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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

Years 7 and 8 French

The nature of the learners Students are beginning their study of French and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC101

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

Elaboration ACLFRU103

using and understanding nouns as core elements of sentence structure

ACLFRC100

Engage with French speakers and resources, noticing how interaction involves culture as well as language[Key concepts: awareness, interpretation, cultural frames, intercultural exchange; Key processes: noticing, reflecting, responding]

Elaborations ScOT Terms

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 (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 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 (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 (6) ACLFRU103

understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)

Elaboration (9) ACLFRU103

understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as …

Elaboration (3) ACLFRU104

building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez …

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