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Elaboration (15) ACLGEU013

gaining awareness of a limited number of routine past tense expressions including some with war and hatte and the present perfect, for example, Sabine war gestern krank. Das hat Spaβ gemacht. Habt ihr ein schönes Wochenende gehabt?

ACLGEC005

Present in modelled spoken and written texts information relating to own world and that of other teenagers[Key concepts: personal world, community, presentation; Key processes: representing, reporting, speaking, writing]

Elaborations ScOT Terms

Elaboration ACLGEU012

noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds …

Elaboration (1) ACLGEC008

using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’

Elaboration (16) ACLGEU013

negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.

Elaboration (4) ACLGEU015

being aware of some regional variations in language, such as in greetings (the Swiss Grüezi and Austrian Servus) or the lack of the Eszett in Switzerland

Elaboration (2) ACLGEC001

interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!

Elaboration (14) ACLGEU013

using common modal verbs such as können to describe capabilities (Ich kann gut schwimmen., and Ich möchte and Darf ich… ?) or to make polite requests

Elaboration (2) ACLGEC009

creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium

Elaboration (12) ACLGEU013

conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben

Elaboration (2) ACLGEU012

understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords

Elaboration ACLGEC005

presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals

Elaboration (20) ACLGEU013

understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin

Elaboration ACLGEU015

using appropriate forms of address and greetings/salutations for peers and teacher, depending on gender (Lieber/Liebe… and Dein/Deine/Eure … in a letter) and social status (Guten Morgen, Herr Schiller; Hallo, Tim!) of participants, and recognising the …

Elaboration (5) ACLGEU013

noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?

Elaboration (23) ACLGEU013

understanding and locating events in time (days, months, seasons), including the use of the 24-hour clock, prepositions such as nach and vor, and adverbs and formulaic expressions such as heute, vorgestern, früher, später, am Wochenende, in den Ferie …

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