familiar well-acquainted; thoroughly conversant to be familiar with a subject; to be familiar with a method fluent; able to speak, write, translate and interpret readily fluently formulaic words or expressions which are commonly used in fixed patterns and learned as language such without grammatical analysis, e.g. upon a story starter: ‘Once time’ greeting in Australian how are English: ‘G’day, you going?’ fragmented disjointed or isolated identification; to establish or indicate who or what someone or something is identify informed having relevant knowledge; being conversant with the topic; in Languages, informed refers to being able to apply cultural and linguistic knowledge; with possible irregularities in responses provided; this includes: a range of vocabulary and grammar used effectively the meaning of familiar language is accurately demonstrated subtleties maybe overlooked cultural meaning are evident in responses but may not be fully developed; students demonstrate informed usage in the four major language skills: listening the purpose and intentions are recognised — speaker’s attitude, reading the purpose of the text and the and intention are — writer’s perspective recognised writing spelling, punctuation and word order display a reasonable degree of — accuracy; written text is generally coherent speaking pronunciation, intonation, rhythm and stress are acceptable and — register is appropriate to the situation interpret; explaining the meaning of information or actions; interpretation in the context of second language learning, interpret refers to two distinct processes: the act of translation from one language to another the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others locate; to identify where something is found location partial; attempted; incomplete evidence provided partially purposeful; intentional; done by design; focused and clearly linked to the goals of the task purposefully range the scope of relative situations or elements; a number or grouping of things in the same category or within specified limits; the extent to which, or the limits between which, variation is possible read; process visual or tactile symbols (e.g. braille), words or actions in order to derive reading and/or construct meaning; reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide range of written, visual, print and non-print texts
familiar well-acquainted; thoroughly conversant to be familiar with a subject; to be familiar with a method fluent; fluently able to speak, write, translate and interpret readily formulaic language words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis, e.g. story starter: ‘Once upon a time’ greeting in Australian English: ‘G’day, how are you going?’ fragmented disjointed or isolated identification; identify to establish or indicate who or what someone or something is informed having relevant knowledge; being conversant with the topic; in Languages, informed refers to being able to apply cultural and linguistic knowledge; with possible irregularities in responses provided; this includes: a range of vocabulary and grammar used effectively the meaning of familiar language is accurately demonstrated subtleties maybe overlooked cultural meaning are evident in responses but may not be fully developed; students demonstrate informed usage in the four major language skills: listening — the speaker’s attitude, purpose and intentions are recognised reading — the purpose of the text and the writer’s perspective and intention are recognised writing — spelling, punctuation and word order display a reasonable degree of accuracy; written text is generally coherent speaking — pronunciation, intonation, rhythm and stress are acceptable and register is appropriate to the situation interpret; interpretation explaining the meaning of information or actions; in the context of second language learning, interpret refers to two distinct processes: the act of translation from one language to another the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others locate; location to identify where something is found partial; partially attempted; incomplete evidence provided purposeful; purposefully intentional; done by design; focused and clearly linked to the goals of the task range the scope of relative situations or elements; a number or grouping of things in the same category or within specified limits; the extent to which, or the limits between which, variation is possible read; reading process visual or tactile symbols (e.g. braille), words or actions in order to derive and/or construct meaning; reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide range of written, visual, print and non-print texts
ac_french_yr9-10_se_p-10_sequence.docx