. discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
    2. recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
    3. communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?
  2. Engage in tasks and transactions that involve negotiation and problem-solving (VCDEC155)
    1. participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
    2. planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
    3. agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
    4. transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
    5. asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
    6. complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)
  3. Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions (VCDEC156)
    1. initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
    2. stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
    3. discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
    4. participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.
Informing Elaborations
  1. Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest (VCDEC157)
    1. accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
    2. analysing and summarising information and viewpoints on a range of issues, such as information from a television news report about social media, a documentary on early German settlement in Australia, or an interview with an older German speaker on the topic of her/his Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
    3. accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
    4. collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
    5. researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, Wintersport, Reiseziele
  2. Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences (VCDEC158)
    1. presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such as Kinderrechte, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
    2. contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
    3. organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks
    4. classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key vocabulary
    5. combining modes of presentation such as displays, videos or music to compare social and cultural themes, for example, Australien und Asien/Deutschland und Europa im 21. Jahrhundert
Creating Elaborations
  1. Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts (VCDEC159)
    1. conducting a mock interview with a character from a text such as a short story or episode from a television series, or with a music or movie star, about their experience
    2. reviewing a film, computer game, novel or performance for a radio segment or to recommend to a friend
    3. comparing Australian and German-language examples of a particular genre for cultural and stylistic differences, for example, iconic television series such as Gute Zeiten, schlechte Zeiten and ‘Home and Away’
    4. creating a persuasive text promoting a new television show, book, film or song for a targeted audience, for example, a poster, book or CD cover or social media post for German-speaking peers
    5. listening to or viewing digital and other texts, such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences
  2. Create individual and shared texts about imagined people, places and experiences, to entertain others (VCDEC160)
    1. creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
    2. dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
    3. creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, rhythms and images to enrich the listening or visual experience
    4. composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde
Translating Elaborations
  1. Interpret and/or translate for friends or visitors terms associated with German or own culture (VCDEC161)
    1. translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
    2. translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
    3. 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’)
    4. explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools
  2. Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community (VCDEC162)
    1. creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
    2. discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
    3. creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements
Reflecting Elaborations
  1. Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses (VCDEC163)
    1. participating in cultural experiences, such as eating at a Swiss restaurant/café in Australia, watching a German soccer match or Austrian skiing competition, or listening to a pop group performance on Radio Liechtenstein, and reflecting on cultural similarities and differences that are manifested through language
    2. reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
    3. observing and recording aspects of language (such as register and use of the imperative) and cultural behaviour that need to be modified when communicating in German, depending on audience and social context
    4. reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on a tray rather than in the hand in a shop
    5. providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker
  2. Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences (VCDEC164)
    1. mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
    2. reflecting on the experience of learning and using German, considering how it might add a further dimension to own sense of identity
    3. discussing how they would represent Australia in a cultural forum, for example, what they would wear or take along to an International Students Day function held in Austria
    4. discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

Understanding

Systems of language Elaborations
  1. Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation (VCDEU165)
    1. exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
    2. recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
    3. 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
    4. applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work
  2. 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 (VCDEU166)
    1. specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, kein, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as sein, unser, dieser, jeder and welcher
    2. noticing the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt hier keinen Sportplatz.
    3. selecting and using the appropriate form of ‘you’ (du, ihr, Sie) and its possessive adjective equivalents (dein, euer, Ihr) according to the audience, for example, Sind Sie Frau Wagner?; Hast du dein Geld mit?
    4. selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön; Ich habe ihn bei … gekauft.
    5. 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.
    6. noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
    7. describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs in the present tense, for example, Wir spielen morgen nicht mit., Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops.
    8. describing past events and experiences in present perfect and/or simple past tense using a limited range of common verbs, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
    9. 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 Ferien.
    10. 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, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch. Zu Hause ist es oft sehr laut.
    11. 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
    12. expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
    13. understanding and using wozu? to clarify purpose
    14. understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
    15. 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.
    16. 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
    17. referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
    18. extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)
  3. Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements (VCDEU167)
    1. applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
    2. analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
    3. identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
    4. 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)
Language variation and change Elaborations
  1. Identify features of German that vary according to audience, context and purpose in familiar spoken and written texts (VCDEU168)
    1. 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
    2. comparing German and English language use in similar situations and in texts with similar content such as advertisements, or student blogs about school issues
    3. 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, including compliance, giving offence or being accepted into a group
    4. 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
    5. understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)
    6. 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 = du bist doof, sz = schreib zurück, sTn = schöner Tag noch
  2. Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge (VCDEU169)
    1. investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
    2. understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
    3. understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
    4. noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
Role of language and culture Elaborations
  1. Reflect on different aspects of the cultural dimension of learning and using German (VCDEU170)
    1. recognising that different expressions are used across cultures to communicate ideas, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
    2. exploring how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, Stehcafé, religious/public holidays, choice of Fremdsprachen offered in schools
    3. discussing the use of appropriate gestures and body language when communicating in German, for example, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact
    4. identifying changes in own ways of thinking about culture and identity as a result of learning German

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to ask and respond to open-ended questions and express, compare and justify opinions, for example, Sie glaubt, dass … Ich bin dafür, weil … They apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and words, including loan words from English. They obtain, summarise and evaluate information from a range of sources. They express opinions and feelings in response to imaginative texts, and make connections with their own experiences and other texts. They plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas using both adverbs such as danach, dann, früher, vorher and common subordinating conjunctions, for example, als, wenn, weil, dass. They use some modal verbs and imperative forms, for example, Was soll ich machen? Du kannst … Kauf die neue App! They refer to a person, object or place using...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, diphthongs such as au, ei, eu and ie, a...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences (VCDEC001)
    1. exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
    2. introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
    3. interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
    4. expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
    5. expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
    6. exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
    7. sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences
  2. 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 (VCDEC002)
    1. making arrangements with a friend, for example, Ich gehe am Samstag zum Fußball. Kommst du mit?
    2. planning for a class celebration or performance, for example, following a model to create an invitation or program (Wann? Was? Wer? Wo?) or to write a shopping list, such as for a Grillfest
    3. accepting or declining an invitation, for example, a short message, Liebe/r X, danke für deine Einladung. Ich kann am Freitag nicht mitkommen. Ich habe Basketballtraining.
    4. participating in collaborative projects, for example, making and playing a vocabulary game such as Domino, Memory or Quartett, or producing and sharing a digital alphabet or number book for a younger audience
    5. following procedures and instructions together, for example, participating in sport/dance/craft activities or using a recipe in German to make Rösti or Kartoffelpuffer
    6. participating in real or simulated situations, such as buying a bus/cinema ticket or food, for example, Ich nehme ein Käsebrötchen; Was kostet ein Eis?; Das macht 6,50 Euro.
  3. Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests (VCDEC003)
    1. responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
    2. using repair strategies such as asking for repetition or details of tasks and expressing lack of knowledge, for example, Wie bitte?; Welche Seite?; Wie sagt man das auf Deutsch?; Ich verstehe das nicht .
    3. apologising, for example, Entschuldigung!, Es tut mir leid
    4. making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?
Informing Elaborations
  1. 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 teenagers (VCDEC004)
    1. identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
    2. reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
    3. locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
    4. gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
    5. compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format
  2. Present in modelled spoken and written texts information relating to own world and that of other teenagers (VCDEC005)
    1. presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
    2. creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
    3. presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
    4. presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media
Creating Elaborations
  1. Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas (VCDEC006)
    1. engaging with imaginative texts to respond to questions about characters, events and ideas, for example, producing a profile of a character or a timeline of the main events
    2. responding to an imaginative text in various ways, such as using a thinking tool to give opinions about the characters and express reactions to the text, for example, Ich finde das Mädchen sehr lustig. Das Ende ist traurig.
    3. selecting images to illustrate a piece of text, such as a picture, colour, symbol or emoticon to reflect the content or mood, and explaining choice, for example, Das Lied ist optimistisch/aggressiv.
    4. listening to and viewing performances such as music video clips or extracts from films, sharing reactions with peers, noticing ideas and comparing aspects that may be similar or different across cultures
    5. performing a song or poem in response to an imagined experience, incorporating actions and props to enhance meaning and to entertain
  2. Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts (VCDEC007)
    1. inventing a new aspect of a text, such as a new character, a different setting or an alternative ending
    2. creating own version of familiar texts to entertain others, using a model and/or a list of key words, for example, a digital comic strip or Big Book for younger students, a rap or role-play to present to parents, or a poem for an online newsletter
    3. creating and performing imagined interactions, for example, between avatars (using apps) or meeting a character from a text for the first time
    4. creating a profile of an unknown person, for example, based on a photo, imagining aspects such as Name, Alter, Beruf, Familie, Freunde, Herkunft, Interessen and Wohnort
Translating Elaborations
  1. Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences (VCDEC008)
    1. translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
    2. using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
    3. recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
    4. translating public signs from German to English and vice versa, noticing similarities and differences
    5. interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’
  2. Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories (VCDEC009)
    1. creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
    2. creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
    3. creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
    4. designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction
Reflecting Elaborations
  1. Engage with German speakers and texts, noticing how interactions involve culture as well as language (VCDEC010)
    1. reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, for example, the use of family names with titles (Guten Tag, Frau Stein) and formal/informal register (du/ihr/Sie), and comparing these with English and other known languages
    2. observing interactions between German speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion (bitte schön; Entschuldigung; Wie schön!; Du bist gemein!), gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface
    3. participating in cultural experiences, such as eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition, and reflecting on cultural similarities and differences that are manifested through language
    4. reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round, or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
    5. comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into own interactions when communicating in German, for example, shaking hands as a common greeting, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact
  2. Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange (VCDEC011)
    1. sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
    2. preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
    3. annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
    4. 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
    5. comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

Understanding

Systems of language Elaborations
  1. 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 and German (VCDEU012)
    1. noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
    2. applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
    3. understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
    4. understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
    5. learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
    6. practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
    7. recognising differences in intonation and rhythm between statements, questions and commands
  2. Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, objects, actions, events and relationships (VCDEU013)
    1. understanding that German has multiple words for ‘the’ and ‘a/an’ according to the gender of the relevant noun, and noticing that the articles for masculine nouns sometimes change (nominative to accusative), for example, Die Frau hat einen BMW.; Der Film hat ein Happy End
    2. comparing pluralisation of nouns in German and English, for example, die for plural nouns
    3. using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
    4. noticing the relationship between gender, article, adjective and case when using pre-nominal (attributive) adjectives to describe people, objects, places and events, for example, Ich habe einen kleinen Bruder.
    5. noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.
    6. noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?
    7. using common prepositional phrases formulaically, for example, nach Hause, zu Hause
    8. using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
    9. understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
    10. expressing a relationship to a person or object using some possessive adjectives in the nominative and accusative case, for example, Seine Familie kommt aus Afrika.; Ich liebe meinen Hund .
    11. recognising that in German a subject + verb can have multiple English translations, for example, wir spielen can mean ‘we play’, ‘we are playing’, ‘we do play’, ‘we shall/will play’ and ‘we’re going to play’, and applying this understanding when formulating own German sentences
    12. 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)
    13. conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
    14. understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
    15. using common modal verbs such as können to describe capabilities (Ich kann gut schwimmen., and Ich möchte and Darf ich… ?) or to make polite requests
    16. gaining awareness of a limited number of routine past tense expressions including some with war and hatte and the present perfect, for example, Sabine war gestern krank. Das hat Spaβ gemacht. Habt ihr ein schönes Wochenende gehabt?
    17. negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
    18. describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
    19. understanding the subject-verb-object (SVO) word order, for example, Ich spiele Basketball., and the need for subject-verb inversion to keep the verb as the second idea/element in the sentence, for example, Heute Abend spiele ich Basketball.
    20. joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
    21. understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin
    22. locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
    23. using ordinal numbers to give the date or a birthday, for example, Heute ist der erste Ma.i; Seine Mutter hat am 22. April Geburtstag.
    24. understanding and locating events in time (days, months, seasons), including the use of the 24-hour clock, prepositions such as nach and vor, and adverbs and formulaic expressions such as heute, vorgestern, früher, später, am Wochenende, in den Ferien
    25. referring to quantities of people and things, including money, using cardinal numbers up to a billion, as well as decimals, common fractions and negative numbers, for example, Deutschland hat 81,9 Millionen Einwohner.; Die Tagestemperatur liegt bei minus 3 Grad.; Ich habe eine Halbschwester.
    26. building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
  3. Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips (VCDEU014)
    1. identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture
    2. examining how texts are constructed, including textual features (greetings in correspondence), grammatical structures such as parts of speech (adjectives and prepositions), and visual cues (images in brochures)
    3. transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type
    4. understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas
Language variation and change Elaborations
  1. Recognise some of the common variations in German as it is used in different contexts and locations by different people (VCDEU015)
    1. using appropriate forms of address and greetings/salutations for peers and teacher, depending on gender (Lieber/Liebe… and Dein/Deine/Eure … in a letter) and social status (Guten Morgen, Herr Schiller; Hallo, Tim!) of participants, and recognising the effects of inappropriate choices, for example, greeting peers with Guten Morgen, Frau Mary!
    2. observing telephone interactions in film clips and real life and practising telephone etiquette when answering mobile phones in comparison with the family landline (surname only) and ending phone call with Auf Wiederhören
    3. noticing that in public announcements and/or on the phone certain words are pronounced differently or varied slightly to ensure clarity, for example, zwei/zwo, Juli (pronounced as Julei)
    4. recognising different registers, such as the different words for ‘you’, for example, Was machst du, Peter? Was macht ihr, Kinder (Klasse 7)? Setz dich, Peter! Setzt euch Kinder! Kommen Sie bitte herein, Herr Berger!
    5. being aware of some regional variations in language, such as in greetings (the Swiss Grüezi and Austrian Servus) or the lack of the Eszett in Switzerland
    6. comparing written and spoken modes of a particular language function such as an invitation, noticing language structures used and varying levels of formality
    7. comparing the concept of diversity in accents, dialects and vocabulary in German-speaking communities with similar diversity in the use of English within and beyond Australia
  2. Recognise that German and English are related languages and that German is an important European and global language (VCDEU016)
    1. 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
    2. recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
    3. understanding that English grammar used to be more similar to German grammar but that English has changed, for example, recognising the link between the Middle English ‘What thinkest thou?’ and Was denkst du?
    4. recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
    5. recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland and Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
Role of language and culture Elaborations
  1. Understand that language use is shaped by and reflects the values, ideas and norms of a community (VCDEU017)
    1. investigating connections between language and significant cultural values or practices in Australia and German-speaking countries, for example, individual rights, shared social responsibility, respect for the environment, Reconciliation, anti-racism, ‘fair go’
    2. developing language to analyse and explain the nature of the relationship between language and culture, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
    3. examining examples of cultural representation in language, symbols and behaviour, such as die Märchenstraβe, (lack of) speed limits on the Autobahn, national flags, and the ‘visibility’ of the European Union through placement of its logo (for example, on car numberplates)
    4. recognising that there are different and/or multiple expressions that communicate ideas across cultures, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
    5. exploring how origin, geography and religion are directly connected to lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, religious/public holidays, choice of Fremdsprachen offered in schools
    6. participating in guided discussion on the nature and role of ‘culture’ and its relationship with language, with reference to German, English and other known languages

Levels 7 and 8 Achievement Standard

By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and simple expressions to ask and respond to familiar questions and give and respond to instructions, such as, Hört gut zu!; Hol’ einen Laptop!; Wer ist das?; Woher kommt dein Vater?; Hast du Geschwister?, request help or permission, for example, Ich möchte … , bitte.; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?, ask for information, clarification or assistance, such as, Wie bitte? Hast du mein Buch? Wie sagt man das auf Deutsch?, and clarify answers, for example, Das ist meine Freundin und sie kommt aus China. ... Ja, ich habe zwei Brüder, sie heißen Nick und Max.. When socialising, they make simple statements such as Ich mag Fuβball, aber Toms Lieblingssport ist Basketball. They use key features of pronunciation, stress and intonation, including short and long vowel sounds, single consonants, blends and diphthongs, in different words, phrases and sentences, such as,ja, rot, singen...

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