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 (1) ACLFRC043

teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet

Elaboration (1) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC056

making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…

Elaboration (2) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC058

accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la …

Elaboration | ACLFRC058 | Content Descriptions | Years 7 and 8 | 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 (2) ACLFRC059

presenting findings related to the investigation of a social or cultural issue (for example, la mode et les codes vestimentaires: l’influence des marques), summarising opinions and attitudes collected from surveys, interviews or media sources

Elaboration (2) | ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC062

interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural …

Elaboration | ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC063

composing menus or programs for French-themed events, including footnotes in English to explain key terms or items, for example, le plat du jour, service compris, l’entr’acte, la mise en scène

Elaboration (1) | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC065

identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, and explaining key influences, for example, le voyage, les concours, les amis, la famille, l’équipe

Elaboration (2) | ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU069

analysing the role of formulaic language and symbolic gestures in different contexts and communities, noticing cultural variations, for example, national mottos such as Liberté, égalité, fraternité (la France); Unité, Travail, Progrès (le Chad); ‘Advance …

Elaboration (1) | ACLFRU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU070

reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l’Internet, le portable, les …

Elaboration | ACLFRU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC075

communicating with other young learners of languages via email, online forums or video-conferencing, comparing experiences and challenges, for example, C’est comment pour toi? C’est difficile pour vous d’apprendre l’anglais? Moi, je trouve que…

Elaboration (1) | ACLFRC075 | 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 (10) ACLFRU085

understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J’ai acheté une tartelette aux fraises — je l’ai mangée trop vite!

Elaboration (10) | 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 ACLFRC101

talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’éq …

Elaboration | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU103

marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)

Elaboration (2) | ACLFRU103 | 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 ACLFRC113

presenting information in different formats for different audiences, such as potential consumers or voters, matching language and structure to context and content, for example, digital images and catchy by-lines in advertisements, persuasive language …

Elaboration | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC113

creating a web page for young French travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, les vendanges, au pair à la ferme, l’intérieur …

Elaboration (2) | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum