Elaboration (1) ACLARU186

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

Elaboration (1) | ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC008

comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities that reflect cultural associations or nuances, for example,مرحبا؛ كيف حالك؟ السلام عليكم؛ سلام ونعمة؛ …

Elaboration (2) | ACLARC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC009

making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

Elaboration (1) | ACLARC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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 | ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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 (5) | ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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 | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

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 (3) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

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 (4) | ACLFRU012 | Content Descriptions | Foundation to Year 2 | 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 (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 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 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) ACLFRC078

comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix

Elaboration (2) | ACLFRC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC080

finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’), and providing cultural explanations for French speakers

Elaboration (1) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC080

interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! c’est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative …

Elaboration (4) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU106

recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami

Elaboration (1) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU106

recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) …

Elaboration (2) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum