Search results

Result list

• VCFRU105

  Recognise that French language use varies according to context, situation and relationship

  Elaborations

  • noticing that French is used differently in different situations and for different relationships, for example, casual conversation between friends, polite interactions between strangers in shops, and respectful/authoritative exchanges between teachers and students
  • comparing language use and other aspects of communication in informal exchanges (for example, un match de football — allez, allez!) and in formal communication, for example, Soyez les bienvenus à notre école
  • collecting and analysing samples of language from texts such as video clips or print/electronic forms of communication to explore differences in communicative style and expression between social groups such as les adolescents, les profs or les tout-petits

  VCFRU105 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRC077

  Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes

  Elaborations

  • creating different elements for a general information evening for peers and parents on topics such as les échanges culturelles, le tabagisme or les jeunes et la lecture/les médias sociaux, combining formats such as displays, posters, performances and printed material
  • creating a web page to provide information for young job seekers in different regional and cultural contexts (for example, les stations de ski, au pair à la ferme, le travail saisonnier), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, (for example, fashion advice for teens, tips for healthier living, local information for new migrants)
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, charts, diagrams, recorded spoken commentary or demonstration to explain eco-systems or recycling
  • referencing cultural trends in contemporary France and other francophone communities, for example by presenting and commenting on community texts associated with cultural activities related to les fêtes religieuses or les fêtes civiles (Hanoucca, la Messe de Minuit, les Fêtes du Mawlid, le 1er mai)

  VCFRC077 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC080

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal translations of popular French expressions or idioms, noticing when this creates confusion (for example, être bien dans sa peau, dans son assiette, avoir le cafard, revenons à nos moutons) and recognising the nature and function of cultural elements of language and communication
  • 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
  • experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful references
  • considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)
  • 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 interactions to appropriate effect
  • recognising the need to sometimes recast language, and considering why one language may use more words than another to communicate a particular meaning, for example, Je vous prie, Monsieur, de croire à l’expression de mes sentiments distingués versus ‘Yours sincerely’

  VCFRC080 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC019

  Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds

  Elaborations

  • exchanging greetings in different contexts, for example, Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et toi?
  • offering wishes for particular occasions, situations or times of day, for example, Bonne nuit, Papa! Bonjour, Messieurs; Bonne fête, Hafiz! A demain, Mademoiselle; A bientȏt! Bonne année! Bon courage!
  • exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture for l’argent), intonation and expression, for example, J’ai deux soeurs et j’ai un frère; j’aime les sports et les voyages — mais j’adore la musique!
  • using common responses to frequently asked questions or comments (for example, très bien, voilà, oui, bien sûr, d’accord), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est jeudi; En hiver il fait très froid
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCFRC019 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC078

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • expressing emotional or aesthetic responses to texts such as short stories, poems, cartoons, films and songs (for example, c’est émouvant, c’est troublant, ils sont mélancoliques, c’est trop beau, c’est amusant, ça fait rire), and identifying how mood is created and narrative is developed through language and expression
  • talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocatifs; il y a un rythme qui crée un atmosphère de tristesse; la voix du narrateur calme le lecteur
  • 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
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience

  VCFRC078 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC004

  Identify key points of information in simple texts

  Elaborations

  • recognising symbols, words and phrases of written French, for example, labels, titles and captions
  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • 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
  • making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
  • identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)

  VCFRC004 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC010

  Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words

  Elaborations

  • noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts
  • comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
  • 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
  • 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

  VCFRC010 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRC101

  Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity

  Elaborations

  • talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’équipe…
  • preparing a class profile to exchange with French-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted
  • sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
  • observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school sports, and the use of body language

  VCFRC101 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC043

  Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts

  Elaborations

  • introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
  • teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet
  • illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
  • adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou

  VCFRC043 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCFRC024

  Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes

  Elaborations

  • interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que tu aimes le fromage?)
  • viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le frère, gros, gourmand; Linguini: jeune home, timide, maladroit, bête
  • collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
  • reading simple narratives and responding to images that evoke positive or negative emotions such as affection, sadness or anger, and making connections with their own experiences by using stem statements such as Je suis folle quand…; Je suis contente si…; J’ai peur de…

  VCFRC024 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCFRU089

  Identify examples of French language used to influence social and cultural relationships and practices

  Elaborations

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d’une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

  VCFRU089 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU049

  Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations

  Elaborations

  • building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used
  • using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
  • becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…
  • using the indicative plus the infinitive (for example, J’aime jouer au tennis, il sait conduire) and le futur proche, for example, je vais partir
  • becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits, elle a dormi sous les étoiles
  • playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, pairing nouns and subject pronouns (Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage) or a subject with a conjugated verb (nous parlons, tu manges)
  • using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)
  • formulating questions using est-ce que…, the inverted form of the verb, or changed intonation, for example, est-ce que tu as un chien? as-tu un chien? tu as un chien…?
  • understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos
  • using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
  • using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j’écoute attentivement

  VCFRU049 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRU085

  Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

  Elaborations

  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from the use of vous to tu can signal a more informal, friendly relationship)
  • exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c’est un bon à rien/c’est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)
  • understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
  • using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
  • using le passé composé verb forms, recognising verbs conjugated with être as the auxiliary that involve agreement between subject and past participle, (for example, elles sont parties)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
  • understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entra?née…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J’ai acheté une tartelette aux fraises — je l’ai mangée trop vite!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j’avais voulu, je serais partie de bonne heure
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

  VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC046

  Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use

  Elaborations

  • observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, in shops or at réunions de famille, using either tu or vous forms of address
  • exploring how children from French-speaking communities around the world use different words and expressions (for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec), and considering why such variations exist
  • 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
  • planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if required

  VCFRC046 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCFRU067

  Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

  Elaborations

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

  VCFRU067 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language