AC9LG10U02 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.

apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas

Elaborations

• 1 applying knowledge of the German case system, nominative, accusative, dative and some genitive, to articles, common demonstratives, and possessives followed by adjectives, to specify and describe people, places and objects
• 2

  recognising instances of possession and the use of the genitive case mainly in written texts, for example, Omas Leben, die Rolle der Frau, der Gebrauch des Genitivs, the use of the more common ‘von+dative case+noun’ as an alternative, for example, das Haus von meinen Eltern/das Haus meiner Eltern

• 3

  noticing that relative pronouns have gender and case and are usually the same as definite articles, and understanding the difference in function, for example, Der Mann, der am Tisch sitzt, ist Koch.; Das ist der Beruf, den ich am interessantesten finde.

• 4

  modifying meaning through the use of adverbs and adverbial phrases, for example, Das haben sie schon gemacht. Lauft so schnell wie möglich zum Supermarkt!

• 5

  using interjections and modal particles in colloquial spoken German to indicate agreement, contradiction or disbelief such as ja, wohl, doch, mal, so, echt, halt

• 6

  using a range of expressions for indefinite quantities, for example, einige, manche, mehrere

• 7

  describing current, recurring and future actions using verbs in the present tense, and past actions using a range of common regular and irregular verbs in present perfect tense, and simple past tense, for example, Wenn man die Haushaltsgeräte ausschaltet, spart man viel Energie. Als ich ein Kind war, bekam ich viele Geschenke zu Weihnachten. In der Zukunft werde ich mehr Sport treiben.

• 8

  using common reflexive verbs, including some transitive and intransitive verbs, modal verbs, verbs with separable and inseparable prefixes, and verbs with dative reflexive pronoun and noun direct object, for example, Man soll gesundes Essen auswählen, um Gesundheitsprobleme zu vermeiden Das Gemälde hat mir gut gefallen, Ich wasche mir die Hände

• 9

  using the different imperative forms of verbs for peers and adults, for example, Spiel/Spielt/Spielen wir/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!

• 10

  understanding and using common subjunctive forms, Konjunktiv II, such as hätte and wäre and würde+infinitive, for example, Wenn ich reich wäre, würde ich ein schnelles Auto kaufen. Er tut so, als ob er keine Zeit hätte.

• 11

  connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder werde ich Klempner oder Elektriker.

• 12

  understanding the difference between interrogatives which incorporate a preposition and refer to people and those which refer to objects, for example, Mit wem gehst du zur Party? Worüber schreibst du deinen Englischaufsatz?

• 13

  noticing and experimenting with compound forms such as common da- and wo(r)- constructions, for example, Was machst du damit? Woran erinnerst du dich?

• 14

  understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert.; Er denkt oft an seine Kindheit.

Related Achievement Standards