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Commentary
Low Excellence
Commentary
For Excellence, the student needs to interact using effective spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Effective German will be shown by a range of language that is consistently fit for the context, and by skilful selection from a repertoire of language features and strategies to maintain the interaction.
Communication will not be hindered by inconsistencies.
In the Interaction 1, the exemplified student speaks first, in Interaction 2, the exemplified student speaks second, and in Interaction 3, the exemplified student asks 鈥淎lso, wie benutzt du soziale Medien?鈥
This student has interacted in effective spoken German, using a range of language consistently fit for purpose and audience, such as 鈥榞efallen mir auch gut, aber鈥, 鈥榓lso, wir sollen am Samstag den Filmmarathon machen鈥, 鈥榚in bi脽chen Alkohol, aber nicht zu viel鈥, 鈥榤eistens mag ich鈥, 鈥楬ast du Maroon 5 geh枚rt?鈥, 鈥榙ass es irgendwelche Problem mit sozialen Medien gibt鈥 and 鈥榲erlierst du die F盲higkeit eine gute Konversation zu f眉hren鈥. Each interaction is characterised by a genuine purpose.
The student skilfully selected from a repertoire of language features, such as questioning, e.g. 鈥楳枚chtest du am Wochenende etwas zusammen machen, oder machst du schon etwas?鈥 and 鈥楿nd warum so fr眉h?鈥, as well as using persuasive and contextually appropriate language, e.g. 鈥榓h nein, 2 Uhr ist ein bi脽chen zu fr眉h, wie w盲r es mit鈥, pausing 鈥榤mh, ja鈥 sie ist okay鈥, 鈥榡a, nat眉rlich鈥 andencouraging 鈥榙as ist sehr jung鈥.
The student was able to use strategies to maintain the interaction with skill, e.g. by agreeing 鈥極h, ja, ich habe das geh枚ren nicht鈥, prompting 鈥榡a, 鈥 ja鈥, and recognising cues 鈥榦h ja, und was f眉r Sport?鈥
For a more secure Excellence, the student could demonstrate that a range of language is used with fewer inconsistencies in langauge use such as 鈥榮ie hat ein neue Leider das isch mag nicht鈥, 鈥榠ch habe das geh枚ren nicht鈥, 鈥榚s geht mir gut weil es sehr praktisch ist鈥 and 鈥榠ch nach College House, ah, kommen erste鈥.
High Merit
Commentary
For Merit, the student needs to interact using convincing spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Convincing German will be shown by a range of language that is fit for the context, and by generally successful selection from a repertoire of language features and strategies to support the interaction.
Communication is not significantly hindered by inconsistencies.
In Interaction 1, the exemplified student introduces the guessing game, in Interaction 2, the exemplified student states she lives in Christchurch, and in Interaction 3, the exemplified student is being interviewed by the teacher.
This student has used a range of contextually appropriate language, e.g. 鈥榠ch trage Lederhosen鈥, 鈥楬aar so schwarz wie Ebenholz鈥, 鈥榠ch kann es nicht leiden, wenn鈥, 鈥榥ach meinen Sternzeichen bin ich manchmal unzuverl盲ssig鈥, 鈥榠ch interessiere mich f眉r鈥, 鈥榲erdienen nicht so viel Geld鈥 and 鈥榲ielleicht werde ich sp盲ter meine Meinung 盲ndern鈥.
The student was also generally successful in selecting from a repertoire of languages features such as questioning 鈥榃as sind deine Eigenschaften?鈥 and 鈥楬ast du ein beste Freundin?鈥, and agreeing 鈥極h toll鈥, 鈥楢h geil, ich auch鈥 and 鈥榡a, das stimmt鈥.
There was evidence of the student鈥檚 recognising cues in the teacher-student interaction as well as participating and contributing to all interactions.
To reach Excellence, the student could demonstrate that she is capable of selecting and delivering more natural, less role-played strategies to maintain interactions. Passages that were overly long and rehearsed detracted from using interactive strategies.
Also, she needs to show evidence that she can skillfully use language features fit for purpose and audience, and avoid basic inconsistencies such as 鈥榠n der Wald鈥, 鈥榳enn mein Mutter gute Laune ist鈥 and 鈥榚s ist mehr wichtig鈥.
Low Merit
Commentary
For Merit, the student needs to interact using convincing spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Convincing German will be shown by a range of language that is fit for the context, and by generally successful selection from a repertoire of language features and strategies to support the interaction.
Communication is not significantly hindered by inconsistencies.
In Interaction 1, the exemplified student asks the first question, in Interaction 2, the exemplified student asks the first question, and in Interaction 3, the exemplified student asks the first question.
This student used a range of language appropriate for the purpose, e.g. 鈥業ch bin nicht sicher鈥, 鈥榟andelt von ein Mann鈥 and 鈥榳eil es eine romantischer Film ist鈥.
There is evidence of some successful selection of language features, such as in asking the questions 鈥楳agst du B眉cher oder Filme?鈥, 鈥橦枚rst du Musik in deine Freizeit?鈥 and 鈥楿nd warum lernst du soviele?鈥
Furthermore, the student selects strategies like agreeing or disagreeing 鈥楯a, stimmt鈥, 鈥榡a, ich denke in Dunedin du hast keine Konzerts鈥 and 鈥楢h, nein, das ist traurig鈥, supporting the partner, 鈥楧u bist supergut!鈥, and recognising cues, 鈥楯a, das ist ein cooles Film鈥, 鈥榠st das alles?鈥 and 鈥楽prachen? Ah?鈥 to maintain interactions.
For a more secure Merit, the student could demonstrate an ability to complete sentences and not rely on her partner to guess meaning from contextual cues: 鈥榠ch denke ich habe, lange Zeit鈥, 鈥榙enn normalerweise und jung Leute鈥, 鈥榠ch habe zu gehen鈥, 鈥榳ir haben viel Schwimmbad鈥 und draussen und鈥 ist supercool鈥︹ and 鈥榰nd im Winter ist warm und鈥︹.
The repertoire of language features could be expanded from the present tense to better demonstrate generally successful selection of language features.
Inconsistently used words or phrases such as 鈥榙eine Lieblingscharakter?鈥, 鈥榳ie geht鈥檚 deine Tage?鈥, ich vergesse was Titanic uber鈥, 鈥榠st sehr casual鈥, 鈥榙eine Lieblingsbrand鈥 and 鈥榃as ist das Zeit?鈥 would not impact on communication.
High Achieved
Commentary
For Achieved the student needs to interact using spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Communication will be achieved overall, despite inconsistencies.
In Interaction 1, the exemplified student states 鈥淓s geht mir gut, und du?鈥, in Interaction 2, the exemplified student answers the first question about the internet, and in Interaction 3, the exemplified student answers the first question about modern technology.
This student has shared information in genuine and natural interactions , e.g. 鈥楨s geht mir gut, danke鈥, 鈥榙ie neue Musik ist schlecht鈥, 鈥榓lso ich auch, ich h枚re zu alles Metal鈥, 鈥榠ch habe keine music festival gehen鈥, 鈥榠ch benutze die Internet f眉r Facebook鈥, 鈥榠ch rufe meine Freunde nicht so viel an鈥, 鈥榚s ist so einfach zu organisiert dein Leben鈥, 鈥楲eben ist so einfach mit technology鈥, 鈥榙er ist Probleme mit neues Technologie鈥 and 鈥榳enn ich ein Kindheit, ich und meine Vater spielt Duke Nukem auf dem Computer鈥.
The student demonstrates that he can give explanations and provide evidence to support his views and the views of others, such as 鈥楳agst du Slipknot?鈥, 鈥榠st nicht so gut, ist schlecht鈥, 鈥榃as glaubst du?鈥, 鈥榳enn ich bin im meine Hause鈥 and 鈥榳eil junge Kinder auf dem Internet mit keine Alten鈥︹.
The student initiates and maintains interactions through questioning partners and using strategies such as agreeing 鈥榦h, ja ja鈥, 鈥榡a, ich simse meine Freunde auch鈥, and restating cues, e.g. 鈥榤ein Lebe besser? Mmh, nein鈥 and 鈥楥ybermobbing? Ich h枚re das鈥︹.
To reach Merit, the student could demonstrate a generally successful selection of language features that would not significantly hinder communication, such as 鈥榳ann ich 11 Jahre alt鈥, 鈥榚r ist zu dunkel鈥 and 鈥榋eitverschwerung鈥, and provide evidence that he is able to generally follow languages conventions such as using complete sentences.
Low Achieved
Commentary
For Achieved the student needs to interact using spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Communication will be achieved overall, despite inconsistencies.
In Interaction 1, the exemplified student asks 鈥淯nd du?鈥, in Interaction 2, the exemplified student talks about the price of his shirt, and in Interaction 3, the exemplified student asks the first question about which move his partner watched.
This student has communicated information, e.g. 鈥榠ch werde nur wichtige Dinge kaufen鈥, 鈥榙u bist ein Familienmann鈥, 鈥榠ch habe auf dem Bauernhof lebenslang aufgewachsen鈥, 鈥楳ir geht鈥檚 gut鈥, 鈥榠ch habe vergessen鈥, 鈥榸wei Tage sp盲ter der Preis reduziert ist鈥, 鈥榤it Freunden sein鈥, 鈥榠ch habe dar眉ber gesprochen鈥 and 鈥榠ch, ich genoss gerade Brautjungfern, es ist ein Chickflick鈥.
The student demonstrates he can give explanations and provide evidence to support his views and the views of others, such as 鈥榠ch glaube, dass das nicht so schlecht ist, und das ist besser als kein Geld鈥, 鈥榳眉rde ich ein Lottolos kaufen鈥, 鈥榯otal nicht, ich weiss das wie ich bin鈥, 鈥楽ch枚n und gut!鈥, 鈥 so dass ich genug Geld verdienen kann鈥, 鈥榙ass das einen cooler macht鈥, 鈥榰m seine Mutter zu retten, verwandelt Alex die Wohnung der family鈥, 鈥榠ch liebe romantische Filme鈥.
For a more secure Achieved, the student could demonstrate that inconsistencies in language features such as 鈥榳eil ich habe das ist besser zum nur kaufen wenn ich sollte oder muss Geld鈥, 鈥榠ch w眉rde ehrlich nicht, nur um auf den Laufsteg zu laufen zu dumm sein鈥, 鈥榥ehmen, ah, oh Mann, nehmen mich breit und ich w眉rde die f-f-f die fehren f眉r? ja nicht so viel geweckt overlesen鈥 鈥, 鈥榃arum geht es?鈥 and 鈥榟aben Sie es besser denken鈥 would hinder communication less.
Additionally, rhythm patterns and intonation would better follow language conventions and not impact on communication.
High Not Achieved
Commentary
For Achieved the student needs to interact using spoken German to communicate information by giving explanations or providing evidence to support their own views and/or the views of others.
Communication will be achieved overall, despite inconsistencies.
In Interaction 1, the exemplified student asks the first question, in Interaction 2, the exemplified student speaks first, and in Interaction 3, the exemplified student speaks first.
This student has communicated information and supplied explanations to support his views, e.g. 鈥楢vengers ist ein Quatschfilm鈥, 鈥業ch finde Avengers langweilig鈥, 鈥楢ber es ist spannend, es ist nicht zu lange鈥, 鈥業ch benutze Skype Punkt 10.鈥, 鈥榚s ist sehr altmodisch鈥 and 鈥榙ann sinkt dein Selbstwertgefuhlt鈥 and 鈥榠ch habe eine Artikel 鈥 gelesen鈥.
The student actively listens and supports his partner by supplying encouraging remarks. He initiates and maintaint interaction through questions such as 鈥榃elche Films magst du denn?鈥 and 鈥楤enutzen du andere soziale Medien?鈥.
To reach Achieved, the student could demonstrate an ability to to use complete and meaningful sentences instead of sentences such as 鈥楽ehen Sixth Sense?鈥, 鈥榃ie war鈥檚 mit und welche Uhr?鈥, 鈥楬ast du Probleme, mit, aah, viel Leute technology benutzen?鈥, 鈥榙as ist sehr nicht gut鈥, 鈥楧as ist richtig, aber sind meistens eine platform鈥 and 鈥榖en眉tzen, wenn sie sich zur modern Technologie鈥.
Inconsistencies in intonation, rhythm patterns and pronunciation would not impact on communication.
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This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.
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