Elaboration (2) ACLSPC172
comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally …
Elaboration (2) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC172
noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours
Elaboration (3) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC172
finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect …
Elaboration (4) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC173
mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences
Elaboration | ACLSPC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC173
preparing a biographical account of an influential figure in own life, including such information as the person`s values and the significance and influence of the person in own life
Elaboration (1) | ACLSPC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC173
considering how identity is expressed through language, with reference to languages spoken by themselves, their peers, and family or community members
Elaboration (2) | ACLSPC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU174
distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
Elaboration | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU174
using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda, versus ¿No compró nada en esa tienda?
Elaboration (1) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU174
recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
Elaboration (2) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU174
experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
Elaboration (3) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU174
recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
Elaboration (4) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU175
conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
Elaboration | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU175
using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
Elaboration (1) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU175
using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
Elaboration (2) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU175
using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
Elaboration (3) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU175
using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
Elaboration (4) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU175
expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
Elaboration (5) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU175
joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
Elaboration (6) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU175
using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
Elaboration (7) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU175
indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano
Elaboration (8) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum