ACLSPU193
Elaborations
- extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
- 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
- expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
- using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
- describing events across time (past, present and future), choosing appropriate tenses
- developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
- describing people and things using:
- comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
- acronyms, for example, MERCOSUR, EEUU, UE, ONU
- diminutives, for example, gatito, mesita, negrito
- persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
- exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
- using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
- 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)