AC9LG6C04 Year 5 Languages

AC9LG6C04 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in German

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 5 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.

Content Descriptor

apply strategies to interpret and convey meaning in German language in familiar non-verbal, spoken and written cultural contexts

Elaborations

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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
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identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? not voll, and Es geht mir gut, not Ich bin gut, or Ich bin krank literally translating as I am sick
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noticing the use of, and evaluating whether or not to adopt German expressions and gestures when interacting with people from German-speaking communities, for example, exclamations Ach so! Echt!, pressing your thumbs inside fists for good luck, compared with crossing fingers, and thumbs up having the similar meaning of great or good
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using German-English cognates to predict meaning, for example, Brot, kalt, Maske, trinken
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explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!
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communicating politely by using Sie with unfamiliar adults, for example, Guten Morgen, wie heißen Sie?
• creating and using bilingual resources for language learning, for example, glossaries or personal German-English and English-German word lists with examples and explanations of parts of speech and language use

Show 2 more elaborations

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recognising long compound words, collecting and analysing interesting examples such as das Schlagzeug, babyleicht, Seehund, and discussing how best to translate them into English
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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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANGERF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in German language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in German or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of pronunciation and intonation in spoken German. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in German. They compare language structures and features in German and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.