AC9LF2C02

Elaborations

• AC9LF2C02_E1reciting an expanded range of action songs and raps with greater independence
• AC9LF2C02_E2<p>using classroom labels or word walls to participate in play-based experiences, for example, using words such as <em>la porte, la fenêtre, le jardin</em> to make a house with blocks or using pretend food items to make <em>la cantine</em></p>
• AC9LF2C02_E3<p>playing hide and seek with classroom objects, for example, <em>Où est le crayon? Sous la table ... Dans le tiroir ...</em></p>
• AC9LF2C02_E4<p>participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative and negative responses, for example, <em>Tu as un sept? Oui, voilà! Et toi, tu as le jaune? Non, j’ai le vert.</em></p>
• AC9LF2C02_E5<p>taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as <em>Au marché - Donne-moi deux pommes, s’il te plaȋt; Donne-moi deux pommes et trois carottes; Voilà/voici … merci;</em> <em>C’est ton tour.</em></p>
• AC9LF2C02_E6<p>adapting familiar outdoor games such as Simon Says, Fruit Salad, What's the Time Mr Wolf, Hopscotch into French, for example, <em>Jacques a dit.</em></p>
• AC9LF2C02_E7<p>taking turns to be a fitness instructor for classroom body breaks, using the imperative to give instructions, for example, <em>sautez, marchez, tournez, à gauche, à droite</em></p>