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
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
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