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Elaboration (4) ACLSPU179

recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish

organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

Elaboration (4) ACLSPC184

researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding …

Elaboration (4) ACLSPC186

analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles

Elaboration (4) ACLSPC190

recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en …

Elaboration (4) ACLSPU193

describing events across time (past, present and future), choosing appropriate tenses

Elaboration (4) ACLSPU194

comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose

Elaboration (4) ACLSPU195

recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish …

Elaboration (4) ACLSPU197

exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport

Elaboration (4) ACLSPC001

expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy …

Elaboration (4) ACLSPC002

creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish

Elaboration (4) ACLSPC008

understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, …

Elaboration (4) ACLSPC010

considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does …

Elaboration (4) ACLSPC011

considering if their sense of identity changes depending on the language they are using and what they are talking about

Elaboration (4) ACLSPU012

becoming familiar with the use of graphic symbols such as ñ, tildes, ¿…?, ¡…! on keyboards and in writing systems

Elaboration (4) ACLSPU013

describing the qualities of people and things using adjectives and matching them in gender and number with the nouns, paying attention to word order and to the different types of gender variation, for example, los pantalones largos/ las faldas largas, …

Elaboration (4) ACLSPU016

collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau

Elaboration (4) ACLSPU017

recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America

Elaboration (4) ACLSPU018

noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro …

Elaboration (4) ACLSPC019

discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

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