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Elaboration (2) ACLFRC039

negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur

Elaboration ACLFRC042

creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement

Elaboration (2) ACLFRF049

becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…

Elaboration (4) ACLFRC059

combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l’Australie et les régions asiatiques, or le multiculturalisme

performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion

Elaboration (4) ACLFRU085

using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)

Elaboration ACLFRC109

using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps

Elaboration (3) ACLFRC109

contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues

Elaboration ACLFRU124

identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations

Elaboration (1) ACLITC006

identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)

Elaboration (2) ACLITC047

explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari

Elaboration (1) ACLITC059

arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00

Elaboration (4) ACLITC081

comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli

Elaboration (2) ACLITC120

conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …

Elaboration (1) ACLSPC119

identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …

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Cross Curriculum Priorities