Elaboration (1) ACLFRF052

understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example, skyper, googliser, le courriel, photophoner

Elaboration (1) | ACLFRF052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Years 5 and 6 French

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC045

creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

Elaboration (4) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (9) ACLFRF049

using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!

Elaboration (9) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC039

Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]

Elaborations ScOT Terms

ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC039

indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?

Elaboration | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRF048

understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l’hôtel, l’herbe, heureux, habiter, le héros, la hache

Elaboration (1) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (8) ACLFRF049

understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos

Elaboration (8) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRF051

understanding the importance of using appropriate forms of address when interacting with different people, for example, using tu when speaking with close friends, family members or other young people, and using vous for other adults

Elaboration (1) | ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRF048

understanding that the aigu -é at the end of a word is pronounced, unlike -e without an accent (for example, le passé, je passe; le soufflé, je souffle), and that other accents also change the sound of a letter, for example, the cédille (ç) softens the …

Elaboration (2) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum