AC9LF6U02 Year 5 Languages

AC9LF6U02 – 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

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Elaborations

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beginning to use all forms of the present tense of regular ‘-er’, ‘-ir’ and ‘-re’ verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
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playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, nouns and subject pronouns Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage; and pairing subject with a conjugated verb, nous parlons, tu manges, il finit
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using the indicative plus the infinitive, for example, J’aime jouer au tennis, il sait conduire and le futur proche, for example, Je vais partir.
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becoming familiar with and using, with support, le passé composé, for example, J’ai mangé trois biscuits; Elle a dormi sous les étoiles.
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recognising l’imparfait denotes the past when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois …; C’était …; Il faisait chaud; Il avait 60 ans.
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using a range of nouns including more unusual plural forms (les bureaux, les choux-fleurs, mes grands-parents, etc.) and more complex adjectives (beau, belle, beaux, belles, etc.) and possessive forms such as mon, ma, mes; ton, ta, tes; son, sa, ses
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formulating questions using est-ce que …, the inverted form of the verb, or changed intonation, for example, Est-ce que tu as un chien? As-tu un chien? Tu as un chien?

Show 4 more elaborations

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understanding and using negative constructions such as Tu ne viens pas ce soir?, including recognition of the use of de after a negative verb form, for example, Je n’ai pas de photos, Je ne mange jamais de choux de Bruxelles.
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developing a range of adverbs to elaborate or accentuate meaning using sentence builder charts, for example, Il parle si doucement; Moi j’écoute attentivement.
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using knowledge of suffixes and prefixes to assist comprehension in texts, for example, agréable, désagréable, venir, revenir, cuisine, cuisinier, trembler, tremblement
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using an increasing range of noun adjective agreements with support, including adjective agreements that come before the noun, such as adjectives of beauty, age, goodness, size (BAGS), for example, la belle maison

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.