Use features of the French sound system, including pronunciation, pitch, rhythm, stress and intonation to express a variety of feelings, such as C’est nul !; Ça suffit !; Quoi encore ?; Oh là là !; Aïe !, and increasing control of liaison in unfamiliar contexts, including no liaison with et, and common fillers, interjections and responses, such as Hein ?; Bon ben ...; N’est-ce pas ?; Youpi !; Ça alors !

(ACLFRU102)

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

• understanding that adjectives agree in number and gender with the noun, for example, de bonnes étudiantes and that des changes to de if the adjective precedes the noun
• using parce que in compound sentences
• forming and using adverbs, for example, Il parle lentement.; Je cours vite.
• forming and using partitive articles, for example, Nous mangeons de la viande tous les jours.
• recognising comparatives, such as plus … que, moins … que, aussi … que + adjective, for example, J’aime le français plus que les maths car c’est plus intéressant.
• identifying the forms and functions of reflexive verbs, for example, Il se lève très tard le
  week-end.; Nous nous promenons chaque soir.; Je veux m’asseoir à côté de toi.
• increasing control of regular –er, –re and –ir verbs, être, avoir, aller, faire, devoir, vouloir, savoir in le présent
• recognising le passé composé is used to recount events that occurred in the past, for example, Il a regardé la télé.; J’ai mangé un croissant.
• using le futur proche to describe immediate future events, for example, Il va regarder la télé.
• becoming familiar with using emphatic pronouns moi, toi, lui, elle, soi, nous, vous, eux, elles
• using the negative ne … pas in simple statements, questions and commands, for example, Je n’aime pas l’histoire.; Tu ne viens pas au cinéma ?; Ne mange pas les bananes !, including the use of de after a negative verb form, for example, Je n’ai pas de photos.
• recognising the functions of elements, such as prefixes and suffixes, for example, désagréable, la camionnette, la réorganisation, and how word patterns and clusters connect, for example, triste, la tristesse; le marché, le marchand, la marchandise
• using the subject pronoun on with the third person singular of the verb
• forming and using cardinal numbers, including when used in dates, for example, Je suis né en 2007.
• using l'impératif, for example, Rangez vos affaires !; Allons-y !; Dites-le en français !
• using expressions of quantity, for forming and using articulated prepositions, for example, Elle va au parc quand elle veut être seule.
• forming and using ordinal numbers, for example, Il arrive en sixième place.
• using time phrases, for example, Les cours commencent à 9 heures moins le quart.

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU103)

Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences

(ACLFRU104)

Examine linguistic features in texts to understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLFRU105)

Understand the dynamic nature of French, and how it influences and is influenced by other languages and cultures

(ACLFRU106)

Explore the relationship between language and significant cultural values or practices in French, English and other languages

(ACLFRU108)