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Elaboration (2) ACLFRC005

using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …

Elaboration (2) ACLFRC006

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!

Elaboration (2) ACLFRC007

creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

Elaboration (2) ACLFRC008

demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!

Elaboration (2) ACLFRC009

writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day

Elaboration (2) ACLFRC010

using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting

Elaboration (2) ACLFRC011

noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

Elaboration (2) ACLFRU012

understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)

Elaboration (2) ACLFRU013

becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine

Elaboration (2) ACLFRU014

comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different

Elaboration (2) ACLFRU015

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire

Elaboration (2) ACLFRU016

understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

Elaboration (2) ACLFRU017

exploring the different languages used by peers in their class, for example, by creating a language map with greetings in each language represented in the class

Elaboration (2) ACLFRU018

noticing features of French language interactions in some texts and contexts (for example, photos, storybooks or video clips) that may be similar or different to own ways of communicating

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Curriculum Elements Types

Cross Curriculum Priorities