AC9LF4C05 Year 3 Languages

This Content Descriptor from Year 3 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.

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions

Elaborations

• 1

  using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features such as Je suis australienne et grecque, je suis sportive, je suis courageuse, je parle anglais et grec, j’ai beaucoup de cousins.

• 2

  making a list for the ingredients and quantities for a simple recipe such as crêpes (200 grammes de farine, un verre de lait, etc.) using the imperative verb forms ajoutez, mélangez, versez, servez for the recipe

• 3 creating and performing alternative versions of stories or action songs using voice, rhythm and gestures to animate characters, or using support materials such as drawings or story maps to create visual context
• 4 creating simple descriptions in French and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• 5

  creating their own instructional or procedural tasks such as designing treasure hunts, Où se cache le trésor?

• 6

  creating short imaginative texts designed to amuse or entertain, for example, creating fantasy stories featuring imaginary creatures with names created out of 2 or more real animal names such as le chevaloon, le lapinat, les moutaches

• 7

  using a map of France or a French-speaking country, and props to record and present La météo. À Paris, Il fait chaud. À Nouméa, il pleut. Prends un parapluie aujourd'hui.

• 8

  creating a class profile, chart or database using multimodal resources about likes, dislikes and interests (les sports préférés, les plats de choix, etc.), and checklists, surveys or question cues such as Tu préfères le brie ou le camembert? Combien de …? À quelle heure ...?

• 9

  presenting a visual presentation with captions about daily routine using formulaic reflexive verbs, for example, creating captions such as Le lundi, à sept heures je me lève.

Related Achievement Standards