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Elaboration (3) ACLARU032

investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why

Elaboration (4) ACLARU033

examining how English is influencing and modifying Arabic language use in particular settings, for example, language used in the entertainment industry, such as in films and television programs, or language used to express global concepts, such as ال …

Elaboration ACLARU034

identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as …

Elaboration (5) ACLARU034

exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

Elaboration ACLFRC006

listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actio …

Elaboration ACLFRC008

recognising that every language has its own words, sounds and gestures to make meaning, and using French and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand

Elaboration ACLFRC009

collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six

Elaboration (2) ACLFRC009

writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day

Elaboration (3) ACLFRC010

including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

Elaboration (4) ACLFRU012

becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j

Elaboration (2) ACLFRU014

comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different

Elaboration (3) ACLFRU015

understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

Elaboration (1) ACLFRU016

recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy

Elaboration (3) ACLFRC022

‘finding French’ at home or in the community to create collections or displays, for example, French words used in English language advertisements, shop signs, recipe books or menus

Elaboration ACLFRC026

identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing …

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