French / Year 3 and 4 / Understanding / Systems of language

Version 8

Australian Curriculum, Assessment and Reporting Authority

Curriculum content descriptions

Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts

[Key concepts: sentence, gender, number; Key processes: recognising, applying, naming]

(ACLFRU031)

Elaborations

developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l’adjectif, l’adverbe, la conjonction and le vocabulaire
observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe
expressing negation in simple sentence structures and colloquial expressions, for example, je ne sais pas; elle ne mange pas; tu ne viens pas? Pas du tout!
understanding the difference between definite and indefinite articles, and how to refer to a specific or unspecific person, place or object, for example, tu manges la pomme, j’achète un livre, une vȃche énorme, le climat français
understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite
using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
strengthening vocabulary knowledge by making connections with known words (for example, triste, la tristesse; le marché, le supermarché, le marchand), recognising word patterns and building word clusters, for example, number knowledge to 60+, words associated with food, family members or sports

General capabilities

Literacy
Critical and creative thinking

ScOT terms

Adverbs, Pronouns, Prepositions, Plurals, Gender (Grammar), French language, Syntax

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Work sample Year 3 and 4 French: Self Introduction

TLF-IDA004211

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 3 and 4 Self Introduction. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

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