AC9LF2U01

Elaborations

• AC9LF2U01_E1recognising that every language has its own words and sounds to make meaning by sharing sounds of the languages represented in the classroom
• AC9LF2U01_E2<p>clapping or drumming the rhythm and intonation of French statements, questions and exclamations such as <em>Comment t’appelles-tu? Je m’appelle …, Qu’est-ce que tu prends pour le petit déjeuner?</em> <em>Un pain au chocolat</em></p>
• AC9LF2U01_E3<p>understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations such as <em>Le chocolat chaud, Le chocolat chaud? Le chocolat chaud! Tu as 6 ans. Tu as 6 ans? Tu as 6 ans!</em></p>
• AC9LF2U01_E4<p>building phonic awareness by experimenting with sounds, focusing on those that are initially difficult such as ‘<em>u’ (tu), ‘r’ (très rapide)</em> and ‘<em>-ion’ (attention!)</em> and listening closely to distinguish between sounds such as <em>bon, bien, beau</em> or <em>chien, chat</em> and <em>champ</em></p>
• AC9LF2U01_E5<p>imitating the pronunciation, phrasing and intonation of French songs, nursery rhymes and tongue twisters such as the <em>virelangue</em> – <em>les chaussettes de l'archiduchesse sont-elles sèches, archi-sèches?</em></p>
• AC9LF2U01_E6<p>recognising the nasal sounds in French, for example, ‘<em>on’</em> in <em>mon</em> and ‘<em>an’</em> in <em>dans </em></p>
• AC9LF2U01_E7noticing the possible confusion between how ‘g’ and ‘j’ are pronounced in English and French
• AC9LF2U01_E8noticing how the letter ‘h’ in French is always silent, but can act as a vowel or consonant
• AC9LF2U01_E9<p>noticing sounds at the end of certain French words that are unspoken, for example, <em>chat/chats, riz, deux, cahier </em></p>
• AC9LF2U01_E10<p>recognising basic sound blends in French and how these may differ from English, for example, ‘<em>ch’</em> in <em>château</em>;<em> ’ille’</em> in <em>famille</em></p>