Elaboration (2) ACLFRC019
exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture …
Elaboration (2) | ACLFRC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC020
creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
Elaboration (1) | ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC020
playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
Elaboration (2) | ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (5) ACLFRC021
rehearsing words, phrases or interjections which can be used as ‘hooks’ or fillers in conversation, such as ah bon … voilà…eh bien…alors
Elaboration (5) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (7) ACLFRU031
using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
Elaboration (7) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU034
exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
Elaboration (3) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRF048
recognising and using liaisons when appropriate, for example, les élèves, les petits enfants, joyeux anniversaire
Elaboration | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRF049
using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
Elaboration (9) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (10) ACLFRF049
using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j’écoute attentivement
Elaboration (10) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRF053
recognising and considering the effects of language mixing and blending, for example, the usefulness and/or perceived risks associated with le franglais
Elaboration (2) | ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (11) ACLFRU085
understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
Elaboration (11) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC093
responding to directions or requests, for example, cliquez sur l’image du chȃteau, choisissez la forme négative
Elaboration (2) | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC093
using active-listening and turn-taking strategies, for example, et toi, tu es d’accord?… à moi maintenant!
Elaboration (4) | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC097
composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
Elaboration (3) | ACLFRC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (11) ACLFRU103
expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
Elaboration (11) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (12) ACLFRU103
using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
Elaboration (12) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU120
using tone and intonation to indicate emphasis or emotion, for example, elle a fait quoi? Il est tellement doué!
Elaboration (1) | ACLFRU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU121
understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne
Elaboration | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLGEC104
following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
Elaboration (2) | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC104
making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?
Elaboration (3) | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum