AC9LF4U01 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.

recognise and use modelled combinations of sounds, pronunciation and intonation patterns of French to form words and phrases

Elaborations

• 1

  creating an alphabet bank, collecting words that begin with each letter such as ‘h’: l’hiver, l’homme, l’hôtel; ‘m’: mai, mardi, le mouchoir; ‘p’: le pain, Papa, le poisson

• 2

  recognising and practising the most common vowel sounds such as ‘ou’- vous, jour; ‘oi’ - toi, voiture; ‘on’ - bonbon, mon; ‘ai’ - aimer, j’ai; ‘ain’ - train, demain and ‘eau’ - château, beau

• 3

  understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question); Tu aimes les devoirs! (expressing surprise, disbelief); C’est mon petit frère (statement); C’est mon petit frère! (pride); Tu peux commencer (permission); Commence! (instruction)

• 4

  understanding that some letters blend to make single sounds such as ‘ille’, ‘eau’ or ‘qu’

• 5

  observing differences in pronunciation of word endings shared with English such as ‘-tion’ and ‘-ent’ in attention, situation, commencement, accident

• 6

  recognising that certain French letters, accented vowels and combinations of letters produce the same sound in French such as ‘é’, ‘ez’, ‘er’ and ‘ç’ and ‘s’

• 7 noticing that the letters ‘k’ and ‘w’ are rarely used in French and usually occur in loan words
• 8

  recognising that some final consonants in French words are usually silent such as le rat, le tapis, vert, chez, and some are usually pronounced such as chic, actif

Related Achievement Standards