Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression and notice how they reinforce spoken language, for example, hand gestures to express C’est nul; Ça suffit !; Quoi encore; or sounds and facial expressions such as Oh là là !; Aïe !; T’as fait quoi ?
(ACLFRU066)

Extend knowledge of context-related vocabulary and additional elements of grammar, including:

• using reflexive verbs in le présent
• increasing control of the conjugation of regular verbs in le présent and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir, aller
• extending use of l’impératif and le futur proche
• using le passé composé and becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…; C’était…;Je suis allé au cinéma. C'était amusant
• extending use of interrogative questions using Est-ce que… ? and with inverted form of the verb or changed intonation, for example, Est-ce que tu joues de la guitare ?; Joues-tu de la guitare ?; Tu joues de la guitare ?
• extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que…
• using comparatives such as plus…que, moins…que, aussi…que + adjective, for example, J’aime le français plus que les maths car c’est plus intéressant

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLFRU067)

Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction
(ACLFRU068)

Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation
(ACLFRU069)

Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted
(ACLFRU070)

Understand that language use reflects cultural expression, assumptions and perspectives
(ACLFRU072)