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Elaboration (3) ACLFRC116

finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing …

Elaboration (3) ACLFRC117

creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English

Elaboration (3) ACLFRC118

exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds

Elaboration (3) ACLFRC119

reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity

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)

Elaboration (3) ACLFRU123

recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experiences

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 (3) ACLFRU126

considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (3) ACLGEC104

making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

Elaboration (3) ACLGEC105

following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch

Elaboration (3) ACLGEC106

locating specific words and expressions, for example, in spoken texts by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)

Elaboration (3) ACLGEC107

conveying aspects of shared knowledge about German language and culture, such as by pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland. Die Flagge ist Schwarz-Rot-Gold.

Elaboration (3) ACLGEC108

performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?

Elaboration (3) ACLGEC110

interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers

Elaboration (3) ACLGEC112

comparing aspects of Australian and German children’s lifestyles, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life

Elaboration (3) ACLGEC113

investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, …

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