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Elaboration (2) ACLFRC078

comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix

Elaboration (2) ACLFRC079

creating performances or poems that reflect on significant French or Australian celebrations or historical events (for example, le 1er mai, National Sorry Day, le 11 novembre, Anzac Day)

Elaboration (2) ACLFRC080

experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful …

Elaboration (2) ACLFRC081

exploring texts for terms associated with particular elements of French lifestyles (for example, la cuisine, la mode, les loisirs, la famille), noting differences between traditional and more contemporary texts and explaining these differences in relation …

Elaboration (2) ACLFRC082

comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works

Elaboration (2) ACLFRC083

reflecting on own cultural identity in terms of family background, community relationships and contact with languages, (including contact with French and other languages and cultures), tracking changes over time or context

Elaboration (2) ACLFRU084

recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)

Elaboration (2) ACLFRU085

understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)

Elaboration (2) ACLFRU086

analysing cultural differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions (for example, stating the purpose of a formal letter at the beginning: le recyclage proposé dans notre ville …

Elaboration (2) ACLFRU087

understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters

Elaboration (2) ACLFRU088

considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

Elaboration (2) ACLFRU089

examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic …

Elaboration (2) ACLFRU090

reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French

Elaboration ACLFRC076

selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and …

Achievement Standard French Years 3 and 4

By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …

Elaboration ACLFRC020

making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)

Elaboration (1) ACLFRC060

transcribing short samples of action-related dialogue from texts designed to create suspense or excitement (for example, Tintin et l’étoile mysterieuse: allons-y! Ah non, c’est impossible! Personne? Ah magnifique!), and building them into their own performance …

Achievement Standard French Years 7 and 8

By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …

Achievement Standard French Years 5 and 6

By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …

Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …

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