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Elaboration (2) ACLFRC094

gathering information about places, people or events in francophone contexts and cultures, and using it to build timelines, itineraries or profiles

Elaboration (2) ACLFRC095

using different modes of presentation to profile significant events, characters or places related to French culture, history or environment

noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments

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 (2) ACLFRC098

using bilingual dictionaries and electronic translation tools, taking into account issues such as alternative or multiple meanings of words and the importance of context when making meaning, for example, la fille, le bureau, l’histoire, la vue

Elaboration (2) ACLFRC099

creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance

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 …

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