AC9LF10C05 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• 1 creating a multimodal profile, biography of or tribute to a prominent French-speaking person in the Australian community; outlining successes achieved, challenges overcome and goals and aspirations for the future
• 2

  reading an instruction manual such as mode d’emploi pour l'installation d’un logiciel and advising a friend on the steps to take, using plain French

• 3 composing and illustrating a children's story book and reading it to younger children within the school or the community, using expressive French intonation, rhythm, pitch and appropriate gestures
• 4 writing a journal entry, or contributing to a school newsletter in French reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• 5

  making language choices that indicate values and attitudes when creating texts, for example, the placement of nouns and adjectives C’est un bon à rien; C’est un brave jeune homme/C’est un jeune homme brave; Ce sont des sans-papiers/Ce sont des réfugiés.

• 6 creating a real or simulated role-play using language for buying and selling goods and services such as ordering in a bakery, selling second-hand clothes, organising travel, considering using planes or trains for carbon footprint, and raising money for charities
• 7 creating the script for a talk to present their views on the pros and cons regarding a current issue of interest, such as animal welfare, climate change, anti-racism, explaining their reasons for agreeing or disagreeing, and applying strategies to convince their audience
• 8 composing and performing a poem, song, monologue or dialogue, adjusting the text and performance to suit the audience
• 9

  using emotive language and images when creating texts such as reports on current issues, C’est émouvant, C’est troublant, C’est déraisonnable.

• 10

  exploring the use of French colloquialisms, language codifié such as argot or verlan, for example, zyva – vas-y; ouf – fou; zarbi-bizarre and idioms, for example, tomber dans les pommes, les doigts dans le nez when creating texts for a young audience

• 11 making an entry in an imagined diary or journal about memorable past experiences or future plans and aspirations

Related Achievement Standards