Elaboration (1) ACLSPU177
identifying and comparing features of spoken and written language (such as gestures, greetings and facial expressions; or headings, text structure and grammatical choices) that reflect the purpose for which they are used, and discussing how silence can …
Elaboration (1) | ACLSPU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU178
identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, …
Elaboration (1) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU180
recognising that language and cultural practices are interconnected, for example, by identifying the religious origins or connotations of many common Spanish names (Jesús María, Dolores, Concepción, Asunción) and expressions (la bendición, ¡que Dios te …
Elaboration (1) | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC181
interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions
Elaboration (1) | ACLSPC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC182
negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
Elaboration (1) | ACLSPC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC183
initiating and sustaining discussion by acknowledging different viewpoints (Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…), asking for repetition or clarification (¿Qué quieres decir…?) or inviting further elaboration (¿Cómo? …
Elaboration (1) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC184
distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
Elaboration (1) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC185
composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, …
Elaboration (1) | ACLSPC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC186
composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten …
Elaboration (1) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC187
creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish
Elaboration (1) | ACLSPC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC188
reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems and songs, and identifying words and phrases that require particular elaboration or explanation, for example, Es una tarde parda y fría de invierno…, …
Elaboration (1) | ACLSPC188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC189
considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘being a Wally with water’, and considering the use of register and idioms
Elaboration (1) | ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC190
reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills
Elaboration (1) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC191
composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
Elaboration (1) | ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU192
using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
Elaboration (1) | ACLSPU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU193
using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
Elaboration (1) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU194
noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
Elaboration (1) | ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU195
investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
Elaboration (1) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU196
analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and …
Elaboration (1) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum