Elaboration ACLFRC041
creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements …
Elaboration | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC041
constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
Elaboration (1) | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC041
creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
Elaboration (2) | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC041
creating an interactive display or performance to inform younger children of the benefits of learning French
Elaboration (3) | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
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 | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC042
comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining how they can relate to them
Elaboration (1) | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC042
introducing a character from a story, cartoon or television series that reminds them of themselves, a close friend or a family member, using performative, narrative or graphic modes of presentation
Elaboration (2) | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC042
responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste, j’ai peur, elle est folle!
Elaboration (3) | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC043
introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
Elaboration | ACLFRC043 | 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) ACLFRC043
illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
Elaboration (2) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC043
adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou
Elaboration (3) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC044
finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
Elaboration | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC044
creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office
Elaboration (1) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC044
interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or cult …
Elaboration (2) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC044
translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique
Elaboration (3) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC045
creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘l …
Elaboration | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC045
composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
Elaboration (1) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC045
using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
Elaboration (2) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC045
constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
Elaboration (3) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum