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Years 7 and 8 French

The nature of the learners Students are beginning their study of French and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Years 9 and 10 French

The nature of the learners Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 7 and 8

By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …

Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, …

ACLFRC098

Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not[Key concepts: translation, equivalence; Key processes: comparing, translating, interpreting, explaining]

Elaborations ScOT Terms

ACLFRU104

Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English[Key concepts: genre, mode, tenor, audience, language features; Key processes: noticing, analysing, comparing]

Elaborations ScOT Terms

Elaboration ACLFRC099

creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions

Elaboration (4) ACLFRC099

designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction

Elaboration (4) ACLFRC100

participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

Elaboration ACLFRU102

developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)

Elaboration (3) ACLFRU102

using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)

Elaboration (15) ACLFRU103

building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

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 (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 (3) ACLFRU106

collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers

Elaboration (3) ACLFRU107

comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia

Elaboration (1) ACLFRU108

investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’

Elaboration (3) ACLFRC116

finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing …

Elaboration (4) ACLFRC116

viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

Elaboration (3) ACLFRC117

creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English

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