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Elaboration (2) ACLFRC100

sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication

Elaboration (2) ACLFRC101

considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted

Elaboration (4) ACLFRC119

developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

Elaboration (2) ACLFRC119

mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences

Elaboration ACLFRU103

using and understanding nouns as core elements of sentence structure

Elaboration (5) ACLFRU108

reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance

Elaboration ACLFRC118

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and …

Elaboration (6) ACLFRU121

understanding the function of impersonal expressions such as il faut, on peut, on doit…

Elaboration (4) ACLFRU106

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

Elaboration ACLFRU121

understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne

Elaboration (3) ACLFRU124

understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

Elaboration ACLFRU106

understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)

Elaboration (1) ACLFRU107

understanding that French serves different functions within France and in other regions of the world, including Australia, for example, as a langue nationale, officielle, de communauté, diplomatique and culturelle

Elaboration (1) ACLFRU121

understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie

Elaboration (3) ACLFRU103

understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire

Elaboration (4) ACLFRU103

understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)

Elaboration (5) ACLFRU103

understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun

Elaboration (4) ACLFRU104

understanding how to create textual cohesion, using elements such as conjunctions or causal phrases to sequence and link ideas and maintain the flow of expression, for example, donc, mais, à propos de, pendant, si, grace à, à cause de…

Elaboration (3) ACLFRU120

understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!

Elaboration (3) ACLFRU121

understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)

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