AC9LG10EU02 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

select and use structures and features of the German grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

• 1 applying German punctuation and spelling rules in writing and systematically editing their own and others’ written work
• 2

  noting that German grammar underwent changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs, such as Fuβball, Spaβ, weiβ, except in Switzerland and Liechtenstein, which do not use the β

• 3

  understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses 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. In der Schule gibt es viele Umweltaktionen

• 4

  linking and sequencing events and ideas using a range of cohesive devices, including adverbs such as dann, früher, danach, vorher and coordinating conjunctions such as und, oder, aber, denn, sondern, and common subordinating conjunctions such as, als, dass, obwohl, wenn, weil, usually with the subordinate clause after the main clause

• 5

  understanding and giving instructions using the imperative mood, applying the different forms for singular/plural addressees and formal/informal register, for example, Mach dein Buch zu, Angela! Freunde, helft mir! Hilf mir! Machen Sie das Fenster bitte zu, Frau Berger! Spielen wir Tennis!

• 6

  describing current, recurring and future actions selecting and conjugating regular, irregular, modal verbs, for example, Ich mache meine Hausaufgaben, Er sieht viel fern, Man darf hier nicht essen, Wann stehst du jeden Tag auf? Wir werden nächstes Jahr in der 10./11. Klasse sein, and separable and inseparable verbs, recognising that the prefix alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr an, Kommst du mit? Ich bekomme manchmal Geld zum Geburtstag.

• 7

  applying knowledge of the German case system (nominative, accusative, dative and some genitive), and using definite and indefinite articles, personal pronouns including man, and possessive, demonstrative and interrogative adjectives such as ihr, sein, unser, dieser, jeder and welcher

• 8

  understanding the relationship between word gender, article and case and the adjectival endings, and applying this when describing people, objects, places and events, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring., Es gibt kein groβes Einkaufszentrum in dieser Stadt

• 9

  describing past events and experiences in the present perfect and/or simple past tense using a limited range of common verbs, for example, Ich bin gestern Skateboard gefahren, Als Kind trank ich gern Milch

• 10

  using reflexive verbs in present tense with their appropriate reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich wasche mich morgens, Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien, Erinnerst du dich an …?

• 11

  understanding and using prepositions, including dative and accusative prepositions in high-frequency contexts, for example, Ich komme aus Australien, Das Eis ist für mich, Der Junge geht zum Bahnhof and understanding the meaning of and using Wechselpräpositionen, for example, Wir gehen ins Kino, Sie wohnen in der Schweiz.

• 12

  making comparisons using a range of structures, for example, Ich esse lieber Salat als Fleisch, Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser.

Related Achievement Standards