AC9LF6U03 Year 5 Languages

AC9LF6U03 – 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

compare some French language structures and features with those of English, using some familiar metalanguage

Elaborations

• talking about grammar, using metalanguage such as ‘tenses’ and ‘personal pronouns’, identifying language elements, and talking about how they are used
•
comparing verb conjugations in English, French and other known languages and identifying patterns in conjugation, for example, understanding that regular verbs in English using the third singular personal pronoun he/she/it end with an 's'; however, in French verb endings follow a pattern and change according to the subject pronoun, for example, ‘-er’ verb endings j’écoute, tu écoutes, il/elle/on écoute, nous écoutons, vous écoutez, ils/elles écoutent
•
recognising faux amis and how they can lead to difficulty when learning French, for example, coin means ‘corner’, journée means ‘day’, actuellement means ‘currently’, joli means ‘pretty’, pain means ‘bread’, bras means ‘arm’
• providing feedback to support peers using metalanguage, for example, editing each other's written or spoken texts and work samples and justifying reasons for editing or changing text
• using metalanguage to discuss features of familiar texts, for example, a shopping list serves as a reminder, a role-play at a market involves interaction and negotiation, an email or text message to a friend involves interaction and an exchange of information

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.