Elaboration ACLARU132

using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …

Elaboration | ACLARU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU133

classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform …

Elaboration (3) | ACLARU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC144

translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, الوقوف ممنوع؛ الكلاب ممنوعة؛ التدخين ممنوع؛, to identify differences in elements …

Elaboration (2) | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU151

understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and …

Elaboration | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU151

recognising how language use reflects the mood, feelings, attitudes or relationships of the people involved, for example,إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟

Elaboration (1) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (8) ACLARU183

understanding how to use exaggeration and emphasis for effect, for example,ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك

Elaboration (8) | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU186

examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such …

Elaboration (1) | ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU034

recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور, or by identifying ways in which the residual …

Elaboration (1) | ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLFRC008

sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing Joyeux anniversaire or explaining how to use appropriate greetings for different times or occasions, such as Salut, Bonsoir or Bonne …

Elaboration (1) | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU014

recognising that different types of text have different features (for example, rhythm and repetition in action songs and rhymes) and use different language, for example, formal or informal forms of address (Bonjour, Monsieur; Merci beaucoup, Madame; Salut, …

Elaboration (1) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU033

finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as ‘brekkie’, ‘ambo’ and ‘arvo’), and considering when or how they are u …

Elaboration (3) | ACLFRU033 | 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 ACLFRC040

extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects

Elaboration | ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (8) ACLFRF049

understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos

Elaboration (8) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (5) ACLFRU067

understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…

Elaboration (5) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU069

comparing and explaining the use of communicative styles in different contexts, for example, une partie de foot au Stade de France (Allez, allez les Bleus!) compared to a written bulletin scolaire (Mathilde s’exprime avec facilité, persévère au trava …

Elaboration | ACLFRU069 | Content Descriptions | Years 7 and 8 | 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 (13) ACLFRU085

understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j’avais voulu, je serais partie de bonne heure

Elaboration (13) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU105

comparing language use and other aspects of communication in informal exchanges (for example, un match de football — allez, allez!) and in formal communication, for example, Soyez les bienvenus à notre école

Elaboration (1) | ACLFRU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC116

finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing …

Elaboration (3) | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum