1. finance
2. personal finance
3. insurance
4. life insurance

German
Work program sample
German sample work program
Reproduced with the permission of Kenmore SHS
November 2008
A work program is the school’s plan of how the course will be delivered and
assessed, based on the school’s interpretation of the syllabus. The school’s work
program must meet syllabus requirements, and indicate that there will be sufficient
scope and depth of student learning to reflect the general objectives and meet the
exit criteria and standards.
This sample demonstrates one approach, and should be used as a guide only to help
teachers plan and develop school work programs.
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA.
Queensland Studies Authority
Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004
Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au
Kenmore State High School
SENIOR GERMAN
WORK PROGRAM
2008
To be implemented in 2009
COURSE ORGANISATION
OVERVIEW: Years 11 and 12
Time
Semester 1
Term 1
Theme
FAMILY AND
COMMUNITY
SOCIAL ISSUES
Semester 1
Term 2
Semester 2
Term 3
LEISURE,
RECREATION AND
HUMAN
CREATIVITY
LEISURE,
RECREATION AND
HUMAN
CREATIVITY
SOCIAL ISSUES
Semester 2
RECREATION AND
HUMAN
CREATIVITY
Term 4
SOCIAL ISSUES
Semester 3
Term 1
LEISURE,
RECREATION AND
HUMAN
CREATIVITY
SOCIAL ISSUES
Semester 3
Term 2
Semester 4
LEISURE,
RECREATION AND
HUMAN
CREATIVITY
SOCIAL ISSUES
Term 3
Semester 4
Term 4
SCHOOL AND
POST-SCHOOL
OPTIONS
FAMILY AND
COMMUNITY
Topic
Duration
Wer bin ich?
8 weeks
Personal descriptions, personality, relationships,
home, adolescence, family unit, roles in
Australian and German society
In-depth
Was sind meine Interessen?
8 weeks
Jugendkultur in Deutschland und in Australien
In-depth
Sport, hobbies and interest, radio, television and
films; music, art, poetry and short stories.
unit
Ab nach Deutschland!
8 weeks
Holiday planning and itineraries, school
exchange, tourist accommodation (hotels, youth
hostels and backpackers, campsites), geography
(climate, landscapes, city scapes)
In-depth
Fühle ich mich wohl?
8 weeks
Gesundheit, Essen und das seelische
Wohlbefinden
In-depth
unit
unit
unit
Healthy lifestyle, daily routine, diet, exercise, wellbeing, body image, religion and religious
tolerance
Bier, Wurst und Dirndl – typisch Deutsch?
8 weeks
Stereotypes (the typical German / Australian),
history, people and events; German literature,
music and art.
In-depth
Das Leben ohne Handy? Unmöglich!
8 weeks
Wie bin ich von den Massenmedien beeinflusst?
In-depth
Old and new media, advertising, internet
unit
Wie kümmere ich mich um meine Welt?
8 weeks
Gewissensfragen
In-depth
Social issues, ethics: Looking at issues current in
Germany and of significance in Australia and
comparing them – the environment, drugs in
society, abortion, euthanasia
unit
Wohin jetzt?
5 weeks
School, Post-school options and future plans:
Looking at pathways in education, issues to do
with education and schooling and future
directions for students
In-depth
unit
unit
The world of work – part-time work and future
employment: Looking at individual plans for the
future and life goals
Coming of age – school formals, graduation,
schoolies and getting a driver’s licence
NB.
The Year 10 German Immersion class completes Year 11 work
The Year 11 German Immersion class completes Year 12 work
The Mainstream German composite class alternates (Year A/Semester 1 and 2 and Year B/Semester 3 and 4)
3
INTENDED STUDENT LEARNING – UNITS OF WORK
SEMESTER ONE TERM ONE – Wer bin ich?
Semester 1
Term 1
F&C
SI
Youth Culture: sports, hobbies, interests, music,
art and information technology
8 weeks
In-depth unit
Learning experiences
Language features
Language functions
Listening and Reading
 Listening to descriptions of
others and guessing who it is.
 Debate topics "rights",
"responsibilities".
 Reading about film and music,
stars.
 Reading/writing articles on family
issues "problems of
adolescence", "when and if to
marry/have children", "the role of
women".
 Talking about home and house
preferences.
A revision of basic grammar will be
covered during this unit.
Identifying and asking about:
 people
 things
Speaking and Writing
 "Wer bin ich?" game.
 "Baby photos".
 Discussing fashion/clothes.
 Describing oneself, one's family
and friends in person or on the
telephone.
 Giving an oral report about one's
family and pets.
 Writing descriptions of oneself,
family and friends.
 Compare living styles in
Germany and Australia.
 Describing one's room to a
penfriend.
 Writing help letters and
responses to a magazine
 Prepare house plans (own,
ideal).
Students prepare an indepth
analysis of a German speaking
friend or celebrity
Adjectives*
 declension
 attribute (ein schönes Gesicht)
 predicative (der Mann ist alt)
 possessive
 indefinite
 with fixed prepositions
 used as nouns
 positive, comparative,
supportive, regular and irregular
Articles
 definite
 indefinite
 negative
 declension
Nouns
 gender
 number
 case
Verbs
tense - present
- perfect/conversational
past
mood - indicative
modal verbs*
Conjunctions
 coordinating
 subordinating
Asking about and describing:
 things
 physical features (colour,
dimensions
Asking for and giving:
 reasons
Comparing
Enquiring about expressing:
 opinions
 preference
 agreement/disagreement
 likes/dislikes
 approval/disapproval
Cultural contexts
The cultural context will be the
world of popular culture and the
similarities and differences that are
evident between young people in
different countries and cultures, and
within the same country but in
different interest groups. The focus
will be on how different young
people present themselves through
their culture – sport, music, art –
and the way they make choices in
terms of interests, appearance and
language.
Word order
 inversion
 objects (direct and indirect)
 expressions of time, manner and
place
Pronouns
 possessive
Settings (for example)

Schools

Clubs / youth centres

Home

Informal meetings

Internet
Resources: Brennpunkt and Anstoß GCSE textbooks will be the core resources used in this unit.
Relevant current affairs topics can be introduced throughout the course.
4
SEMESTER TWO TERM THREE – Ab nach Deutschland!
Semester 2
LR&HC
Term 3
Travel: Holiday planning and itineraries, school
exchange, tourist accommodation (hotels, youth hostels
and backpackers, campsites), geography (climate,
landscapes, city scapes)
Learning experiences
Listening and Reading
 Listening/watching weather forecasts.
 Compare accommodations. Which is
the best?
 Watch a travelogue.
 Discuss exchange itinerary and
research highlights
 Read travel brochures.
 Read about the places to be visited on
an /the exchange tour
Speaking and Writing
 Talk about holidays students have
been on.
 Present a slide/photo/video holiday
report to the class.
 Role playing "Reiseburo", "Im Hotel",
"Am Campingplatz". Read German
weather maps and forecasts.
 Plan an itinerary for a trip to Germany.
 Write about a dream holiday.
 Write a letter to a (pen)friend giving
details of travel arrangements.
Language features
Adjectives
 demonstrative
 interrogative
Pronouns
 interrogative
 relative
 demonstrative
Nouns
 infinitives used as nouns
Prepositions*
 accusative, dative,
accusative/dative
 formation and use of
compounds with da- and woVerbs
 infinitives with zu
 infinitives without zu
after lassen
after modals
 infinitives used for polite
requests
modals
future
Word order and punctuation
 inverted order
- compound and
complex sentences
Students produce a tour brochure in
print or electronic form.
Settings (for example)

At home, tourist office,
accommodation venues,
places of interest.
8 weeks
In-depth
unit
Language functions
Socialising - Imparting and
seeking factual information
(a) identifying/asking
about
things
understanding
/misunderstanding
(b) asking about/describing
-places
-activities
-physical features
-experience
(c) asking for/giving
-time
-cost
-meaning
-clarification
-confirmation
-reasons
- giving instruction
-directions
(d) reporting
Expressing and finding out
attitudes
(a) enquiring about/expressing
-preference
-intention
-wants and needs
-likes/dislikes
Getting Things Done
(a) asking for/giving
-advice
-decisions
-invitations
(b) requesting/offering
-help
-something to be
done
-goods and services
(c) accepting/declining
(d) suggesting
(e) negotiating
(f) giving commands
Cultural contexts
The majority of students are
preparing for a two month
exchange in Term 4 and this
topic gives them the opportunity
to master essential language for
their travels as well as prepare
them for the places and
conditions they will experience in
Germany.
Resources: : Brennpunkt and Anstoß GCSE textbooks will be the core resources used in this unit
Relevant current affairs topics can be introduced throughout the course.
5
SEMESTER FOUR TERM THREE – Gewissensfragen
Semester 4
Term 3
Social
Issues
Social issues, ethics: Looking at issues current in
Germany and of significance in Australia and
comparing them – the environment, drugs in
society, abortion, euthanasia
Learning experiences
Language features
Listening and Reading
Verbs
 Passive voice actional, statal,
impersonal
 Expressing
hypothetical situations
with forms of haben,
sein, werden, können,
mögen
 listening to and discussing major
environmental dangers
(Treibhauseffekt,
Verschmutzung, Atomenergie)
and solutions
 listening to young people
 discussing addictions
 reading articles on environmental
 problems and possible solutions
 reading newspaper articles on
current events
 reading re Internet , global
communication
 Expressing concerns and
solutions for future
 roleplaying an addict seeking
advice
 discussing computing
advances/Internet
 preparing promotional material
on environment - stickers,
posters, brochures, poems
 writing a protest letter to the
editor
 selecting one major global issue,
research and write an article for a
school magazine
 writing a problem page for people
with addictions - advice
Settings (for example)
 School
 Radio station
 TV studio
In-depth
unit
Language functions
1.
Imparting and Seeking
Factual Information
(a)
Identifying/Asking about
- things
- problems
2.
(c)
Expressing and Finding
Out Attitudes
Enquiring about/Expressing
- opinions
- fears/anger
- approval/disapproval
Expressing
- gratitude
- regret
- hope
Predicting
3.
(a)
(b)
(c)
Getting Things Done
Warning
Suggesting
Negotiating
(a)
(b)
Speaking and writing
8weeks
Cultural contexts
After a broad introduction to a
range of significant social issues
students focus on one of the
following issues: – the
environment, drugs in society,
abortion, euthanasia. They are
asked to produce an educational
poster for students highlighting
the issue.
Resources: Brennpunkt and Anstoß textbooks will be the core resources used in this unit
6
SEMESTER FOUR TERM FOUR – Wohin jetzt?
Semester 4
S&PS O
Term 4
F&C
School, Post-school options and future plans:
Looking at pathways in education, issues to do with
education and schooling and future directions for
students. The world of work – part-time work and
future employment: Looking at individual plans for
the future and life goals. Coming of age – school
formals, graduation, schoolies and getting a driver’s
licence
Learning experiences
Listening and Reading
 listen to interviews about school/
future plans/ apprenticeship
 listen to dialogue at Arbeitsamtapplying for work
 listen to news items about school
systems, work trends
 read in the various media about
employment trends.
 read statistics and articles about
trends in education
 read job advertisements on line
 read profiles on variety of
employment prospects
Speaking and writing.
 discuss one’s own future
 describe one’s own experiences
at school
 compare German and Qld school
systems
 discuss issues e.g. single sex
schools vs co-ed, exam stress
 write a letter about your own
school experiences
 resume writing
 write an article for the Kenmore
Kurier on your school days.
Students present their own
school experiences or their future
plans.
Language features
Verbs
 mood
- indicative
- subjunctive
- conditional
 common forms to express
hypothetical situations
(especially forms of sein,
haben, werden, können,
mögen)
 pluperfect
 future
Pronouns
 relative
Particles
 emphatic (doch, mal, schon,
eben eigentlich, ja)
 negative (nichts, noch nicht,
doch nicht)
Adjectives
 possessive
 demonstrative
 with fixed prepositions
 participles used as adjectives
5 weeks
In-depth
unit
Language functions
Imparting and seeking
factual information:
expressing and finding
out attitudes
- opinions
- fears
- preference
- anger
- approval / disapproval
- agreement &
disagreement
expressing
- regret
- hope
- praise
- blame
complaining
contradicting
getting things done
- warning
- asking for/giving
advice
- encouraging
- predicting
Cultural contexts
Settings (for example)
 Schools
 Clubs/youth centres
 Home
 Informal meetings
 Internet
 With guidance officer

Students compare and
contrast our partner school
and Kenmore. They use
news broadcasts (das
Journal) to compare
employment trends in the
two countries.
Resources: Brennpunkt and Anstoß GCSE textbooks will be the core resources used in this
unit
Relevant current affairs topics can be introduced throughout the course.
7
Name:____________________
Year: ________
PROFILES – Year 11
MACROSKILLS
Date and details of assessment
L
R
S
W
S1 Term 1 – F&C and SI: Wer bin ich?
Conversation about adolescent issues
S1 Term 1 – F&C and SI: Wer bin ich?
Diary entry or blog about problems with family and / or friends
S1 Term 2 – LR&HC: Was sind meine Interessen?
Student presentation about an area of interest + teacher
questions
S1 Term 2 – LR&HC: Was sind meine Interessen?
A selection of texts covering sports and hobbies
Macroskill Results
End of Semester 1 Overall result
S2 Term 3 – LR&HC/S&PSO: Ab nach Deutschland!
Listening to young Germans describe their holiday experiences
S2 Term 3 – LR&HC/S&PSO: Ab nach Deutschland!
S-T discussion of the upcoming exchange (or imaginary one)
S2 Term 3 – LR&HC/S&PSO: Ab nach Deutschland!
Reading a selection of texts related to travel, e.g. brochures,
advertisements, travel reviews
S2 Term 4 – (for immersion students) Exchange project
(describing experiences, diary entries, interviews, research)
S2 Term 4 – Fühle ich mich wohl? Writing an article for
exchange students on the range of foods available in Australia
and recommendations on what to eat and what to avoid.
S2 Term 4 – Fühle ich mich wohl? Reading a selection of
texts which the topic of well-being.
Macroskill Results
End of Semester 2 Overall result
Macroskills for Monitoring
Interim Level of Achievement for monitoring
8
Name: ____________________
Year: ________
PROFILES – Year 12
Date and details of assessment
MACROSKILLS
L
R
S
W
S3 Term 1 - LR&HC/S&PSO: Ab nach Deutschland!
S powerpoint presentation on the exchange (or holiday
experience) + T questions
S3 Term 1 – F&C Typisch Deutsch?
Listen to a range of reports about people’s views on what is
typically German or typically Australian
S3 Term 1 – S&PSO Typisch Deutsch?
A selection of texts covering aspects of German culture e.g
music, art, history
S3 Term 2 – SI and LR&HC Die Medien
S-T conversation about the role of media in their lives.
Students present part of the Radiosendung from class work.
S3 Term 2 – SI and LR&HC Die Medien
Articles on the role of the media and its influence and the role
advertising plays in society.
S3 Term 2 – SI and LR&HC Die Medien
S describes how important aspects of the media are in S’s life
e.g. Answer the question Ist Fernsehen König? Ist Werbung
notwendig?
Macroskill Results
End of Semester 3 Overall result:
S4 Term 3 – SI Gewissensfragen
Listening to young people talking about smoking, alcohol and
drug use.
S4 Term 3 – SI Gewissensfragen
S-T roleplay which is the more major problem, legal or illegal
drugs or whether euthanasia should be legalised etc
S4 Term 3 – SI Gewissensfragen
Write a draft for an article for the Engelsburg Kurier on a
major social issue
Macroskill Results
Proposed LoA at Verification:
S4 Term 4 – S&PSO F&C Wohin jetzt?
Roleplaying a job application and explaining suitability to the
position (p/t position using language skills)
S4 Term 4 – S&PSO F&C Wohin jetzt?
Reading advertisements for jobs and profiles of different
people: matching profiles to jobs and justifying decisions
Final Macroskill Results
Exit Level of Achievement
9
Interim Criteria and Standards – Languages 2009
Listening – standards schema
Student work has the following characteristics:
Standard A
Standard B
Standard C
Standard D
Standard E
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
a comprehensive
range of
information is
presented,
including gist, main
points and relevant
details;
a range of
information is
presented,
including gist, main
points and obvious
details;
essential
information is
presented,
including some
main points and
details which may
not always be
relevant;
information is
presented,
including the
meaning of some
familiar language;
fragmented
information is
presented;
the meaning of
familiar and
complex language
is accurately and
clearly
demonstrated;
the meaning of
familiar language is
accurately
demonstrated but
complex language
may be
misinterpreted;
the meaning of
familiar language is
demonstrated
accurately;
the speaker’s
attitude, purpose
and intentions are
clearly evident;
the speaker’s
attitude, purpose
and intentions are
recognised;
the speaker’s
general intention is
recognised when
obvious within a
familiar context
a very broad outline
or some specific
details of the
speaker’s general
intention is
demonstrated
an isolated
understanding of
words and phrases
is demonstrated
subtleties are
recognised
subtleties may be
overlooked
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
detailed analysis
and thorough
evaluation are
evident;
detailed analysis
and evaluation are
evident;
basic analysis and
evaluation are
evident;
little evidence of
basic analysis or
evaluation is
present;
no evidence of
analysis or
evaluation is
presented;
plausible
interpretations of
unfamiliar language
are drawn from
context;
interpretations of
unfamiliar language
are made from
context;
well-constructed
conclusions and
well-substantiated
decisions are
made;
conclusions and
decisions are
made, although at
times justification
may be incomplete;
conclusions and
decisions are made
but often lack
justification;
conclusions and
decisions may be
made but lack
justification;
responses are
minimal.
cultural meanings
are integrated into
responses where
appropriate.
cultural meanings
are evident in
responses but may
not be fully
developed.
obvious cultural
meanings are
identified.
obvious cultural
meanings may be
identified.
10
Reading – standards schema
Student work has the following characteristics:
Standard A
Standard B
Standard C
Standard D
Standard E
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
Knowing and
Understanding:
a comprehensive
range of
information is
presented,
including gist, main
points and relevant
details;
a range of
information is
presented,
including gist, main
points and obvious
details;
essential
information is
presented,
including some
main points and
details which may
not always be
relevant;
information is
presented,
including the
meaning of some
familiar language;
fragmented
information is
presented;
the meaning of
familiar and
complex language
is accurately and
clearly
demonstrated;
the meaning of
familiar language is
accurately
demonstrated but
complex language
may be
misinterpreted;
the meaning of
familiar language is
demonstrated
accurately;
the purpose of the
text and the writer’s
perspective and
intention are clearly
evident;
subtleties are
recognised
the purpose of the
text and the writer’s
perspective and
intention are
recognised;
subtleties may be
overlooked
the writer’s general
intention is
recognised when
obvious within a
familiar context
a very broad outline
or some specific
details of the
writer’s general
intention is
demonstrated
an isolated
understanding of
words and phrases
is demonstrated
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
Reasoning and
Responding:
detailed analysis
and thorough
evaluation are
evident;
detailed analysis
and evaluation are
evident;
basic analysis and
evaluation are
evident;
little evidence of
basic analysis or
evaluation is
present;
no evidence of
analysis or
evaluation is
presented;
plausible
interpretations of
unfamiliar language
are drawn from
context;
interpretations of
unfamiliar language
are made from
context;
well-constructed
conclusions and
well-substantiated
decisions are
made;
conclusions and
decisions are
made, although at
times justification
may be incomplete;
conclusions and
decisions are made
but often lack
justification;
conclusions and
decisions may be
made but lack
justification;
responses are
minimal.
cultural meanings
are integrated into
responses where
appropriate.
cultural meanings
are evident in
responses but may
not be fully
developed.
obvious cultural
meanings are
identified.
obvious cultural
meanings may be
identified.
11
Speaking – standards schema – Conveying meaning
Student work has the following characteristics:
Standard A
Knowing and
Using Language
Features:
Knowing and
Using Language
Features:
Knowing and
Using Language
Features:
Standard D
Knowing and
Using Language
Features:
a wide range of
vocabulary and
grammar is used
effectively, with few
errors;
a range of vocabulary
and grammar is used
effectively, although
with some errors;
a range of familiar
vocabulary and
grammar is used,
although errors are
evident;
some familiar
vocabulary and
grammar is used,
although frequent
errors are made;
a range of cohesive
devices is used to
express connected
thoughts and ideas;
Selected cohesive
devices are used to
connect familiar
thoughts and ideas;
basic cohesive
devices are used to
connect simple ideas;
some simple linking
words are used, but
the meaning as a
whole is fragmented;
register is appropriate
to the situation;
register is usually
appropriate to the
situation;
pronunciation,
intonation, rhythm
and stress are
acceptable to a
background speaker
pronunciation,
intonation, rhythm
and stress are
acceptable to a
background speaker
pronunciation may be
affected by first
language but is
comprehensible by a
background speaker
pronunciation hinders
communication
pronunciation hinders
communication
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
ideas, information
and meaning are
communicated clearly
and effectively,
although some errors
may occur in complex
language;
ideas, information
and meaning are
usually
communicated
clearly, although
errors may occur in
complex language;
where a variety of
structures is used, the
essential meaning is
clear, although there
may be frequent
errors;
there is sufficient
accuracy to enable
some details to be
understood;
some simple
meanings are
conveyed.
conversation is
initiated and
sustained;
conversation is
generally sustained;
spoken
communication
demonstrates
flexibility when using
familiar language;
spoken
communication relies
on prompts and cues;
spoken
communication relies
heavily on prompts
and cues;
responses are
relevant to the
context, although they
may be hesitant;
responses are
hesitant, repetitive
and formulaic but
relevant to the
context;
responses are
hesitant, repetitive
and rehearsed;
some appropriate
pause fillers and
nonverbal features
are used.
some nonverbal
features are used.
some nonverbal
features are used.
spoken
communication
demonstrates
flexibility, coherence,
spontaneity and
relevance to the
context;
appropriate pause
fillers and nonverbal
features are used
where required.
Standard B
Standard C
Standard E
Knowing and
Using Language
Features:
responses may be
single words or short,
well-rehearsed
phrases, using
familiar vocabulary;
12
Writing – standards schema
Student work has the following characteristics:
Standard A
Standard B
Standard C
Standard D
Knowing and
Using Language
Features:
Standard E
Knowing and
Using Language
Features:
responses may be
basic sentences
using well-rehearsed
words and phrases;
Knowing and
Using Language
Features:
Knowing and
Using Language
Features:
Knowing and
Using Language
Features:
a wide range of
vocabulary and
grammar is used
effectively; where
complex language is
used, errors do not
detract from the
overall meaning;
a range of vocabulary
and grammar is used
effectively, but with
some errors;
a range of familiar
vocabulary and
grammar is used, but
errors are evident;
some familiar
vocabulary and
grammar is used, but
frequent errors are
made;
a range of cohesive
devices is used to link
aspects of the text;
selected cohesive
devices are used to
link aspects of the
text;
basic cohesive
devices are used to
connect simple ideas;
some simple linking
words are used, but
the meaning as a
whole is fragmented;
Register is
appropriate to the
situation;
register is usually
appropriate to the
situation;
the register used is
generally consistent;
spelling, punctuation
and word order
display a high degree
of accuracy
spelling, punctuation
and word order
display a reasonable
degree of accuracy
spelling, punctuation
and word order will
contain inaccuracies
errors in spelling,
punctuation and word
order hinder meaning
frequent errors are
evident
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
Creating and
Responding:
written
communication may
feature some aspects
of the text type;
written
communication may
not always be
appropriate to the text
type;
written
communication
adheres consistently
to the conventions of
the text type;
the writer’s ideas and
purposes are
conveyed effectively
with flexibility and
originality;
the writer’s ideas,
information and
meaning are usually
communicated
clearly, although
errors may occur in
complex language;
simple ideas are
conveyed effectively;
some simple ideas
are conveyed;
written text is wellorganised and
displays a high level
of coherence;
written text is
organised and is
generally coherent;
organisation of the
written text is basic
and displays some
coherence;
written text lacks
coherence;
an understanding and
response to cultural
contexts is clearly
evident in the writing.
an understanding and
response to cultural
contexts may be
evident in the writing.
the writing shows
some recognition of
cultural contexts
the writing shows little
recognition of cultural
contexts.
some simple
meanings are
conveyed.
13