Lisa und Flecki (German Edition)

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I planned to create a "Harry-Potter-Journal", since my new Notebook arrived.


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It was just an accessory for my costume for the last week of school, but it looks so great! Hope you like it. Nov 6, Goddess Kali goddess goddessofdeath hindugoddess hinduism hindumythology kali. To celebrate the day of the Kali Puja, I drew this picture. Oct 9, No journal entries yet. Add a Comment:.

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Learners work collaboratively and independently in the target language, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests and needs. They pool information, language knowledge and resources to plan, problem-solve, monitor and reflect. They use and adapt modelled and rehearsed language in familiar and unfamiliar contexts, increasingly generating original language. They make cross-curricular connections and explore intercultural experiences and perspectives, such as the notion of a shared understanding.

While the primary context for learning is usually the German language classroom, there may be opportunities for interacting with peers in German-speaking contexts and with other learners of German, such as through the use of technology or relationships with partner schools. Learners may also have some contact with German speakers and cultural events in the local community. Learners listen to, read, view and interact with a widening range of texts for a variety of purposes informative, transactional, imaginative, expressive. They apply learnt processing strategies and language knowledge, drawing on their grammatical and vocabulary knowledge and their understanding of text conventions and patterns to obtain meaning from texts.

They make connections between texts and cultural frames, and reflect on aspects of the variability of language, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They design interactive events and collaborative tasks, and participate in discussions, games and competitions.

Learners gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect Perfekt tense of verbs conjugated with haben and sein and the simple past Imperfekt tenses.

German couple keeps fingers crossed for Flecki′s return to parking lot | News | DW |

They use German with increasing accuracy and fluency, drafting and editing texts to improve structure and effect and to clarify meaning. Learners build on their cumulative experience of learning languages to analyse the relationship between language and culture more critically. They identify cultural references in texts and consider how language frames and communicates perspectives and values. They make comparisons between their own language s and German, and reflect on the complexities involved in moving between languages and cultural systems.

They monitor and reflect on their own intercultural experience and capability as second language learners, and identify their own personal and community practices and identities that reflect cultural influence. Particular support is required at this stage of second language learning to manage the transition to post-primary schooling and to encourage continued engagement. Opportunities to review and consolidate prior learning are balanced with provision of engaging and relevant new experiences and connections.

Students are supported to develop increasing autonomy as language learners and users, to self-monitor, and to reflect on and adjust language in response to their experience in diverse contexts. While German is used in more extended and elaborated ways at this level, English is used when appropriate to allow for explanation, analysis and reflection in relation to abstract concepts.

Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences [Key concepts: neighbourhood, school, leisure; Key processes: discussing, commenting, comparing]. Engage in tasks and transactions that involve negotiation and problem-solving [Key concepts: exploratory talk, exchange of ideas, task management; Key processes: transacting, negotiating].

Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions [Key concepts: interaction, learning strategies, exchange; Key processes: responding, participating, advising]. Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest [Key concepts: resources, values, issues; Key processes: summarising, reading, listening, analysing].

Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences [Key concepts: representations, perspectives; Key processes: comparing, classifying, organising]. Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts [Key concepts: plot, character, emotions; Key processes: expressing, reviewing, comparing].

Create individual and shared texts about imagined people, places and experiences, to entertain others [Key concepts: imagination, audience, entertainment; Key processes: composing, performing, experimenting]. Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community [Key concepts: representation, organisation; Key processes: selecting, categorising, evaluating, translating].

Select all Foundation to Year 2 Years Years Years Years Select all Communicating Understanding. Select all Literacy Literacy Numeracy Numeracy Information and communication technology capability Information and communication technology capability Critical and creative thinking Critical and creative thinking Personal and social capability Personal and social capability Ethical understanding Ethical behaviour Intercultural understanding Intercultural understanding. View View bands description with content side by side View bands consecutively down the page View bands in columns across the page View one band per page with elaborations.

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. German language learning and use At this stage, games, music, movement, familiar routines, and imaginative activities such as role-plays provide essential scaffolding and relevant contexts for language development.

Contexts of interaction The primary context of interaction is the language classroom, as learners interact with the teacher and with one another. Texts and resources Learners engage with a variety of spoken, written and digital texts. Features of German language use Learners become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch , r , th , u and z , and diphthongs such as au , ei , eu and ie.

Level of support Support is provided through visual and tactile materials such as pictures, realia, objects and charts, and through the use of gesture and movement. The role of English Learners are encouraged to use German whenever possible, particularly when engaging in classroom interactions and routines.

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Foundation to Year 2 Content Descriptions. Content Description Interact and socialise with peers and teacher to exchange greetings and information about self and family, and express likes and dislikes [Key concepts: self, family; Key processes: interacting, greeting, thanking] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability.

Guten Morgen! Auf Wiedersehen!


  • "Lisa" in English!
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  • Ich wohne in … Ich mag … nicht. View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability. Content Description Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions [Key concepts: play, performance, action learning; Key processes: participating, taking turns] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability. Content Description Recognise and respond to instructions and questions about activities, games and classroom routines, and make polite requests [Key concepts: roles, routines; Key processes: following instructions, participating, listening] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Personal and social capability.

    Alle zusammen! Das ist …? Ist das …? Nein, das ist View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Personal and social capability. Content Description Identify key words and information in simple shared texts related to personal worlds [Key concepts: literacy, text; Key processes: locating, matching, ordering] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Convey factual information about self, family and possessions through pictures, labels, captions and short descriptions, using familiar words and modelled language [Key concepts: identity, belonging; Key processes: naming, labelling, describing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Elaborations using key words and simple phrases to annotate a picture, diagram or photo for public display contributing to a digital photo story on Meine Klasse , for example, writing and recording captions to own photos Das bin ich. Sie ist nett using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self and the immediate environment, for example, Ich bin im Kindergarten. Ich bin in Klasse 1. Das ist mein Kissen.

    Die Flagge ist Schwarz-Rot-Gold. View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling [Key concepts: imagination, performance, setting; Key processes: participating, responding] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability. Content Description Express ideas and experiences in a variety of ways using familiar words and modelled language, such as through imaginative role-play, mime, drawing, oral discussion or scaffolded writing activities [Key concepts: role-play, discussion, imagination; Key processes: performing, expressing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Share with peers and family what they know in German, identifying different words and expressions, moving between languages depending on the audience [Key concepts: representation, difference; Key processes: noticing, comparing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability. Elaborations distinguishing between German and English in spoken and written form Ist das Deutsch oder Englisch?

    Content Description Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English [Key concepts: vocabulary, representation; Key processes: sorting, matching, noticing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Information and Communication Technology ICT capability.

    Elaborations collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse making and displaying labels for common objects in the classroom and home compiling and displaying illustrated class German—English and English—German dictionaries or alphabet posters of classroom language and key vocabulary. View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Information and Communication Technology ICT capability.

    Content Description Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words [Key concepts: language, culture, difference; Key processes: noticing, comparing, observing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability.

    Elaborations recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Elaborations identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch.

    Ich lerne Deutsch eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb. Content Description Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds [Key concepts: pronunciation, intonation; Key processes: listening, imitating, recognising] View additional details about Literacy View additional details about Critical and creative thinking.

    Mature Content

    View additional details about Literacy View additional details about Critical and creative thinking. Content Description Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains [Key concepts: word order, connections, gender; Key processes: noticing patterns, making connections, selecting] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking.

    View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking. Elaborations understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short Stopp! View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Information and Communication Technology ICT capability.

    Content Description Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people [Key concepts: register, language conventions, social practice; Key processes: noticing, comparing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability.

    Elaborations recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers Tag, Luke! Content Description Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other [Key concepts: multilingualism, culture, community; Key processes: observing, exploring, recognising] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding.

    View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding. Content Description Notice that the languages people use relate to who they are and where and how they live [Key concepts: place, culture; Key processes: noticing, exploring] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Ethical understanding.

    View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Ethical understanding. Show subject-specific achievement standard.

    Foundation to Year 2 Achievement Standard By the end of Year 2, students interact with teachers and peers through action-related talk and play. The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including that of the German class.

    German language learning and use The development of oral proficiency at this stage continues to rely on rich language input in different modes and from different sources. Contexts of interaction The contexts in which learners interact in learning and using German are primarily local — the classroom, school, home and community — with some access to wider communities of German speakers through audiovisual and digital technologies. Texts and resources Learners develop literacy skills and textual knowledge through supported engagement with a range of spoken, written, visual and multimodal texts.

    Features of German language use Learners notice features of German communication such as the use of gestures, facial expressions and intonation patterns. Level of support This stage of learning involves extensive support. The role of English Learners use German for classroom routines and structured learning tasks, and for listening to and viewing German texts.

    Years 3 and 4 Content Descriptions. Content Description Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities [Key concepts: friendship, identity; Key processes: describing, expressing] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Elaborations exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze. Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du? View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Participate collaboratively in shared class experiences and transactions [Key concepts: participation, creativity; Key processes: exchanging, negotiating, planning] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

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    Was kostet die Puppe? Elaborations asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Bist du fertig? Entschuldigung, Frau Lenz! Hilfe, bitte! Tolle Arbeit! Gut gemacht! View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability. Content Description Obtain and process information from peers and texts related to personal, social and natural worlds [Key concepts: community, family, friends; Key processes: reading, listening, selecting, organising] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Present information in modelled spoken and written texts relating to personal, social and natural worlds [Key concepts: family, friends; Key processes: describing, presenting, collating] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Elaborations introducing family members and friends, identifying relationships and cultural backgrounds Das ist mein Opa. Er kommt aus China. Content Description Respond to imaginative print and digital texts in a variety of ways such as by acting out events, identifying favourite elements and making simple statements about characters [Key concepts: character, events; Key processes: describing, retelling] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Elaborations using modelled structures and picture prompts to retell the basic plot of a narrative, or making simple summary statements, for example, Shrek und Fiona sind im Schloss. View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports [Key concepts: fantasy, entertainment, amusement; Key processes: performing, creating, presenting] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Elaborations collaborating to create and perform a new version of a traditional or contemporary text, for example, the script of a play for the German fairy tale Die Bremer Stadtmusikanten creating and performing a puppet play involving a German character and an Australian character, such as die Maus Die Sendung mit der Maus meeting Bananas in Pyjamas or an Igel meeting an echidna, using modelled German language using digital technologies to create and illustrate short imaginative texts designed to amuse or entertain, such as Mein Traumhaus Ich wohne in einem Schloss.

    Content Description Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family [Key concepts: meaning, interconnection; Key processes: comparing, interpreting, explaining] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Content Description Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community [Key concepts: vocabulary, translation; Key processes: labelling, matching, translating] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Information and Communication Technology ICT capability.

    Content Description Notice and describe what looks or feels similar or different to own language and culture when interacting in German [Key concepts: communication, difference, respect; Key processes: noticing, comparing, describing] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability.

    Content Description Describe their own experiences of learning and using German and explore their sense of identity, including elements such as family, cultural heritage and friends [Key concepts: self, family, friends; Key processes: exploring, comparing, identifying] View additional details about Literacy View additional details about Critical and creative thinking View additional details about Intercultural understanding View additional details about Personal and social capability View additional details about Information and Communication Technology ICT capability.

    Mein Opa kommt aus Griechenland. Content Description Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts [Key concepts: pronunciation, intonation, accents; Key processes: distinguishing sounds, recognising, practising] View additional details about Literacy View additional details about Critical and creative thinking.

    Elaborations recognising and practising short and long vowel sounds, initial consonants and blends, for example, ja, rot, singen, Sport, Winter, zwei recognising and using the Umlaut and Eszett to pronounce and write familiar German words understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations Du bist acht. Du bist acht? Du bist acht! Er mag Cricket. Die Schule beginnt um halb neun. Er hat am siebten August Geburtstag. Content Description Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes [Key concepts: text function, structure, features of texts; Key processes: classifying, comparing, explaining] View additional details about Literacy View additional details about Numeracy View additional details about Critical and creative thinking View additional details about Information and Communication Technology ICT capability.



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