Final objectives of the third grade of mainstream
secondary education - ASO
MODERN FOREIGN LANGUAGES
GERMAN
This collection
of final objectives meets the situation in the decree which permits choosing
German as the second modern foreign language instead of English, for the third
degree of ASO, general secondary education
1 Listening
The pupils are able to
1 determine the general subject,
identify the main idea, formulate a spontaneous view/evaluation , follow
the train of thought, select the relevant information and arrange the information in a comprehensible and personal way for:
-
simply formulated and simply structured informative
texts such as a radio and TV news item, an announcement , a weather forecast;
-
simply formulated and simply structured prescriptive
texts such as a public announcement, an instruction, an advertising message;
-
simply formulated and simply structured narrative
texts supported by visual material, such as a travel report (fragment),
a fragment of a documentary, a film, a fragment of a serial;
-
simply formulated and simply structured artistic
literary texts such as a chanson/song, a play excerpt.
2 sufficiently understand the discussion
partner to have a simple conversation or to participate in a simple telephone conversation.
The texts with regard to final objectives 1-2:
-
mainly concern the pupils’ own experience
, but also involve subjects of a more general nature;
- are usually fairly short and generally
provide redundant information;
-
are presented in a normal speaking voice and
are clearly articulated;
-
do not deviate very much from standard language.
The pupils are able to:
3 use the practical knowledge required
to perform the listening task:
- with regard to form, meaning and the real
context of the use of words and grammatical constructions;
- with regard to pronunciation and speech rhythm;
- with regard to the socio-cultural diversity
in the German-speaking world.
4 apply learning strategies in planning,
carrying out and evaluating their listening tasks, which promote the achievement
of the listening objective:
- using relevant prior knowledge related to
content;
- using practical knowledge and expanding it
at the same time;
- determining the listening objective;
- formulating hypotheses and listening expectations;
- relating the listening behaviour to the listening
objective;
- not becoming distracted by the fact of not
being able to understand everything in a stream of sounds;
- making notes.
5 reflect on the individual character
of the spoken language; This means that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour;
- evaluate the speaker’s use of language in
clear situations (formal, informal, confidential)
- are familiar with the individual character
of the spoken language (redundancy, incomplete sentences, …);
6 use communication strategies.
This means that they:
- make use of visual material, (lexical) context,
redundancy;
- can say that they do not understand something
and ask what something means;
- ask someone to speak more slowly , repeat
something, show something, spell something, say something in different words,
write something down;
- repeat something themselves to confirm that
they have understood the other person.
Attitudes
7 * The pupils are prepared
to:
- show an interest in what the speaker is saying;
- listen attentively and without prejudice;
- respect listening conventions;
- identify with the speaker’s socio-cultural
world;
- be open to aesthetic experiences.
2 Reading
The pupils are able to
8 determine the general subject, identify the main
idea, formulate a spontaneous view/evaluation, follow the train of thought,
select the relevant information, identify the structure and composition of
the text in:
- simply formulated and simply structured informative
texts such as a diagram, a table, an announcement, a leaflet, a form,
a questionnaire, a newspaper;
- article, an article in a magazine, a letter, an e-mail;
- simply formulated and simply structured prescriptive
texts such as an instruction, a heading, a warning, an instruction guide,
an advertising message;
- simply formulated and simply structured narrative
texts, such as a report , a travel story;
- simply formulated and simply structured artistic
literary texts, such as a cartoon, a short story, a youth novel excerpt,
a poem, a play excerpt.
9 arrange the information in a comprehensible
and personal way in simply formulated and simply structured informative
texts, such as a newspaper article, an article in a magazine.
The texts with regard to final objectives 8-9:
- mainly concern the pupils’ own experiences
, but also involve subjects of a more general nature;
- generally provide redundant information, but
can also contain implicit information;
- do not deviate very much from standard language.
The pupils are able to
10 use the practical knowledge required to perform the reading task:
- with regard to form, meaning and the real
context of the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the German-speaking world.
11 apply learning strategies in planning,
carrying out and evaluating their reading tasks, which promote the achievement
of the reading objective:
- using relevant prior knowledge related to
content;
- using practical knowledge and expanding it
at the same time;
- determining the reading objective;
- identifying the type of text;
- formulating hypotheses , based on lay-out
(e.g. subtitles, photographs, …);
- relating the reading behaviour to the reading
objective;
- not becoming distracted by the fact of not
being able to understand the text;
- making notes on the text, bearing in mind
the aim of reading;
- anticipating what is following , based on
what has been read.
12 reflect on the individual character
of the reading task. This means that they:
- are able to make a distinction between different
types of text;
- know about different language registers (formal,
informal, confidential use of language).
13 use communication strategies. This means that they:
- deduce the meaning of words they do not know
from the context;
- make use of visual material , (lexical) context,
redundancy;
- make efficient use of traditional and electronic
resources and databases.
Attitudes
14 * The pupils are prepared to:
- read texts and concentrate on what they wish
to find out;
- read thoroughly and without prejudice;
- identify with the socio-cultural world of
the writer;
- read German texts outside the context of the
classroom.
3 Speaking/engaging
in conversations
The pupils are able to
15 provide information about themselves
, their world and experiences, and ask for similar information;
16 give a spontaneous view/evaluation
of a familiar subject.
17 describe a situation in a simple
way;
18 report on their own experiences
or an event.
19 recount an informative and narrative
text which they have listened to or read;
20 react adequately to a simple direct
conversation and a simple telephone conversation.
The texts to be produce with regard to final objectives
15-20:
-
mainly concern the pupils’ own experiences, but also involve
subjects of a more general nature;
-
are comprehensibly formulated and structured
simply;
-
may already make a fairly lengthy contribution
towards a conversation;
- are already pronounced fairly confidently
but still fairly slowly;
- demonstrate effective communication rather than correct structures and
forms.
The pupils are able to:
21 use the practical knowledge which
is necessary to make use of the spoken language/conversation:
- with regard to form, meaning and the real
context of the use of words and grammatical constructions;
- with regard to pronunciation and speech rhythm;
- with regard to the socio-cultural diversity
in the German-speaking world.
22 apply learning strategies in planning,
carrying out and evaluating their speaking tasks/conversation tasks, which promote the
achievement of the speaking objective:
- using relevant prior knowledge related to
content;
- using their practical knowledge and expanding
it at the same time;
- collecting information, also using electronic
sources and incorporating the information;
- determining the speaking objective;
- in a common speaking task, dividing the tasks,
discussing these together, helping each other, keeping agreements, making
use of each other’s contributions and presenting the results together.
23 reflect on language and the use
of language. This means that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour.
24 use communication strategies. This
means that they:
- make use of non-verbal behaviour;
- formulate the message in a different way;
- say that they do not understand something,
ask the other person to speak more slowly, ask to indicate something, spell
something, say something in different words, write something
down;
- repeat something themselves to confirm that
they have understood the other person.
Attitudes
25 * The pupils are willing
to
- listen carefully as a condition for speaking
well;
- speak and participate in a conversation;
- aim at a correct formulation and grammar.
4 Writing
The pupils are able to:
26 complete forms and questionnaires
which are relevant to them;
27 in general terms, repeat the content
of informative texts they have read;
28 formulate a spontaneous view/evaluation
of a familiar subject;
29 write a simple announcement, letter
and e-mail.
The texts to be produced with regard to final objectives
26-29:
- mainly concern the pupils’ own experiences,
but also involve subjects of a more general nature;
- are formulated in a simple way with a comprehensible
structure;
- demonstrate effective communication rather
than correct structures.
The pupils are able to:
30 use the practical knowledge required
to perform the writing task:
- with regard to form, meaning and the real
context for the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the German-speaking world.
31 apply learning strategies in planning,
carrying out and evaluating their writing tasks, which promote the achievement
of the writing objective:
- using relevant prior knowledge related to
content;
- using practical knowledge and expanding it
at the same time;
- taking account of the target audience;
- drawing up a writing plan;
- using an appropriate lay-out;
- in a joint writing task, dividing the tasks,
discussing them together, keeping to agreements, making use of each other’s
contributions and presenting the results together.
32 reflect on the individual character
of the written language. This means that they:
- know that the written language is more formal
and structured than the spoken language;
- can interpret the significance of spelling,
punctuation and lay-out.
33 use communication strategies. This
means that they:
- consult traditional and electronic resources;
- make use of the possibilities of ICT or models
in the writing process.
Attitudes
34 * The pupils are prepared to:
- critically reread the texts they have written
to check form and content;
- learn from mistakes;
- devote attention to the presentation of their
written texts;
- where necessary, look up the spelling of a
word.
Attitudes have been indicated by * in the margin, for checking by
the inspectorate.
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