AC9LF8EU01 Year 7 Languages

This Content Descriptor from Year 7 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 features of the French sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Elaborations

• 1

  revising the pronunciation of the alphabet, practising spelling out words and using the correct terms for letters and symbols, for example, ’g’, ‘h’, ‘j’, ‘w’, accent aigu, la cédille

• 2

  using the French alphabet for spelling out names or expressions, noticing similarities to and differences from English and using correct terminology for accent marks accent aigu, la cédille, accent circonflexe

• 3

  distinguishing vowel sounds, for example, recognising distinctions between nasal vowel sounds cinq, sympa/manger, entre/dont, des bonbons

• 4

  developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, ‘-u’ (tu), ‘-r’ (très vite) and ‘-ion’ (attention)

• 5

  becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui

• 6

  experimenting with pronunciation of consonant-vowel combinations, for example, using virelangues such as un chasseur sachant chasser …, six cent six saucissons suisses …

• 7

  recognising differences in intonation and rhythm between statements, questions and commands such as Vous écoutez la chanson. Vous écoutez la chanson? Écoutez la chanson!

• 8

  using appropriate intonation for common fillers, interjections and responses such as hein?, ah bon, eh beh …, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors …

• 9

  recognising commonly used morphemes, suffixes and prefixes, for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse and collecting groups of words that share a common stem, for example, la bouche, la bouchée; le jardin, jardiner, le jardinage

• 10

  recognising the impact of non-verbal elements of French expression such as hand gestures for c’est nul, ça suffit!, quoi encore? to replace words or sounds Oh là là! Aïe! T’as fait quoi? and facial expressions to reinforce spoken language

Related Achievement Standards