Elaboration (3) ACLSPU014
identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA …
Elaboration (3) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU015
noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status …
Elaboration | ACLSPU015 | 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
Elaboration (3) ACLSPC019
sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus v …
Elaboration (3) | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC021
using appropriate discussion protocols such as acknowledging others’ opinions, responding to others’ contributions, and elaborating and extending topics, for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os/les parece …
Elaboration | ACLSPC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC027
creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, for example, comadre, compadre, qué metida de pata; ‘schoolies’, ‘School of the Air’, ‘sickie’
Elaboration (2) | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU031
understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
Elaboration | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU031
expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
Elaboration (4) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (10) ACLSPU031
understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
Elaboration (10) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC001
exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien …
Elaboration | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (10) ACLSPU013
developing awareness that different verbs are used in English and Spanish for for certan phrases such as, Tengo 12 años (lit. I have 12 years) = I am 12 years old, ¿tienes hambre?(lit. Do you have hunger?=Are you hungry?, hace frío (lit. it does cold)=It …
Elaboration (10) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC022
analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and …
Elaboration | ACLSPC022 | 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 ACLSPU033
identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le …
Elaboration | ACLSPU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum