AC9LG8U02 Year 7 Languages

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.

apply understanding of grammatical structures and expressions to compose and respond to texts

Elaborations

• 1

  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

• 2 applying German punctuation and spelling rules in writing and systematically editing their own and others’ written work
• 3

  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

• 4

  selecting and using the appropriate forms of personal pronouns such as du/ ihr/ Sie, and its possessive adjective equivalents dein/ euer/ Ihr, according to the audience, for example, Sind Sie Frau Wagner? Hast du dein Geld mit? and selecting the correct personal pronoun for ‘it’, er/sie/es/ihn, for objects, for example, Woher hast du den Hut? Er ist sehr schön, Ich habe ihn bei … gekauft.

• 5

  understanding the relationship between word gender, article and case and the adjectival ending, 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 keinen Sportplatz.

• 6

  making comparisons, including the superlative, for example, Deutsch ist schwieriger als Englisch aber Mathe ist am schwierigsten, Ich esse lieber Salat als Fleisch, Kaffee ist nicht so gesund wie Wasser

• 7

  using adverbs of frequency to describe events in the past, for example, vorgestern, früher, immer, ab und zu, niemals

• 8

  referring to quantities of people, time and things using cardinal numbers up to a billion and the 24-hour clock, for example, Es gibt 7,3 Millionen Einwohner, Das Konzert beginnt um 21.45 Uhr

• 9

  describing current, recurring and future actions using regular, irregular and modal verbs in the present tense, and past actions using a limited range of common verbs in present perfect tense, for example, Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops. Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.

• 10

  using reflexive verbs in present tense with their appropriate accusative 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

• 11

  selecting and conjugating a range of German modal verbs, for example, Wir müssen eine Schuluniform tragen, Man darf hier nicht essen, Du kannst Volleyball spielen

• 12

  applying understanding of a limited range of separable and inseparable verbs and recognising that the prefix alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr, Kommst du mit?, Ich bekomme manchmal Geld zum Geburtstag

• 13

  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, Zu Hause ist es oft sehr laut.

• 14

  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 how to use Wechselpräpositionen, for example, Wir gehen ins Kino, Wir sitzen im Kino

• 15

  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

Related Achievement Standards