Elaboration (2) ACLFRC080
experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful …
Elaboration (2) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC080
considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)
Elaboration (3) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC080
interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! c’est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative …
Elaboration (4) | ACLFRC080 | 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 ACLFRC081
collecting and explaining to non-French speakers expressions and cultural allusions encountered in French texts associated with historical, religious or civic events or traditions, (for example, la Marianne, le tricolore, la Toussaint, le 1er mai)
Elaboration | ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC081
exploring French colloquialisms, argot and idioms (for example, tomber dans les pommes, les doigts dans le nez) that are typically used by different social groups, (for example, les jeunes, les sportifs, les étudiants)
Elaboration (1) | ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC081
exploring texts for terms associated with particular elements of French lifestyles (for example, la cuisine, la mode, les loisirs, la famille), noting differences between traditional and more contemporary texts and explaining these differences in relation …
Elaboration (2) | ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC081
mapping France or other francophone countries as represented on internet sites or tourist brochures in terms of regional and cultural diversity, for example, la France gastronomique: la choucroute d’Alsace, la quiche Lorraine, le bœuf bourguignon, la …
Elaboration (3) | ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC082
considering how learning and using French and other languages offers different ways of interpreting the world and representing experience
Elaboration | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC082
keeping a record (for example, journal, log, posting on forum) of critical incidents in the course of intercultural language learning across different levels, (for example, breakdowns or breakthroughs in communication, repair and recovery strategies, …
Elaboration (1) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC082
comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
Elaboration (2) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC082
discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, (for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual …
Elaboration (3) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC082
reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
Elaboration (4) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC083
developing an enquiry-oriented stance to own cultural identity and communication style, reflecting on existing assumptions about what makes for effective communication and on any changes in perspective as a result of learning French
Elaboration | ACLFRC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC083
analysing how cultural norms impact on interpretations of French language texts and experiences, (for example, comparing own with others’ reactions to particular cultural texts, events or practices)
Elaboration (1) | ACLFRC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC083
reflecting on own cultural identity in terms of family background, community relationships and contact with languages, (including contact with French and other languages and cultures), tracking changes over time or context
Elaboration (2) | ACLFRC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC083
composing a ‘cultural ID profile’ to exchange with French-speaking friends, making decisions about what points of information will be of most interest
Elaboration (3) | ACLFRC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU084
recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi …
Elaboration | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU084
recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), …
Elaboration (1) | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU084
recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)
Elaboration (2) | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum