Elaboration (4) ACLTUC005

working in pairs to gather and then present information about their partner to the larger group, for example, Defne yüzmeyi çok sever. Her pazar havuza gider. O sporu çok sever.

Elaboration (4) | ACLTUC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (8) ACLVIU135

noticing that interrogatives (khi nào, ở đâu, bao nhiêu) can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào?; Bao nhiêu tiền một nải chuối? or Một nải chuối giá bao nhiêu tiền?

Elaboration (8) | ACLVIU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLFRC026

finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated

Elaboration (3) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC027

creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)

Elaboration (2) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC039

negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur

Elaboration (2) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC042

creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement

Elaboration | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRF049

becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…

Elaboration (2) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC059

combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l’Australie et les régions asiatiques, or le multiculturalisme

Elaboration (4) | ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC061

performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion

Elaboration (1) | ACLFRC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU085

using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)

Elaboration (4) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC109

using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps

Elaboration | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC109

contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues

Elaboration (3) | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU124

identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations

Elaboration | ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLITC006

identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)

Elaboration (1) | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC047

explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari

Elaboration (2) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC059

arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00

Elaboration (1) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC081

comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli

Elaboration (4) | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC120

conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …

Elaboration (2) | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLSPC119

identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …

Elaboration (1) | ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLINU030

describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan

Elaboration (1) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum