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Elaboration ACLFRC115

creating an imaginary persona or avatar in a French-speaking fantasy world, incorporating communicative styles and social behaviours observed in French texts

Elaboration (2) ACLFRU030

observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident

Elaboration (1) ACLFRF049

using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire

Elaboration (3) ACLFRU103

understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire

recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance

Elaboration (2) ACLFRC028

experimenting with respectful gestures and forms of communication, such as shaking hands or using titles such as Madame and Monsieur

Elaboration (2) ACLFRF051

reflecting on the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (for example, G for j’ai and pa for pas in text messages), as well as the use of borrowed words from other languages …

Elaboration (2) ACLFRC097

using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts

Elaboration (4) ACLFRC097

inventing a new character, story twist or event in a familiar text such as Astérix or Tintin

Elaboration (4) ACLFRU106

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

Elaboration (4) ACLFRU012

becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j

Elaboration (2) ACLFRF048

understanding that the aigu -é at the end of a word is pronounced, unlike -e without an accent (for example, le passé, je passe; le soufflé, je souffle), and that other accents also change the sound of a letter, for example, the cédille (ç) softens the …

ACLFRF053

Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]

Elaborations ScOT Terms

Elaboration ACLFRC045

creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘l …

Elaboration ACLFRC046

observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, …

Elaboration (5) ACLFRC092

organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir …

Elaboration (13) ACLFRU103

recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)

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 …

Elaboration ACLFRC002

singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)

Elaboration (1) ACLFRC008

sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing Joyeux anniversaire or explaining how to use appropriate greetings for different times or occasions, such as Salut, Bonsoir or Bonne …

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Cross Curriculum Priorities