AC9LF10U02 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 knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas

Elaborations

• 1

  noticing how grammatical choices indicate meaning, determine perspective and establish relationships, for example, imperative verb used to show authority or enthusiasm Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle.

• 2

  understanding the differences of use between l’imparfait and the passé composé to distinguish between a completed and a continuing action in the past, Nous étions déjà au lit quand Papa a téléphoné.

• 3

  recognising that verbs conjugated with the auxiliary être (intransitive verbs, pronominal verbs and passive voice) involve agreement between subject and past participle, for example, Elles sont parties, Je me suis levée à sept heures. Nous nous sommes amusés. La pomme a été mangée par Pierre; as do past participles conjugated with the auxiliary verb avoir when preceded by the direct object pronoun, for example, J’ai acheté des fleurs, et je les ai données à ma mère.

• 4

  understanding the use of the reflexive pronoun for reflexive verbs, for example, Je me réveille. Emma s'est lavée, and reciprocal verbs, for example, Nous nous parlons. Ils se disent bonjour.

• 5

  understanding how to use relative pronouns (qui, que, dont), emphatic pronouns (moi, lui, eux), direct object pronouns (me, le, la, nous) and indirect object pronouns (me, lui, vous, leur)

• 6

  understanding verb tenses plus-que-parfait, imparfait, passé composé, présent de l’ indicatif, futur proche-simple, conditionnel – Tu avais mangé. Tu mangeais. Tu as mangé. Tu manges. Tu vas manger. Tu mangeras. Tu mangerais.

• 7

  understanding how to use the si clause to express intention, desire or regrets in the present or in the past through modelled examples in various tenses, for example, Si je m'étais levée à temps, je serais arrivée à l’heure. Si j’avais su, j’aurais révisé davantage.

• 8

  being exposed to le subjonctif verb forms in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs

• 9

  considering the development of le franglais in communities of French speakers (il faut speeder, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

• 10

  recognising ways in which written language is different from spoken language, for example, understanding that written language can be more crafted, precise, elaborated and complex, using interrelated clauses and support detail Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l’Angleterre, pourtant favourite, avec un score de 30 à 3 au Millennium Stadium de Cardiff.

Related Achievement Standards