AC9LF8EC06

Elaborations

• AC9LF8EC06_E1using key words or expressions to compose a description of characters or events in different types of imaginative texts
• AC9LF8EC06_E2creating a bilingual menu, sign or brochure for the school community, for example, the canteen menu, signs for school buildings, a brochure about school subjects
• AC9LF8EC06_E3using modelled language to create simple texts about familiar topics
• AC9LF8EC06_E4creating a print or digital poster in French to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
• AC9LF8EC06_E5<p>sharing with a French-speaking audience, aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; <em>les copains; mon quartier; le weekend</em></p>
• AC9LF8EC06_E6<p>creating resources (posters, pamphlets, websites, journals, etc.) to present topics related to lifestyles, events or causes such as <em>le Jour de la Terre, le Clean-Up Day</em></p>
• AC9LF8EC06_E7writing an email to introduce yourself to a real or imagined host family in a French-speaking country, providing personal information, likes and interests
• AC9LF8EC06_E8creating a multimodal text to share with a French-speaking audience, for example, a video or digital presentation to capture and describe aspects of their personal and social worlds
• AC9LF8EC06_E9using formulaic expressions to create bilingual texts (rhymes, stories, songs, etc.) for specific audiences such as younger learners or invitations to a class event, posters or library displays for the school or local community, considering how to represent meaning for different audiences
• AC9LF8EC06_E10corresponding with another school or contact group of English learners in a French-speaking community (respecting privacy guidelines), making choices about when to use French or English depending on the context, topic and nature of the interaction