Elaboration (3) ACLFRC044

translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique

Elaboration (3) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRF048

recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J’ai eu très, très peur! D-o-u-c-e-m-e-n-t…

Elaboration (3) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC058

listening to or viewing informative texts such as television news reports or feature articles, and noting key words, specialised terms or points of information to be reused in own newsflash or roman photo, for example, en direct, les dernières nouvelles, …

Elaboration (2) | ACLFRC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC080

finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’), and providing cultural explanations for French speakers

Elaboration (1) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (5) ACLFRC080

recognising the need to sometimes recast language, and considering why one language may use more words than another to communicate a particular meaning, for example, Je vous prie, Monsieur, de croire à l’expression de mes sentiments distingués versus …

Elaboration (5) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU085

exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c’est un bon à rien/c’est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)

Elaboration (1) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

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) | ACLFRC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU106

recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami

Elaboration (1) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC112

listening to and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in own newsflash or roman photo, and considering how emphasis or perspective can reflect culture and cont …

Elaboration (1) | ACLFRC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU120

using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm

Elaboration (2) | ACLFRU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLGEC129

exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz

Elaboration (4) | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU131

encoding and decoding familiar German words using alphabetic knowledge of single letters, consonant clusters (sch) and vowel combinations (au, ei, eu, ie), applying learnt memory aids such as ‘when E and I go walking, the second one does the talking’

Elaboration (3) | ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU148

applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie

Elaboration (3) | ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU169

understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, …

Elaboration (1) | ACLGEU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEU013

understanding that German has multiple words for ‘the’ and ‘a/an’ according to the gender of the relevant noun, and noticing that the articles for masculine nouns sometimes change (nominative to accusative), for example, Die Frau hat einen BMW.; Der Film …

Elaboration | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU015

recognising different registers, such as the different words for ‘you’, for example, Was machst du, Peter? Was macht ihr, Kinder (Klasse 7)? Setz dich, Peter! Setzt euch Kinder! Kommen Sie bitte herein, Herr Berger!

Elaboration (3) | ACLGEU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU016

recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!

Elaboration (3) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLHIC004

participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters …

Elaboration (2) | ACLHIC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLHIU016

identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर

Elaboration (1) | ACLHIU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIU016

finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)

Elaboration (2) | ACLHIU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum