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Elaboration (3) ACLARU029

applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts

Elaboration (3) ACLARU030

using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives

Elaboration (3) ACLARU032

investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why

Elaboration (3) ACLARU033

discussing how language changes over time, for example, by viewing classical Arabic and contemporary films and comparing how certain messages and concepts are represented through language

Elaboration (3) ACLARU034

reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them

Elaboration (3) ACLFRC001

using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!

Elaboration (3) ACLFRC002

taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

Elaboration (3) ACLFRC003

interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

Elaboration (3) ACLFRC004

making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices

Elaboration (3) ACLFRC005

drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

Elaboration (3) ACLFRC006

re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

Elaboration (3) ACLFRC009

making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

Elaboration (3) ACLFRC010

including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

Elaboration (3) ACLFRU012

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context

Elaboration (3) ACLFRU013

using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

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