Elaboration (2) ACLFRU030
observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident
Elaboration (2) | ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU031
developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l’adjectif, l’adverbe, la conjonction and le vocabulaire
Elaboration | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU032
analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in Engli …
Elaboration (2) | ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU033
finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as ‘brekkie’, ‘ambo’ and ‘arvo’), and considering when or how they are u …
Elaboration (3) | ACLFRU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU034
collecting French words used in English (for example, le restaurant, le café, le chauffeur, le ballet, le croissant), and comparing how they are pronounced by French and English speakers
Elaboration (1) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU034
discovering some of the English words used by French speakers (for example, le coach, le blog, l’Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English
Elaboration (2) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU034
‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus
Elaboration (4) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU035
understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
Elaboration (1) | ACLFRU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU036
exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads …
Elaboration (2) | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC044
finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
Elaboration | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC044
interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or cult …
Elaboration (2) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC045
creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘l …
Elaboration | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC045
constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
Elaboration (3) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC045
creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication
Elaboration (4) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC046
reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
Elaboration (2) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRF054
identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
Elaboration (1) | ACLFRF054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC062
interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural …
Elaboration | ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC062
translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t’embrasse très fort…) and comparing …
Elaboration (1) | ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC063
composing menus or programs for French-themed events, including footnotes in English to explain key terms or items, for example, le plat du jour, service compris, l’entr’acte, la mise en scène
Elaboration (1) | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC064
interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
Elaboration (2) | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum