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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 (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) ACLFRC039

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

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 (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 (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

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 (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 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 (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 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 (1) ACLFRU035

understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)

Elaboration ACLFRC056

planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours …

Elaboration ACLFRU087

recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, …

Elaboration (3) ACLFRU087

comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)

Elaboration (3) ACLFRC091

comparing routines, interests and leisure activities, using language associated with time, frequency and location, for example, lundi après-midi, je fais du foot; le weekend, je joue aux jeux vidéos; l’hiver, je fais du ski; l’été, on va souvent à la …

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