AC9LG8EU03 Year 7 Languages

AC9LG8EU03 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 7 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

compare German language structures and features with English, using familiar metalanguage

Elaborations

• recognising and explaining to others, aspects of German language and culture that are interesting and/or different when compared with English language texts, for example, answering telephone with surname
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understanding the concept of regular and irregular verbs, for example, spielen and lesen, and noticing that this is a feature of both German and English and other languages such as French, Italian and Spanish
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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
• identifying and analysing the purpose, intended audience and key features of familiar texts such as signs, instructions, postcards, advertisements, songs and conversations in German, and comparing these with texts in English
• comparing German and English written and spoken modes of a particular language function, noticing language structures used and varying levels of formality, for example, an invitation
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comparing pluralisation of nouns in German and English, for example, die for plural nouns and differing ending patterns in German, for example, Maus, Mäuse; Katze, Katzen, and in English
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understanding that English grammar used to be more closely aligned with German grammar, and that English has changed, for example, recognising the link between the Middle English “What thinkest thou?” and Was denkst du?

Show 3 more elaborations

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recognising that languages are dynamic and borrow and adapt words and expressions from each other, for example, English has borrowed the German words Hamburger, kaputt, Kindergarten and Glockenspiel and German has borrowed the English words das Internet, die App, joggen, shoppen, Stopp! and Sorry!, and comparing how these words are pronounced by German and English speakers
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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 evolving nature of languages
• 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANGER7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use German language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in German or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts. Students approximate pronunciation and intonation in spoken German. They demonstrate understanding that German has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of German and English language structures and features, using metalanguage. They demonstrate awareness that the German language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.