Elaboration (12) ACLSPU013
understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde
Elaboration (12) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC109
introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase …
Elaboration (1) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU157
building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita …
Elaboration (5) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC006
interacting with print, oral and digital texts such as stories, poems, songs, artworks or video clips, using modelled and scaffolded language to express reactions and opinions, for example, ¡Qué triste! ¡Qué divertido! ¡Qué aburrido! ¡Qué guay/nota/bacano/chulo!, …
Elaboration | ACLSPC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC021
participating in class discussion by offering own opinions (Me parece que…), eliciting and reflecting on those of others (¿Qué les parece?), and agreeing (¡Qué buena idea!) or disagreeing (No me parece una buena idea)
Elaboration (2) | ACLSPC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC024
expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina …
Elaboration (1) | ACLSPC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC127
exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien
Elaboration (4) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC128
working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …
Elaboration (1) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC150
responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro
Elaboration (4) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC163
developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron
Elaboration (3) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC170
translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring …
Elaboration (2) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC183
interacting in class discussion and debate by taking turns, expressing agreement/disagreement, and providing encouragement for example, Es mi turno ahora, Estoy de acuerdo contigo… No comparto esa opinión… Me parece una idea estupenda
Elaboration | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC183
using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales …
Elaboration (3) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (10) ACLSPU193
using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)
Elaboration (10) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC001
describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
Elaboration (1) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC002
participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
Elaboration (1) | ACLSPC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC003
asking for help, information or permission, for example, ¿Me puede ayudar… ?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya? Perdón, lo siento, gracias ¿Puede/s repetir? ¿Puedo ir al baño? ¿Cómo se escribe ...?, no entiend …
Elaboration (1) | ACLSPC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC019
expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, …
Elaboration (2) | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum