AC9LF8EU02 Year 7 Languages

AC9LF8EU02 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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.

Content Descriptor

develop knowledge of, and use structures and features of, the French grammatical and writing systems to understand and create spoken, written and multimodal texts

Elaborations

• understanding and using masculine and feminine nouns (the grammatical gender) as core elements of sentence structure
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using indefinite and definite articles (un, une, des; le, la, l’, les), including the regular plural forms (le chien/les chiens, une femme/des femmes), some irregular plural forms (l’œil/les yeux, le nez/les nez) and understanding partitive articles (je prends du café/de l'eau)
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understanding and using the main conjugations for present tense regular verbs ‘-er’, and the irregular present tense conjugations of commonly used irregular verbs être, avoir, aller, faire, venir and sortir
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recognising irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau, and avoir and être as auxiliary verb forms je suis arrivé, nous avons mangé
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understanding subject pronouns je, tu, il, elle, nous, vous, ils and elles, and how they determine verb conjugations and substitute for noun subjects, for example, Voilà le frère de Michel; Il est beau, n’est-ce pas?
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understanding that adjectives agree in number and gender with the noun, for example, des élèves intelligents, de bonnes étudiantes and that des changes to de if the adjective precedes the noun
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understanding that while most adjectives in French follow the noun, for example, un élève intelligent, un match extraordinaire, some precede the noun, for example, une bonne étudiante, une grande maison

Show 6 more elaborations

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recognising and using locative prepositions à, en, au, aux and dans when describing where people live, for example, Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Philippines, la famille Maréchal habite dans une ferme, J’habite en Australie.
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using the negative ne ... pas in simple statements, questions and commands, for example, Je n’aime pas l’histoire, tu n’aimes pas le bifteck? Ne recommence pas!
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recognising substitution of the indefinite article with de in negative sentences, for example, Non, je n’ai pas de frère. J’ai une sœur.
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understanding 3 ways of forming a question: a simple declarative sentence with rising intonation Tu as un animal chez toi?, inverting the verb form As-tu un animal chez toi? and using est-ce que before a declarative sentence Est-ce que tu as un animal chez toi?
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using the imperative verb mood, for example, Mes enfants, soyez sages! Va demander à ta mère.
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expressing ownership through the use of singular and plural possessive articles, for example, mes yeux, ses cheveux, ta mère, ses copains

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANFRE7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use French language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in French or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.Students approximate French sound patterns, intonation and rhythms, and demonstrate understanding that French has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of French and English language structures and features, using metalanguage. They demonstrate awareness that the French language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.