Elaboration ACLFRC099
creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
Elaboration | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC099
creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
Elaboration (1) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
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) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC099
using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
Elaboration (3) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC099
designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction
Elaboration (4) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC100
reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame …
Elaboration | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC100
interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
Elaboration (1) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
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) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC100
observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
Elaboration (3) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC100
participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages
Elaboration (4) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC101
talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’éq …
Elaboration | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC101
preparing a class profile to exchange with French-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
Elaboration (1) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC101
considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted
Elaboration (2) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC101
sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
Elaboration (3) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC101
observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school …
Elaboration (4) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU102
developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)
Elaboration | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU102
becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
Elaboration (1) | ACLFRU102 | 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 (3) ACLFRU102
using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
Elaboration (3) | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU102
recognising differences in intonation and rhythm between statements, questions and commands (Vous écoutez la chanson. Vous écoutez la chanson? Ecoutez la chanson!)
Elaboration (4) | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum