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Elaboration ACLFRC009

collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six

understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

Elaboration (1) ACLFRC026

playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons

Elaboration (3) ACLFRC027

alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors

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 (2) ACLFRU032

analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in Engli …

Elaboration (4) ACLFRU034

‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus

Elaboration (4) ACLFRC045

creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

Elaboration (2) ACLFRC046

reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English

Elaboration (1) ACLFRF054

identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’

Elaboration ACLFRU088

exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and …

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 (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 (15) ACLFRU103

building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

Elaboration (1) ACLFRU108

investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’

Elaboration (1) ACLFRU122

comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant

Elaboration (4) ACLGEC108

reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences

Elaboration ACLGEC110

distinguishing between German and English in spoken and written form (Ist das Deutsch oder Englisch?), considering factors such as pronunciation, capitalisation of nouns, and the use of cursive script in some texts for children

Elaboration ACLGEC111

collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse

Elaboration ACLGEC112

recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!

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