AC9LF10U02 Year 9 Languages

AC9LF10U02 – Year 9 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

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

Elaborations

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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.
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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.
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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.
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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.
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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)
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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.
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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.

Show 3 more elaborations

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

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.