Use features of the French sound system, including pronunciation of nasal sounds, and convey meaning with pitch, stress, intonation, rhythm, using liaison in familiar contexts, and recognising the difference between statements, questions and commands, such as Vous écoutez la chanson.; Vous écoutez la chanson ?; Écoutez la chanson !

Use the French alphabet for spelling words aloud, recognising similarities to and differences from English and using correct terminology for accents

(ACLFRU102)

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the French grammatical system, including:

• using definite and indefinite articles le, la, l’ and les; un, une and des
• recognising substitution of the indefinite article with de in negative sentences, for example, Non, je n’ai pas de frère. J’ai une sœur.
• using singular and plural forms of nouns, for example, le chien/les chiens, une femme/des femmes, including some irregular plural forms, such as l’œil/les yeux, le nez/les nez, l’animal/les animaux
• beginning to recognise 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
• understanding that most adjectives in French follow the noun, for example, un élève intelligent, and that common adjectives precede the noun, for example, une bonne étudiante
• understanding that subject pronouns je, tu, il, elle, on, nous, vous, ils and elles determine verb conjugations and substitute for noun subjects, for example, Voilà le frère de Michel. Il est beau, n’est-ce pas ?
• using regular –er verbs, and irregular conjugations of high-frequency verbs être, avoir, aller and faire in le présent
• becoming familiar with regular –ir and –re verbs in le présent
• recognising the function of irregular verbs, such as avoir, être and faire in expressions, such as avoir faim, avoir 13 ans and faire beau
• becoming familiar with l'impératif, for example, Asseyez-vous !; Dis-moi !
• recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance or to replace nous
• using singular and plural possessive adjectives, for example, ses cheveux, leur mère, mes copains
• forming and using cardinal numbers to 100
• using exclamations, for example, Zut !; Bien fait !
• using prepositions à, en and dans when describing where people live, for example, Jean-François habite à Montréal au Canada.; Ma copine habite en Australie.; La famille Maréchal habite dans une ferme.
• 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 !
• becoming aware of three ways of forming a question, including a simple sentence with rising intonation, for example, Tu as un animal chez toi ?; inverting the verb and subject, for example, As-tu un animal chez toi ?; and using Est-ce que … ?, for example, Est-ce que tu as un animal chez toi ?

Build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU103)

Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English

(ACLFRU104)

Examine linguistic features in texts to develop an understanding that languages vary according to elements, such as register

Understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLFRU105)

Recognise that French is a global language, spoken with a variety of accents and dialects in many regions of the world, as well as in France

(ACLFRU106)

Explore the relationship between language and culture

(ACLFRU108)