Years 7 and 8 (Year 7 entry)
Essen in Deutschland und Australien
Summary of task
Students learnt about and compared eating and drinking customs in Germany and Australia. They researched the relationship between language, culture and values evidenced in these customs. They learned expressions for food and drink and associated activities, liking/disliking and stating preferences and opinions.
In this task students created a poster or brochure featuring two imaginary characters – one from Australia and one from Germany. Each character described aspects of their entertainment culture. The poster/ brochure included:
- where the characters lived and their age
- what activities the characters did in their free time
- what they liked/did not like to eat and drink (using gern/nicht gern)
- favourite foods (Lieblingsessen)
- culturally specific/famous types of food from each country
- brief description of a type of food from Germany.
By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and simple expressions to ask and respond to familiar questions and give and respond to instructions, such as, Hört gut zu!; Hol’ einen Laptop!; Wer ist das?; Woher kommt dein Vater?; Hast du Geschwister?, request help or permission, for example, Ich möchte … , bitte.; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?, ask for information, clarification or assistance, such as, Wie bitte? Hast du mein Buch? Wie sagt man das auf Deutsch?, and clarify answers, for example, Das ist meine Freundin und sie kommt aus China. ... Ja, ich habe zwei Brüder, sie heißen Nick und Max.. When socialising, they make simple statements such as Ich mag Fuβball, aber Toms Lieblingssport ist Basketball. They use key features of pronunciation, stress and intonation, including short and long vowel sounds, single consonants, blends and diphthongs, in different words, phrases and sentences, such as,ja, rot, singen, Sport, Winter, zwei, ich auch. They obtain key points of information and identify main ideas in simple texts relating to own world and that of teenagers in German-speaking countries, using contextual clues to help make meaning. They use high-frequency vocabulary to describe characters, events and ideas encountered in imaginative texts, and create short informative and imaginative texts using modelled sentence structures and formulaic expressions with present tense forms of regular and some irregular verbs, and correct word order. They use a range of grammatical elements to describe people, objects, actions, events and relationships, including articles, such as, der/ein, personal pronouns and some possessive adjectives, for example, mein, dein, sein, ihr in the nominative and accusative. They qualify meaning with reference to time, manner and place using everyday adverbs and phrases, for example, am Montag; besser; in der Schule, and link words, phrases and sentences using und, aber and oder, and other connectives such as dann, später and zuerst. They work with German and English to translate texts and create simple bilingual texts for peers and family, noticing where equivalence is not possible. They identify the relationship between language and culture, giving examples of adjustments made as a result of reactions and intercultural experiences. They explain how aspects of their own identity impact on intercultural exchange.
Students identify German as an important European and global language and that it is related to English. They identify some of the common variations in German used in different contexts by different people. They differentiate statements, questions, imperatives and exclamations according to intonation, sentence structure and punctuation. They understand and apply grammatical concepts such as gender and number, and nominative and accusative case. They identify key similarities and differences between the phonological and orthographic systems of English and German, including the Umlautand Eszett, capitalisation, and punctuation used in numbers (ordinals, decimals). They identify features of common spoken, written and multimodal texts. They understand and give examples of how language use is shaped by and reflects the values, ideas and norms of a community.
Commences text type appropriately 2 Annotation 2
Applies punctuation to ordinal number 3 Annotation 3
Observes word order conventions and uses adverbial phrase 4 Annotation 4
Uses adverbial phrase to indicate when activities occur 5 Annotation 5
Shows awareness of German idiom 'gern' to express preferences 6 Annotation 6
Expresses opinion about likes using verb 'finden' 7 Annotation 7
Observes word order conventions when beginning clause with the accusative 8 Annotation 8
Places 'nicht' in correct position to express dislike and uses conjunction 'und' 9 Annotation 9
Commences sentence with adverb of place followed by correct word order 10 Annotation 10
Uses Southern German greeting to match region of speaker 11 Annotation 11
Applies verb conjugation for plural subject 12 Annotation 12
Demonstrates cultural awareness of common German foods and drinks 13 Annotation 13
Ends text with contextually appropriate exclamation
Commences text type appropriately
Applies punctuation to ordinal number
Observes word order conventions and uses adverbial phrase
Uses adverbial phrase to indicate when activities occur
Shows awareness of German idiom 'gern' to express preferences
Expresses opinion about likes using verb 'finden'
Observes word order conventions when beginning clause with the accusative
Places 'nicht' in correct position to express dislike and uses conjunction 'und'
Commences sentence with adverb of place followed by correct word order
Uses Southern German greeting to match region of speaker
Applies verb conjugation for plural subject
Demonstrates cultural awareness of common German foods and drinks
Ends text with contextually appropriate exclamation