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AC9LF10C05: Year 9 Languages Content Descriptor – Creating text in French
AC9LF10C05 Year 9 Languages

AC9LF10C05 – Year 9 Languages: Creating text in French

Strand
Communicating meaning in French
Substrand
Creating text in French

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.

Content Descriptor

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

  • • 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
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    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

  • • 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
  • • 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
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    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.

  • • 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
  • • 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
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  • • composing and performing a poem, song, monologue or dialogue, adjusting the text and performance to suit the audience
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    using emotive language and images when creating texts such as reports on current issues, C’est émouvant, C’est troublant, C’est déraisonnable.

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    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

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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANFREF10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students contribute to and extend interactions in French language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.Students incorporate the features and conventions of spoken French to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of French texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning French, to evaluate how this learning influences their ideas and ways of communicating.