AC9LF6U01 Year 5 Languages

AC9LF6U01 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

•
recognising and using liaisons such as les élèves, les petits enfants or joyeux anniversaire when appropriate
•
understanding that the aigu -é at the end of a word changes the pronunciation of -e without an accent, for example, le passé, je passe; le soufflé, je souffle; and that other accent marks also change the sound of a letter, for example, the cédille ‘ç’ softens the ‘c’ sound to ‘s’ in words such as le garçon, la façon, le français
•
recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J’ai eu très, très peur! D-o-u-c-e-m-e-n-t …
•
applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, applying letter combinations such as ‘-eau’, ‘-eur’ or ‘-ette’
•
recognising words involving 2 or more distinct vowel sounds such as la voiture, important, le pompier, l’aspirateur, la ceinture
•
using exclamations to indicate agreement, disagreement, intention or understanding such as D’accord! Mais non! Bien sûr; voilà!

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.