AC9LF2U01 – Year 1 Languages: Understanding systems of language

This Content Descriptor from Year 1 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.

Elaborations

• 1 recognising that every language has its own words and sounds to make meaning by sharing sounds of the languages represented in the classroom
• 2

  clapping or drumming the rhythm and intonation of French statements, questions and exclamations such as Comment t’appelles-tu? Je m’appelle …, Qu’est-ce que tu prends pour le petit déjeuner? Un pain au chocolat

• 3

  understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations such as Le chocolat chaud, Le chocolat chaud? Le chocolat chaud! Tu as 6 ans. Tu as 6 ans? Tu as 6 ans!

• 4

  building phonic awareness by experimenting with sounds, focusing on those that are initially difficult such as ‘u’ (tu), ‘r’ (très rapide) and ‘-ion’ (attention!) and listening closely to distinguish between sounds such as bon, bien, beau or chien, chat and champ

• 5

  imitating the pronunciation, phrasing and intonation of French songs, nursery rhymes and tongue twisters such as the virelangue – les chaussettes de l'archiduchesse sont-elles sèches, archi-sèches?

• 6

  recognising the nasal sounds in French, for example, ‘on’ in mon and ‘an’ in dans

• 7 noticing the possible confusion between how ‘g’ and ‘j’ are pronounced in English and French
• 8 noticing how the letter ‘h’ in French is always silent, but can act as a vowel or consonant
• 9

  noticing sounds at the end of certain French words that are unspoken, for example, chat/chats, riz, deux, cahier

• 10

  recognising basic sound blends in French and how these may differ from English, for example, ‘ch’ in château; ’ille’ in famille

Related Achievement Standards