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Elaboration (1) ACLSPC025

composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

Elaboration (1) ACLSPU179

understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures …

Elaboration (1) ACLSPU017

understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures …

Elaboration (3) ACLSPC025

creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

Elaboration (4) ACLSPC109

using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!

Elaboration (1) ACLSPC117

making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally a …

Elaboration ACLSPU120

becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ

Elaboration (2) ACLSPU120

noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?

Elaboration (5) ACLSPU121

observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia

Elaboration (6) ACLSPU121

using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella

Elaboration (9) ACLSPU121

using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga

Elaboration (1) ACLSPC129

asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?

Elaboration (5) ACLSPU138

noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol

Elaboration (1) ACLSPU139

using imperatives to tell others to do something, for example, date prisa, colorea el dibujo

Elaboration (5) ACLSPU139

noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as

Elaboration (4) ACLSPC146

making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; …

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