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Elaboration (2) ACLFRC100

sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication

Elaboration (2) ACLFRC101

considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted

Elaboration (2) ACLFRU102

distinguishing vowel sounds (for example by recognising distinctions between nasal vowel sounds such as cinq, sympa, manger, entre, dont, des bonbons), and experimenting with pronunciation of consonant–vowel combinations, for example by using virelangues …

Elaboration (2) ACLFRU103

marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)

Elaboration (2) ACLFRU104

identifying elements of common types of text (le courriel, la météo, les slogans), and explaining relationships between language, structure and textual purpose

Elaboration (2) ACLFRU106

recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) …

Elaboration (2) ACLFRU107

mapping and comparing variations in forms and expressions of French language in different geographical contexts, for example, les langues kanakes de la Nouvelle Calédonie, les langues bretonnes de la Bretagne, la créole de la Guadaloupe

Elaboration (2) ACLFRU108

noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers

Elaboration (2) ACLFRC109

using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au …

Elaboration (2) ACLFRC110

participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience

Elaboration (2) ACLFRC111

using evaluative and comparative language to discuss different learning resources such as textbooks, websites or electronic dictionaries, for example, ils sont utiles/intéressants/trop complexes; je préfère lire le texte moi-même...; je trouve mieux…

Elaboration (2) ACLFRC112

conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations

Elaboration (2) ACLFRC114

comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance

Elaboration (2) ACLFRC115

composing and performing short songs for imagined occasions (for example, les anniversaires, le départ en voyages), experimenting with vocal and non-verbal expression

Elaboration (2) ACLFRC116

analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process

Elaboration (2) ACLFRC117

providing vocabulary lists and annotated cultural explanations for French-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking

Elaboration (2) ACLFRC118

discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes

Elaboration (2) ACLFRC119

mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences

Elaboration (2) ACLFRU120

using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm

Elaboration (2) ACLFRU121

extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle …

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