Years 3 and 4 French
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the …
Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC026
finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated
Elaboration (3) | ACLFRC026 | 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
Achievement Standard French Years 3 and 4
By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU034
Understand that languages change over time and influence each other, and that French has influenced many languages, including English[Key concepts: influence, change, exchange; Key processes: identifying, classifying, interpreting]
Elaborations ScOT Terms
ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC026
collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’
Elaboration (2) | ACLFRC026 | 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 (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 (3) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU032
Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explain …
Elaborations ScOT Terms
ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC026
playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons
Elaboration (1) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC027
alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
Elaboration (3) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
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 (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 (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 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 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 …
Elaboration | ACLFRC026 | 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