F Content Descriptions - Communicating meaning in Spanish
Content Descriptions
with support, recognise and communicate meaning in Spanish
using common greetings and gestures, for example, ¡Hola! ¡Buenos días! ¡Buenas tardes! ¡Adiós!
using modelled language to introduce themselves with gestures such as pointing to self, holding up fingers, for example, Me llamo/Mi nombre es …, yo tengo … años
participating in class activities, routines and following instructions, for example, Presente, aquí. ¿Baño? Gracias. Lo siento. Por favor. ¡Siéntate! ¡Levántate!
listening to teacher’s instructions and using non-verbal cues to label, match, circle, cross out, join, draw items, for example, la mesa, el lápiz, el cuaderno, la pera, la manzana, el perro, el gato
- contributing to class activities and resources that involve naming, illustrating and matching, for example, placing keywords in Spanish and pictures on a wall display or collage, and adding to it throughout the year
naming family members, friends and pets using props such as photos, pictures, toys or models made from plasticine/playdough, for example, mi hermano Jonathan, mi perro Bobby, mi amiga Amelia
participating in group songs, chants and rhymes that have familiar tune or rhythm, with movement and dance, for example, Cabeza hombros, Mi cara es así, Estrellita, ¿Dónde estás?
demonstrating likes and dislikes using simple statements with props such as photos, toy food and drawings, for example, Me gusta Dora; No me gusta el perro.
using Spanish versions of spontaneous exclamations or phrases to express dislike, for example, ¡Guacala! ¡Aggg! ¡Qué asco! instead of yuck! or likes ¡mmm! ¡Qué rico! ¡Delicioso!, and the language for playing with friends, ¡Muy bien! ¡Bravo!
using formulaic expressions with others to offer congratulations, praise or to express well wishes related to special occasions/events, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Feliz Año Nuevo!
- exploring simple numbers and counting through activities such as Snap, Bingo and circle games, placing candles on a picture cake to show how old they are or forming groups according to the number called
- imitating appropriate pronunciation and incorporating appropriate gestures, facial expressions and body language when interacting with others
explore, with support, language features of Spanish noticing similarities and differences between Spanish and English
- tracing letters and common words in Spanish and English, identifying some similarities and differences
- playing alphabet games and songs, imitating sounds, intonation patterns and tongue placement and shape of mouth to pronounce letters
noticing words that have similar pronunciation in Spanish and English, for example, cognates like mango, melón, kiwi, coco, cereal
starting to notice the gender of Spanish nouns by listening to differences and using a range of props and visual cues, for example, toys, el oso and animals, la jirafa
- participating in Spanish versions of children’s songs, games and rhymes, identifying some similarities and differences compared with English versions, for example, characters, tunes, keywords and cognates
observing simple noun+adjective word order differences, for example, perro grande and big dog
demonstrating early literacy skills by noticing phonetic similarities and differences between Spanish and English, for example, ñ, trilled r, ll
using simple negation patterns with formulaic language and gestures, for example, No me gusta ... with thumbs down or crossing hands or shaking head
explore connections between language and culture
- exploring the use of formal ways of addressing unfamiliar people such as an adult, and informal ways of addressing familiar people such as friends, and understanding that language can convey manners and respect
- understanding that the Spanish language is spoken in many places in the world
- exploring different languages and cultures of class members and identifying different ways of greeting and expressing common terms such as yes/no, hello/goodbye, etc.
- using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- engaging with a range of authentic visual resources such as videos, animations, pictures, books and posters to explore Spanish-speaking countries’ celebrations, customs, costumes and food, and common expressions and language related to these events
- looking at some familiar words for foods and their origins, for example, tacos, tortilla, paella, churros
- understanding that there are many different languages in the world, and that Spanish is spoken by different communities of speakers, and that some people may speak more than one language