AC9LF2C03

Elaborations

• AC9LF2C03_E1<p>recognising and assigning symbols, titles, words and labels to classroom items and resources or personal possessions such as <em>la table, le livre, l’ordinateur, la carte</em></p>
• AC9LF2C03_E2<p>identifying key words and points in a variety of texts, for example, <em>Les trois petits cochons, Le petit chaperon rouge, Les amis de la ferme</em> or <em>Raconte et Chante, </em>rhymes or songs</p>
• AC9LF2C03_E3using intonation and visual cues such as gestures and facial expressions, images, contextual clues to assist understanding meaning in context
• AC9LF2C03_E4recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how this is also reflected in French and the language(s) they speak at home
• AC9LF2C03_E5<p>making connections between information in written texts and images, for example, naming toys and games in catalogues such as <em>Jouets pour les tout-petits</em>, selecting and listing items and prices</p>
• AC9LF2C03_E6<p>responding to games or songs with actions, for example, <em>Tête, épaules, genoux, pieds</em></p>
• AC9LF2C03_E7retelling a story or information by creating a storyboard
• AC9LF2C03_E8miming, drawing, pointing, clicking or dragging to show understanding of key points in a range of spoken, written and multimodal texts
• AC9LF2C03_E9responding to texts by sequencing pictures and simple text in the order that events occurred