These examples show how teachers can use and adapt existing tasks to cater for multi-levels in the language strands and to develop the unsequenced strands. Each task:
 

• focuses on a language outcome
• shows the strand levels that are catered for within the task
• suggests adaptions to suit other levels of achievement
• provides details of specific language system inherent in the task
• highlights opportunities to develop language learning strategies

WRITING IN FRENCH

Task
Making a wall frieze of French food and drinks available in Australia. Learners draw or supply a picture and write a label for each product.
Reference
Lower Secondary French Syllabus, p. 32
 

Level 1
Write or copy words from models provided: moutarde, nougat, eau minérale.

Level 2
Use a model to create own simple text (simple captions for pictures) and express personal preference: J’aime le nougat.
 

Cultural Understandings

• French products are part of the everyday life of Australians
• Products considered “French”: for example, baguette, coq au yin, onion soup.
• Products labelled in French may originate from France or other French speaking countries
 

The System of the Target Language

• Copy correct spelling
• Substitution
• Gender in language: some words take le and others la
• Use of accent marks in French
 

Language Learning Strategies

• Search for and discover information, e.g.visit supermarkets, check advertisements in magazines or newspapers, read labels on products
• Recognise key words in a range of simple written texts
• Draft and redraft
• Use a pattern to create a new sentence

To allow students to demonstrate achievement at Levels 3 or 4, teachers could encourage students to produce simple descriptions using models and adapt them to give simple opinions, e.g. Le nougat mou de Montélirnard est délicieux. La moutarde de Dijon est très forte. They would need an understanding of gender and adjectival agreements.