Australian Curriculum - German - Years 7 and 8

Australian Curriculum: German – Years 7 and 8 Achievement Standards by the end of Year 8                F-10 SEQUENCE Students can use written and spoken German to: 1. interact with teachers, peers and others 2. make decisions 3. solve problems 4. negotiate transactions 5. exchange and justify ideas, opinions and views Students use rehearsed and spontaneous language to ask and respond to openended questions. Students can compare and justify opinions. Students can apply rules of pronunciation, rhythm, stress and intonation to a range of sentences types and words, including loan words from English. Students can obtain, summarise and evaluate information from a range of sources. Students can express opinions and feelings in response to imaginative texts and make connections with their own experiences and other texts. Students plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas. Students can interpret and or translate terms associated with the culture of German-speaking communities or their own culture, and explain specific values and traditions reflected in the language. Students can create resources in German and English to assist learning, such as glossaries. Students can explain the importance of shared understanding. Students understand that language changes over time and can identify reasons for change. Students can describe the similarities and differences between German and English grammar and spelling. Students can identify differences in a range of text types. Students can identify different aspects of the cultural dimension of learning and using German. Students recognise language use reflects cultural ideas & perspectives.              7-10 SEQUENCE Students can use written and spoken German to: 1. share information about their personal details, family, friends, interests, likes, dislikes and preferences 2. interact with others to carry out transactions 3. participate in class routines 4. socialise Students can use modelled language and simple expressions to: 1. ask and respond to familiar questions and instructions 2. request help or permission 3. ask for information, clarification or assistance 4. clarify answers Students can make simple statements when socialising. Students can use key features of pronunciation, stress and intonation. Students can obtain key points of information and identify main ideas about own world and teenagers from German-speaking countries from simple texts. Students can describe characters, events and ideas in imaginative texts. Students can create short, informational and imaginative texts using modelled sentence structures. Students can recognise features of common spoken, written and multimodal texts such as invitations, emails, surveys, adverts and song clips. Students can work with German and English to translate and create simple bilingual texts such as greetings, signs and emails for peers and family. Students can recognise the relationship between language and culture. Students can explain how aspects of their own identity impact on intercultural exchange. Students recognise that German is an important European and global language and that it is related to English. Students understand and can give examples of how language use is shaped by and reflects the values, ideas and norms of a community. Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Australian Curriculum: German – Years 7 and 8 Language Use F-10 SEQUENCE Justify opinions: Ich bin dafür, weil..., Meiner Meinung nach... Adverbs: danach, dann, früher, vorher Subordinating conjunctions: als, wenn, weil, dass Modal verbs: sollen, können, möchten, dürfen Imperative: Kauf die neue App! Personal pronouns Definite and indefinite articles Demonstrative and interrogative adjectives: dieser, jeder, welcher Present tense Past tense: Perfekt and Imperfekt Future tense: werden + infinitive Prepositions (ACC/DAT): nach, zu, in, gegen, aus etc Adverbial phrases: links, hier, oben, im Süden Comparative & superlative adjectives: am billigsten, schneller 7-10 SEQUENCE Present tense – regular and irregular verbs Past tense – perfekt (haben/sein), imperfect (hatte, war) Definite and indefinite articles (der/ein) Personal pronouns Possessive adjectives: mein, dein, sein, ihr Adverbs: am Montag, besser, in der Schule, oft, manchmal, jeden Tag, ab und zu, nie, heute, vorgestern, gestern, morgen Coordinating conjunctions: und, aber, oder Connectives: dann, später, zuerst, früher Prepositions: nach, zu, vor Demonstrate preference: lieber, gern, mag Modal verbs: können, möchten Directions: rechts, links, oben, unten, hier, dort Ordinal numbers, time, days, months, seasons, 24hr clock, Language Understanding F-10 SEQUENCE Cases: Nominative, Accusative, Dative Punctuation and capitalisation of nouns Text types (including informative and persuasive texts) Formal and informal Word order (SVTOMP) 7-10 SEQUENCE Cases: Nominative, Accusative Recognise questions vs statements Gender Umlaut Eszett Formal and informal – esp. use of du/ihr/Sie Word order (SVTOMP) Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Socialising THREAD: Socialising and interacting F-10 SEQUENCE Possible Topics Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences. Neighbourhood (Shops/Buildings) School Sport/Leisure LIT PSC CCT ICU ICT Key processes    Discussing and giving opinions Recounting events & describing activities & personal experiences Communicati ng in face-toface or online guided discussions with peers and Germanspeaking contacts      Language Examples Hast du ein Lieblingsfach? Wie findest du Mathe? Es gibt in der Nähe einen Fluß und einen Fußballplatz Wir sind in den Ferien zum Strand gefahren. (Perfekt und Imperfekt) Was recyceln Sie? 7-10 SEQUENCE Possible Topics Socialise and interact with teacher and peers to exchange greetings, good wishes and factual information about self, family, home, school and interests, expressing likes, dislikes and preferences. Family Relationships Food School Freizeit Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes        Exchanging simple greetings Introducing & describing self, others and possessions Interacting in class activities & games Expressing likes, dislikes & preferences Saying how they re feeli g Exchanging info Sharing & comparing info with Germanspeaking teenagers            Language Examples Guten Morgen etc Ich heiße Sie ist nett Ich komme aus Das ist mein Vater etc Du bist dran Ich mag Rot Ich lese gern Ich esse gern Pizza aber ich esse lieber Nudeln Ich bin krank Wie kommst du zur Schule? Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Socialising THREAD: Building classroom language F-10 SEQUENCE Interact in classroom activities and discussions through asking and responding to open-ended questions, and giving opinions and suggestions. LIT PSC CCT Possible Topics Classroom vocabulary Key processes       Initiating interactions Assigning roles Stating a problem Asking for help Discussing and sharing learning strategies Commenting opinions      Language Examples Patrick, du kannst den Text schreiben. Sarah, du machst die Fotos. Ich habe mein Passwort vergessen. Was soll ich machen? Lerne jeden Tag zehn neue Wörter! 7-10 SEQUENCE Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests. Possible Topics Classroom roles and routines LIT PSC CCT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Responding to instructions Asking for repetition Apologising Making polite requests for assistance and permission           Language Examples Wo ist…? Steht auf Mach die Tür bitte zu! Wie bitte? Welche Seite? Wie sagt man das auf Deutsch? Ich versetehe das nicht Ich möchte... bitte Hilfe, bitte! Darf ich bitte zur Toilette gehen? Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Socialising THREAD: Taking action and transacting F-10 SEQUENCE Possible Topics Engage in tasks and transactions that involve negotiation and problem-solving. Class event Clothing Directions Buildings/streets Party (invitations) LIT PSC CCT ICT NUM Key processes        Organise class events Planning & conducting a group activity Agreeing or disagreeing Accepting/de clining an invitation Comparing goods when shopping Asking, giving and following directions Complaining about unsatisfactory goods or services           Language Examples Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren? Gute Idee! Das wäre super! Danke für die Einladung. Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert. Wo ist das Schwimmbad? Können Sie mir bitte helfen? 7-10 SEQUENCE Possible Topics 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. Party Class celebration Create a book Cooking Shopping Clothing LIT NUM CCT PSC ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes        Making arrangements with a friend Follow a model to create an invitation or program to an event Write a shopping list Accepting/declin ing an invitation Create a digital or real alphabet or number book for a younger class Use a German recipe to make Rösti or Kartoffelpuffer Conduct a shop and have people buy thi gs auf Deutsch       Language Examples Ich gehe am Samstag zum Fußball. Kommst du mit? Wann? Was? Wer? Wo? Danke für deine Einladung. Ich kann am Freitag nicht mitkommen Ich nehem ein Käsebrötche n Was kostet ein Eis? Das macht 6,50 Euro Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Informing THREAD: Obtaining and using information F-10 SEQUENCE Possible Topics Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest. Values  Interview an older German speaker about their Kindheit und Jugend LIT PSC CCT ICU ICT Issues  Smoking  Music  School sport  TV  Social Media Lifestyles in German-speaking countries  Travelling  Wintersport Key processes       Accessing and using print and online resources Analysing & summarising info & viewpoints Guided notetaking Timelines Conceptmaps Explain change in focus & perspective through time Language Examples 7-10 SEQUENCE Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teens. Possible Topics Lifestyles School Home Climate Geography LIT ICT CCT PSC ICU NUM Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Identifying key details, expressions and info in conversations & announcements Read and view texts to compile info about places, eg. brochures, signs, websites, cards Locate, classify & summarise data & present findings to class Gather info about people, time & activities in Germanspeaking contexts and create profile or timetable/timeli ne       Task Examples Listen to an interview of a German teen and fill in family tree Class survey Timetables Announcem ents Present a timeline and/or profile of so eo e s life Interview a German speaker about family, home, interests & abilities Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Informing THREAD: Conveying and Presenting Information F-10 SEQUENCE Possible Topics Convey information and ideas on different topics, issues and events describing and comparing views, perspectives and experiences using modes of presentation to suit different audiences. Social issues Community issues Australien und Asien – Deutschland und Europa im 21. Jahrhundert LIT PSC CCT ICT ICU Key processes      Present information and ideas using langauge appropriate to text-type Contrast aspects of everyday life past and present Organising & presenting info to raise awareness or invite action Classify info obtained from print & electronic resources Combine modes of display to compare social & cultural themes Possible Tasks      Diary or journal entries (reflective) Adverts (persuasive) Write a rap (emotive) Social Media vs Snail Mail Multimedia presentation or website creation to raise awareness of a social issue or cultural issue 7-10 SEQUENCE Present information in modelled spoken and written texts relating to own world and that of other teenagers. Possible Topics Key processes Personal world  Community School Leisure  Fave apps  TV series  Music  Pets   Social media LIT ICT CCT PSC ICU NUM Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut)   Present information orally and in writing on immediate environment or personal world with images. Create simple persuasive and informative texts Describe statistics related to Australia & other countries o population o size o climate o dwellings o education (foreign languages) Present results of class survey      Task Examples Report on the Continental, a school/comm unity event, celebration, excursion, new student Create an advert Create a virtual tour of the school Report on a fave band Compare a Germanspeaking country, another foreign country & Oz Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Creating THREAD: Participating in and responding to imaginative experience F-10 SEQUENCE Possible Topics Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts. Book TV show Film  plot  character  emotions Music LIT PSC CCT ICT Key processes    Conduct a review Compare an Australian and a German example Create a persuasive text Possible Tasks      Mock interview with a character from a text (short story or TV). Review a text. Compare Home and Away and Gute Zeiten, Schlechte Zeiten. Create a text promoting a new TV show, book, film or song. Look at other texts (songs, raps, films, video clips) and compare differences between cultures. 7-10 SEQUENCE Possible Topics Engage with imaginative and creative texts identifying, describing and discussing key elements including characters, events and ideas. Book TV show Film  characters  imagination  representation Music LIT CCT PSC ICU NUM Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Engage with imaginative texts to respond to questions about characters, events and ideas. Respond to an imaginative text in various ways. Select images to illustrate a piece of text. Listen to and view performances (eg. video clips or films), compare across cultures.      Task Examples Produce a profile of a character or a timeline. Use a thinking tool about the characters. Express reactions to the text. Use a picture, colour, symbol, emoticon to reflect the content/moo d of a text and explain choice. Perform a song/poem in response, incorporating actions/props Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Creating THREAD: Creating and expressing imaginative experience F-10 SEQUENCE Construct individual and shared texts about imagined people, places and experiences, in order to entertain others. LIT PSC CCT ICT Possible Topics Book Film Poetry Friends Key processes    Create imaginative texts. Compose and perform texts. Dramatise a text. Possible Tasks     Create the next scene, a new character or alternative ending. Perform a poem. Create a book, puppet show or short film for a younger class. Compose and perform short songs. 7-10 SEQUENCE Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts. Possible Topics Book Film Poetry Friends LIT CCT PSC ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes    Invent a new aspect of a text. Create own version of a text (interpreting) Create and perform imagined interactions.     Task Examples Invent a new character, setting or alternate ending. Create a comic strip, book, poem, rap or roleplay. Create an interaction between avatars. Create a profile of an unknown person eg. based on a photo. Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Translating THREAD: Translating, interpreting and explaining F-10 SEQUENCE Interpret and/or translate for friends or visitors terms associated with German or own culture. LIT PSC CCT ICU Possible Topics School Politeness Common expressions Key processes    Translate expressions associated with politeness and social protocols. Translate and discuss common expressions. Compare and find equivalent phrases and expressions in German and English. Possible Tasks   Letter conventions. Explain terms associated with practices or features of schools in Germanspeaking countries. 7-10 SEQUENCE Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences. Possible Topics Food School Signs LIT CCT PSC ICU ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Translate short, personal texts. Use GermanEnglish cognates to predict meaning. Recognise compound words. Interpret and explain to peers and family aspects of German language and culture in texts.      Task Examples Look at phrases such as Gute Appetit! , Gute Tag and Ohrwur Brot, kalt, trinken der Schulsport, die Realschule Translate public signs. Letter/email conventions, Frau and Herr Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Translating THREAD: Creating and using bilingual resources F-10 SEQUENCE Create bilingual resources such as games, vocab cards, glossaries, word lists and labelled posters for language learning and the wider community. LIT CCT ICU ICT Possible Topics Multimodal texts Events Key processes    Possible Tasks Create English  captions, commentaries or subtitles for German multimodal texts or vice versa.  Discuss problems associated with online translators.  Create vocabulary lists and annotated cultural explanations. Create English subtitles for a German cartoon (eg. Spongebob or Despicable Me) Create German subtitles or captions for an English show. Create a vocabulary list and an annotated explanation in German of an Aussie event, eg. Sports Day, Swimming Carnvial, explaining culturallyspecific elements. 7-10 SEQUENCE Create and maintain individual and shared bilingual texts and resources such as signs, wordlists, posters, games, photo stories. Possible Topics Create a book Events Signs Bilingual website LIT CCT PSC ICU ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes   Create and use bilingual resources for language learning. Create bilingual texts for specific audiences.       Task Examples Create glossaries/voc ab list with examples and explanations of parts of speech. Create a book or a game for young learners. Create an invitation to an event. Create a poster for a performance. Create bilingual signs for the school and local community. Bilingual website Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Reflecting THREAD: Recognising and analysing intercultural communication F-10 SEQUENCE Possible Topics Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, reflecting on adjustments made as a result of reactions and responses. Food Music Sport Customs  Hausschuh e  Sie  Herr  payment and change on a tray LIT PSC CCT ICU Key processes    Possible Tasks Participate in  cultural experiences and reflect on  cultural similarities and differences that are manifested  through language. Reflect on how some personal or community ideas and actions in Australia may be perceived by Germanspeakers. Observe and record aspects of language and cultural behaviour that need to be modified. Eat at a German restaurant. Watch a German pop group performance. Watch a German soccer match or skiing competition. 7-10 SEQUENCE Engage with German speakers and texts, noticing how interactions involve culture as well as language. Possible Topics Food Customs  shaking hands  eye contact  no hands in pockets  applause Key processes   LIT CCT PSC ICU ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut)  Observe interactions between Germanspeakers. Participate in cultural experiences and reflect on cultural similarities and differences that are manifested through language. Reflect on how some personal or community ideas and actions in Australia may be perceived by Germanspeakers.      Task Examples Formal/infor mal language Watch a short clip of Germans interacting and note language and body language Eat at a German restaurant. Watch a German pop group performance. Watch a German soccer match or skiing competition. Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Reflecting THREAD: Reflecting on self as language user and how identity is shaped by language and culture F-10 SEQUENCE Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences. LIT PSC CCT ICU NUM ICT Possible Topics Self School Family Identity Key processes     Reflect on the experience of learning & using German. Map their own linguistic & cultural profile. Discuss how they would represent Australia. Discuss the issue of identity and gender-inclusive language in German. Possible Tasks   Create a chart, timeline or web profile to highlight formative elements in their identity, such as family languages, key relationships & intercultural experiences. What would they wear or take along to an International Students Day in Austria. 7-10 SEQUENCE Reflect on experiences of learning and using another language, and exchange aspects of own identity such as family background, age and interests, reflecting on how these impact on intercultural exchange. Possible Topics Self Family Identity LIT CCT PSC EU ICU Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes    Share ideas about the experience of learning & using German. Discuss identity, eg. the impact of school uniform on personal identity and how Germans might view wearing a school uniform. Compare aspects of identity that might be important across cultures.   Task Examples Create a class profile to exchange with Germanspeaking students, showing cultural backgrounds, languages used at home, interests & values. Annotate a family tree Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Systems of Language THREAD: Sound and writing systems F-10 SEQUENCE Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation. Possible Topics Poetry Songs Letters Book writing Numbers (writing out words) Key processes   LIT CCT   Explore German pronunciation of loan words, eg. Job, Restaurant, Pizza. Recognise the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts. Compare punctuation rules in English and German. Apply German punctuation and spelling rules to own writing. Possible Tasks   Write a poem, story or song. Edit own work a d others work. 7-10 SEQUENCE Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation and identify main similarities and differences between the phonological and orthographic systems of English & German. Possible Topics Alphabet Time Shopping School Poems Rhymes Tongue twisters LIT CCT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes       Notice and imitate German sounds. Apply German capitalisation rules. Writing ae instead of ä. Understanding use of full stops and commas in ordinal numbers and fractions, eg. die 8. Klasse, 9,50 Euro, 15.30 Uhr. Pronounce German alphabet. Recognise difference between Q & S    Task Examples Alphabet test das Alphabetlied Read and write short poems and rhymes Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Systems of Language THREAD: Grammatical system (more about this on achievement standards page) F-10 SEQUENCE Possible Topics Extend knowledge of elements of the German grammatical system including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions to specify and describe people, objects and places, sequence events and qualify opinions. Describing people Places Shopping School Hobbies LIT CCM NUM Key processes         Possible Tasks Specify a person,  object or place  using case system (NOM, ACC, DAT) &  definite & indefinite articles, kein, personal pronouns (incl. man), possessive, demonstrative & interrogative adjectives. Gender, article, case and adjective endings. Formal v informal Correct personal pro ou for it Modal verbs Separable verbs Regular/irregular verbs Werden Fashion show Describe a friend Write a letter to a pen friend describing friends and school (incl. uniform) 7-10 SEQUENCE Develop knowledge of elements of the German grammatical system including gender and number, NOM & ACC, present tense, personal pronouns, possessive adjectives, word order, to describe people, objects, actions, events and relationships. Possible Topics Family Animals Self Places LIT CCT NUM Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes        Understand der/die/das einen Pluralisation of nouns & using die for plural post-nomial adjectives, eg. Meine Augen sind blau. Gender, article, case and adjective endings. Correct personal pro ou for it DAT prepositions  Task Examples Wie kommst du zur Schule? Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Systems of Language THREAD: Text structure and organisation F-10 SEQUENCE Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items or advertisements. LIT CCT ICT Possible Topics Weather Pen pal & letter writing News Key processes     Apply knowledge of text-types and their purpose to identify the gist and predict the meaning of unfamiliar vocab in texts. Analyse different samples of a particular text-type such as adverts to determine target audience. Identify the structures & conventions of a range of texts, such as a diary entry, weather report, news report. Describe relationships between language, structure & textual purpose Possible Tasks     Reading comprehension Text analysis Text type task Write a letter (letter conventions) TEXT TYPES Email News report Advert Diary entry Weather report Letter 7-10 SEQUENCE Recognise and use grammatical structures and features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements, song clips. Possible Topics Pen pal & letter writing Songs/music Party/event Poetry LIT CCT ICU ICT Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Identify & analyse the purpose, intended audience & key features of familiar texts. Examine how texts are constructed. Transform a simple text into another texttype. Understand how to create textual cohesion by using coordinating conjunctions to link ideas.      Task Examples Text analysis Text type task Reading comprehension Change a short poem into a conversation or a cartoon Write a letter (letter conventions) TEXT TYPES Invitation Email Survey Advert Song Clip Letter Sign Instructions Postcard Conversation Cartoon Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Language variation and change THREAD: Language variation F-10 SEQUENCE Identify features of German which vary according to audience, context and purpose, in familiar spoken and written texts. LIT CCT PSC ICU ICT Possible Topics Music School Family Youth Key processes       Identify the differences in register & style when using language in different contexts. Compare German and English language use in similar situations. Understand particular functions of speech, such as requests or expressing pleasure or dislike. Politeness. Understanding that texts have different purposes, audiences and forms. Recognising textual conventions popular with young Germans. Possible Tasks    Write an email using popular abbreviations and acronyms. o 4u o brb o 8ung o dubido o sz o LG sTn Compare language of a song or graffiti and teacher feedback on a test or report. Compare text types with similar content. 7-10 SEQUENCE Recognise some of the common variations in German as it is used in different contexts and locations by different people. Possible Topics Letters Greetings Telephone etiquette Classroom vocab LIT CCT PSC ICU Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes      Use appropriate forms of address and greetings. Understand difference between answering mobiles and answering home phone. Recognise different registers, eg. plural ihr Be aware of some regional variations, eg. Grüezi in Schweiz, Servus in Österreich Compare dialects, accents and vocab    Task Examples Write a letter with appropriate conventions. Classroom vocab, greetings Observe telephone interactions from film clips and real life and practise telephone etiquette with handys v home phones. Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Language variation and change THREAD: The dynamic and influential nature of language F-10 SEQUENCE Possible Topics Understand that German, like other languages, continues to change over time due to influences such as globalisation, new technologies and knowledge. Influence of German heritage in Australia Key processes  Spelling reform Youth & modern tech  LIT CCT ICU ICT   Investigate and report on evidence of current and historical influence of German language and culture in the local and broader Australian community. Understand that German is constantly expanding to include new words and expressions, eg. googeln, skypen Understand that English grammar used to be more similar to German grammar. German spelling reform. Possible Tasks   Investigative task on German/Austri an/Swiss place names in SA/Australia, food, festivals and celebrations, organisations. Have Dr Mickan visit 7-10 SEQUENCE Possible Topics Recognise that German and English are related languages and that German is an important European and global language. Shared words German research task Write a story LIT CCT ICU Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes     Notice that German and English share many words. Recognise that English and other languages have borrowed German words. Understand that English grammar used to be more similar to German grammar. Recognise that German constantly borrows and adapts words, eg. das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stop! Sorry!   Task Examples German research task – official language of DACHL as well as Belgium, Luxembourg, South Tyrol Write a short story featuring modern words Australian Curriculum: German – Years 7 and 8 SUBSTRAND: Role of language and culture THREAD: The interrelationship of language and culture in communication F-10 SEQUENCE Reflect on different aspects of the cultural dimension of learning and using German. Possible Topics School Lifestyle Manners Food Identity Key processes   LIT PSC CCT ICU   Recognise that there are different expressions that communicate ideas across cultures. Explore how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, eg. Recycling, Kaffee und Kuchen, Wandern, Fremdsprachen in schools Discuss use of appropriate gestures and body language Identify changes in own ways of thinking about culture and identity.  Possible Tasks Identity task o individual rights o shared social responsibil ity o respect for environme nt o Reconciliat ion o anti-racism o fair go o Flags o symbolism 7-10 SEQUENCE Possible Topics Understand that language use is shaped by and reflects the values, ideas and norms of a community. Identity  values  meaning  perspecti ves  assumpti ons  differenc e Food School LIT CCT PSC EU ICU Compiled November 2014 by Melissa Bond – Clare High School, South Australia / PLF (Goethe Institut) Key processes    Task Examples Investigate  Identity task connections o individual between rights o shared social language and responsibility significant cultural values or o respect for environment practices in o Reconciliation German, English o anti-racism Develop o fair go language to o Flags analyse and o symbolism explain the nature of the language-culture relationship Examine examples of cultural representation in language, symbols & behaviour