Your search for "English" returned 63 result(s)
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Elaboration ACLSPU142

discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use

aboriginal-torres

Elaboration | ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC152

identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!

Elaboration | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC152

collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’

Elaboration (1) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC152

interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, …

Elaboration (2) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC153

creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’

Elaboration (2) | ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC153

creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants

Elaboration (3) | ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC154

identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences

Elaboration | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU156

recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words

Elaboration (1) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (10) ACLSPU157

comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’

Elaboration (10) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU158

comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English

Elaboration | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU160

discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link

Elaboration (1) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU160

identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions

Elaboration (2) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU160

understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian

asia-australia

Elaboration (3) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC171

composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English

Elaboration (2) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC171

corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment

Elaboration (3) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLSPC171

providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to …

Elaboration (5) | ACLSPC171 | 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 (3) ACLSPU178

collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta

Elaboration (3) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU178

analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence

Elaboration (4) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU180

identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more …

Elaboration | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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