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Elaboration (3) ACLFRU017

recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia

Elaboration ACLFRU017

understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language

Elaboration (1) ACLFRU012

listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ

Elaboration (2) ACLFRU016

understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

Elaboration (1) ACLFRU017

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

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 ACLFRC002

singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)

sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing Joyeux anniversaire or explaining how to use appropriate greetings for different times or occasions, such as Salut, Bonsoir or Bonne …

Elaboration (2) ACLFRC010

using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting

Elaboration (7) ACLFRU013

using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire

Elaboration ACLFRU014

understanding that texts can be spoken, written, digital, visual or multimodal and that they can be very short (Stop! or a hand gesture to signify Arrête!) or much longer (Il était une fois…)

Elaboration (3) ACLFRC009

making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

Elaboration ACLFRU012

building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as u (tu), r (très rapide) and -ion (attention!)

Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (1) ACLFRU013

noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, …

Elaboration (5) ACLFRU013

developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)

Elaboration (6) ACLFRU013

responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!

Elaboration (2) ACLFRC004

shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events

Elaboration (1) ACLFRC005

contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)

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 …

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