Descriptors›Languages›Years 3 to 4›Communicating meaning in French›Interacting in French›AC9LF4C01
AC9LF4C01 Years 3 to 4 Languages

AC9LF4C01 | Years 3 to 4 French: Interacting in French

Content Descriptor

Content descriptor initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions

Foundation to Year 10 sequence

Strand
Communicating meaning in French
Substrand
Interacting in French

This content descriptor sets out learning for Years 3 to 4 French · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.

Elaborations

  • • Elaboration initiating and exchanging greetings, offering wishes for particular occasions, situations or times of day in formal and informal contexts, for example, using Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et vous? Bonne nuit, Papa! Bonjour, Messieurs; Bonne fête, Hafiz ! À demain, Mademoiselle; À bientôt! Bonne année! Bon courage!
  • • Elaboration responding to instructions, asking for help or clarification, for example, Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase; Pardon/Excusez-moi Madame/Monsieur, je ne comprends pas; répétez, s’il vous plaȋt; j’ai une question, j'ai besoin d'aide.
  • • Elaboration using print or digital photographs, short videos or recordings to exchange and respond to information about self, family, friends or interests, for example, J’ai deux sœurs et j’ai un frère, Je suis fils/fille unique; J’aime les sports et les voyages, mais j’adore la musique! Et toi, parle de ta famille, ... Raconte-moi ...
  • • Elaboration expressing likes and dislikes, for example, J'aime le chocolat mais je déteste le fromage; il aime la classe de musique mais il n'aime pas le cours de sciences.
  • • Elaboration using common responses to frequently asked questions or comments, for example, responding with très bien, voilà, oui, bien sûr, d’accord, hein, Bah ... oui! imitating modelled intonation and stress patterns
  • • Elaboration using cohesive devices, such as the conjunctions et, mais and ou or interjections as fillers, for example, ah bon … voilà … eh bien … alors … to enhance interactions
  • • Elaboration experimenting with gestures when performing role-plays such as when praising each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo! or shrugging or making a c’est fou or chut! gesture to enhance interactions
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  • • Elaboration exchanging simple correspondence with peers such as notes, invitations or birthday cards in print or digital form

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Achievement standard statements this supports