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Elaboration (2) ACLSPU017

recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)

understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and …

Elaboration (2) ACLSPU018

identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, …

Elaboration (3) ACLSPC023

researching and presenting information about social and environmental issues affecting Spanish-speaking regions of the world, for example, consecuencias de la deforestación en el Amazonas

Elaboration (2) ACLSPU035

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

Elaboration (1) ACLSPC020

producing action-oriented resources such as websites, posters or online features on issues related to the Spanish-speaking world, incorporating declarative language and argument, for example, ¿Qué creéis que tenemos que hacer para ..., creo que primero …

Elaboration (1) ACLSPC028

finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Diós le ayuda, Bendito sea … Adiós; and changes to language forms that reflect …

Years 7 and 8 Spanish

The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Years 9 and 10 Spanish

The nature of the learners Students have prior experience of learning Spanish and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU017

recognising that Spanish is an important world language spoken in a range of varieties dialects, and variable accents across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a map of the world

Elaboration (3) ACLSPU017

exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in …

Elaboration (4) ACLSPU016

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

Elaboration (2) ACLSPU016

observing changes to language that reflect changing lifestyles and cultural trends, for example, abbreviations in text messages such as k (que) and a2 (adiós)

Elaboration (4) ACLSPU012

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

Elaboration ACLSPU030

recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió

ACLSPU017

Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …

Elaborations ScOT Terms

Elaboration (15) ACLSPU013

identifying the gerund and infinitive non-personal forms of verbs and using them to express the development of action in the present with the verb estar (está hablando, estoy escribiendo) and the idea of future with the verb ir, for example, Esta tarde …

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