AC9LF10EU01 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.

apply features of the French sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts

Elaborations

• 1

  recognising and reproducing rhythms in more complex sentences, for example, Qu’est-ce que tu fais là? Un, deux, trois - voilà, using pauses and intonation to signal clause sequence and emphasis

• 2

  using tone and intonation to indicate emphasis or emotion, for example, Elle a fait quoi? Il est tellement doué!

• 3

  using words and expressions with more complex syllable combinations such as la magnitude, les augmentations, qu’est-ce que c’est que ça?

• 4 building fluency and accuracy in relation to pitch, stress and rhythm
• 5

  understanding the patterns of liaisons and silent ‘h’ forms in maintaining speech flow, for example, L’Hôtel Splendide est situé au bord du lac; c’est en effet un hôtel splendide!

• 6 recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as storytelling, reciting poems, songs and conversations
• 7

  understanding the function of the linking ‘t’ in inverted interrogative phrases and some expressions such as Parle-t-elle le français? Que va-t-elle faire? Va-t-en!

• 8

  recording accents from different French-speaking countries (Canada, Belgium, etc.) and French regions (l'accent du Sud, l'accent parisien, etc.) and presenting them in a portfolio, noting the difference in the sound system, accent and vocabulary

Related Achievement Standards