Years 3 and 4 French

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the …

Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC019

Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds[Key concepts: communication, politeness, friendship; Key processes: interacting, listening, questioning, …

Elaborations ScOT Terms

ACLFRC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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? …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC028

Notice what looks or feels similar or different to own language and culture when interacting in French[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting]

Elaborations ScOT Terms

ACLFRC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC028

experimenting with respectful gestures and forms of communication, such as shaking hands or using titles such as Madame and Monsieur

Elaboration (2) | ACLFRC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC022

Locate specific points of information in different types of texts relating to social and natural worlds[Key concepts: community, family, friends, environment; Key processes: focused reading, information selection and organisation]

Elaborations ScOT Terms

ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC023

Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts[Key concepts: home, school, information; Key processes: selecting, presenting, comparing]

Elaborations ScOT Terms

ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU035

Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages[Key concepts: global language, culture, identity, communication; Key processes: collecting …

Elaborations ScOT Terms

ACLFRU035 | 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 (1) ACLFRC022

listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list

Elaboration (1) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC022

locating information relating to school activities in a French context (for example, l’emploi du temps, la lecture, l’orthographe, le vocabulaire, les mathématiques) and comparing with own daily schedule

Elaboration (2) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC022

collecting information about different animal species (for example, les insectes, les animaux domestiques/sauvages), and creating a display with names and appropriate adjectives, for example, la fourmi — minuscule; le lion — féroce

Elaboration | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC023

collecting information about each other’s likes, dislikes or interests, using checklists, surveys or question cues such as combien de…? à quelle heure…? to create a class profile, chart or database, for example, les sports préférés, les plats de choi …

Elaboration (1) | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC023

presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe …

Elaboration (2) | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU036

understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon …

Elaboration (1) | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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