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AC9LF6U02
Understanding systems of language
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
Elaborations
- AC9LF6U02_E1<p>beginning to use all forms of the present tense of regular <em>‘-er’, ‘-ir’</em> and <em>‘-re’</em> verbs and of high-frequency irregular verbs such as <em>avoir, être, aller </em>and<em> faire</em></p>
- AC9LF6U02_E2<p>playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, nouns and subject pronouns <em>Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage</em>; and pairing subject with a conjugated verb, <em>nous parlons, tu manges, il finit</em></p>
- AC9LF6U02_E3<p>using the indicative plus the infinitive, for example<em>, J’aime jouer au tennis, il sait conduire </em>and<em> le futur proche, </em>for example<em>, Je vais partir. </em></p>
- AC9LF6U02_E4<p>becoming familiar with and using, with support, <em>le passé composé</em>, for example, <em>J’ai mangé trois biscuits; Elle a dormi sous les étoiles.</em></p>
- AC9LF6U02_E5<p>recognising <em>l’imparfait</em> denotes the past when encountered in familiar expressions and scaffolded language contexts, for example, <em>Il était une fois …; C’était …; Il faisait chaud; Il avait 60 ans.</em></p>
- AC9LF6U02_E6<p>using a range of nouns including more unusual plural forms (<em>les bureaux, les choux-fleurs, mes grands-parents, </em>etc.) and more complex adjectives (<em>beau, belle, beaux, belles, </em>etc.)<em> </em>and possessive forms such as <em>mon, ma, mes; ton, ta, tes; son, sa, ses</em></p>
- AC9LF6U02_E7<p>formulating questions using <em>est-ce que </em>…, the inverted form of the verb, or changed intonation, for example<em>, Est-ce que tu as un chien? As-tu un chien? Tu as un chien?</em></p>
- AC9LF6U02_E8<p>understanding and using negative constructions such as <em>Tu ne viens pas ce soir?, </em>including recognition of the use of <em>de</em> after a negative verb form, for example, <em>Je n’ai pas de photos, Je ne mange jamais de choux de Bruxelles.</em></p>
- AC9LF6U02_E9<p>developing a range of adverbs to elaborate or accentuate meaning using sentence builder charts, for example, <em>Il parle si doucement; Moi j’écoute attentivement. </em></p>
- AC9LF6U02_E10<p>using knowledge of suffixes and prefixes to assist comprehension in texts, for example, <em>agréable, désagréable, venir, revenir, cuisine, cuisinier, trembler, tremblement</em></p>
- AC9LF6U02_E11<p>using an increasing range of noun adjective agreements with support, including adjective agreements that come before the noun, such as adjectives of beauty, age, goodness, size (BAGS), for example, <em>la belle maison</em></p>
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