AC9LF10U03 Year 9 Languages

AC9LF10U03 – 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

reflect on and evaluate French texts, using metalanguage to analyse language structures and features

Elaborations

• explaining grammatical forms (present perfect, conditional tense, relative and emphatic pronouns, impersonal expressions), using metalanguage
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describing and explaining grammatical concepts using metalanguage, for example, futur simple and futur proche, understanding when to use le passé composé and l’imparfait, comparing with equivalent English terms
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explaining the meaning of nature and content (le fond et la forme) of texts from different sources such as travel brochure, text about the venues combined with reviews by visitors
• discussing the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements, identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
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interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging, for example, ‘bjr’ for bonjour, ‘A+’ for à plus, ‘biz’ for bisous; the use of verlan, for example, la teuf, la meuf, ouf and slang, for example, la bagnole, la flotte, les flics
• using metalanguage to compare French and English versions of a text with easily recognisable language features, for example, a love song, recipe or horoscope, recognising differences or similarities in imagery or focus that might be culturally significant
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talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocateurs; Il y a un rythme qui crée une atmosphère triste; La voix du narrateur calme le lecteur.

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analysing how texts (advertisements, letters to the editor, dating apps, les petites annonces, etc.) use persuasive language techniques such as personal pronouns, emotive language, alliteration, the rule of 3, rhetorical questions, and images to achieve their purpose and suit the context

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.