Elaboration (1) ACLFRC056
organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues …
Elaboration (1) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC056
planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)
Elaboration (4) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU084
recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), …
Elaboration (1) | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU085
noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from …
Elaboration | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU087
comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)
Elaboration (3) | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC091
using present tense high-frequency verbs such as être, avoir and aimer with adjectives, adverbs and simple formulaic expressions to talk about self and others, for example, je te présente mon copain, Henri, il est drôle! elle est si douée! Nous voici …
Elaboration (2) | ACLFRC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
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) | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLFRU103
understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
Elaboration (6) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (7) ACLFRU103
recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
Elaboration (7) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (10) ACLFRU103
gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
Elaboration (10) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU108
exploring how language and culture influence each other, for example, French terms of address that reflect respect and status such as Madame la Directrice and Monsieur le Président; diverse cuisines and food-related terms and expressions that reflect …
Elaboration | ACLFRU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
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) | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC001
introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle…; Ça va, Emilie? Ça va bien, merci
Elaboration | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC001
using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!
Elaboration (3) | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC004
making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
Elaboration (3) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC004
identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)
Elaboration (4) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC005
drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles
Elaboration (3) | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC006
making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
Elaboration (2) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC007
creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud
Elaboration (2) | ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC008
demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!
Elaboration (2) | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum