AC9LF6C01 Year 5 Languages

AC9LF6C01 – Year 5 Languages: Interacting in French

Strand

Communicating meaning in French

Substrand

Interacting in French

This Content Descriptor from Year 5 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

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Elaborations

•
communicating with the teacher and students regarding activities, for example, Tu as fini? Tu comprends? Fini! Madame/Monsieur Je ne comprends pas. C’est fini? Pas encore, bientôt …; Tu comprends, toi?
•
using communication strategies such as active listening skills and turn-taking cues to support the exchange of ideas and information, for example, supporting a conversation using Ah oui? C’est vrai? C’est intéressant … dis-moi … Pardon! Mon pauvre! Désolé(e)!
•
exchanging personal information and opinions with classmates, for example, Excuse-moi, Sophie, mais … à mon avis; selon moi …; je pense que …; bien sûr …, d’accord …, au contraire … et toi, que penses-tu?
•
sharing information about routines, interests and favourite activities using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais mes devoirs et je joue aux jeux vidéos, après je me brosse les dents.
•
exchanging information about friends or family members using simple descriptive and expressive language, for example, C’est mon frère, il est sympa! C’est ma tante Lilianne, je l’adore! C’est mon grand-père, il est très vieux.
•
expressing concern, sympathy, apologies or gratitude to friends and family members, for example, Pardon, excuse-moi; je suis désolé(e); fais bien attention! mon pauvre ami …; merci pour le merveilleux cadeau; merci à vous tous pour la fête surprise.
•
exchanging information about their local area or school environment, and accompanying spoken texts with appropriate gestures, facial expressions, body language and formulaic expressions that are culturally based, for example, Mon quartier … Il y a un court de tennis, de grands parcs. En Australie les écoles ont des espaces verts…

Show 2 more elaborations

• exchanging print or digital greeting cards for significant occasions such as anniversaries, or responding to an email from a new penfriend in a French-speaking country
• participating in a school blog with other students who are learning French to exchange experiences of learning French, asking for assistance from older students and providing advice to younger students learning French

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFREF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in French or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in French. They compare language structures and features in French and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.