3-4 Strand Communicating meaning in Spanish

using formal and informal greetings in a variety of contexts, for example, greeting friends or teachers, ¡Hola! ¿qué tal? ¡Buenos días, profesora! ¿Cómo estás? ¡Buenas tardes! ¡Hasta mañana!

exchanging information about  family, friends or interests using simple descriptive statements and conjunctions to elaborate on ideas, for example, ¿Tienes hermanos? Sí, tengo un hermano y una hermana. ¿Y tú? No tengo hermanos pero tengo muchos primos. Mi padre juega al tenis …

using question–answer patterns to share information about school and home life, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con mis amigas en el patio.

responding to simple questions about the class environment or daily routine, for example, describing the weather or the day’s schedule using modelled language, ¿Qué tiempo hace? ¡Qué calor hace! ¿Qué clase tenemos hoy? Hoy tenemos español y música.

explaining routines and favourite activities using expressions related to time and days of the week, for example, Voy al colegio todos los días. El/los martes, juego al tenis. Todos los martes, practico natación.

using a range of interrogatives to obtain further details, for example, ¿Cómo te llamas? ¿Cómo se llama tu padre? ¿Cuál es tu/su nombre? ¿Cómo te apellidas?

describing features, characteristics and locations of particular things or places, for example, Mi celular/móvil es viejo. La silla está detrás de la mesa del maestro. La biblioteca es gigante. Está a la izquierda del escritorio

making and responding to requests such as asking for items, requesting help, clarification, rephrasing or repetion, for example, ¿Me prestas …?, Permiso …, Habla más alto, cerrad vuestros libros; Pásame las tijeras, ¿Dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación … en tu tableta, Repit/e, por favor … ¿Cómo se dice …? ¿Cómo se escribe …?

negotiating and confirming turn-taking and complimenting their friends, for example, ¿Me/Te toca? Es mi/tu turno, ¡Muy bien!, felicitaciones/enhorabuena, ¡qué guay! Excelente, buen trabajo

making matching-pair games with Spanish and English word cards and linking vocabulary for familiar concepts or objects such as family members, food, verbs, weather, animals

creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Simon Says, Piedra, papel o tijeras/Rock, paper, scissors

following procedures such as a simple recipe, craft making or a science experiment, and repeating language of sequencing and instructions, for example, Paso 1 lavar. Paso 2 pelar. Paso 3 cortar; working as a team, Tú lavas, yo corto

working together to write, rehearse and present a simple plan or script for a special event such as an assembly, and allocating tasks such as the writer, presenter, for example, Carlos va a escribir, María va a usar la computadora.

planning a puppet show, creating a canteen menu or picture book for a buddy class, and collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma ...

working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi ... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. ¡Hasta pronto!

participating in organising a shared lunch or class party to welcome real or imaginary Spanish-speaking guests, discussing who will bring what, who will invite people and run activities, for example, Hágamos un queque/pastel/torta. ¿Quién trae el azúcar? ¿Quién la harina? ¿Quién trae la miel? ¿Quién trae la leche?

questioning or surveying classmates about likes and dislikes, interests or favourite things, and representing the data in various formats such as pie charts, lists, tables or a shared class graph, for example, ¿Cuál es tu videojuego/animal favorito? ¿Te gusta …? ¿Cuándo es tu cumpleaños?

researching aspects of the Spanish-speaking world, for example, animal species, currency, indigenous languages/communities, and presenting information in new ways such as a digital display or a spoken, print or visual presentation with names, descriptions and captions, for example, La llama es blanca … La moneda de ... es el ... La gente nativa de … son …

comparing information about activities and practices in a Spanish-speaking country and Australia, for example, listening to, reading or viewing texts related to aspects of school life such as timetables, canteen menus, extracurricular activities or sports

learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Spanish

expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, Me gusta/no me gusta … ¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos, Ellas son muy graciosas/divertidas

using a range of techniques to act out or animate the key physical and character traits of well-known characters, incorporating their favourite sayings/words, sounds, gestures, accent and intonation, for example, ¡Soy Dora Márquez, soy valiente y fuerte! ¡Vamos arriba!

creating adaptations of well-known stories using familiar phrases, for example, ¿Dónde va el señor pollo? El señor pollo va a Colombia. En Colombia, el señor pollo va a un banco. ¿Dónde está Wally? Wally está en un barco. Wally va a Argentina

listening to factual reports such as a weather updates, sport scores, television/movie programs, and creating an invitation for their friend(s) to participate in an activity, incorporating elements from the stimulus text, for example, Mañana llueve y hace sol, ¿Vamos al partido? Hace sol, ¿jugamos?

comparing Spanish expressions used in routine social interactions such as greetings, with equivalent English expressions, identifying similarities, differences, and cultural references, for example, ¿Qué tal? (Hi!), chao (See you later) ¡Buen provecho! (Enjoy your lunch)

matching signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and Koalas crossing, No pisar el césped and Keep off the grass

knowing when to apply varying levels of formality and show respect depending on the occasion, context and relationship between speakers, for example, using por favor ... gracias, puedo, de nada, permiso, salud, and discussing the importance of manners and showing courtesy

identifying words, expressions or conventions in Spanish that they think would need to be explained to a non-Spanish speaker such as naming conventions or expressions associated with affection and familiarity, for example, Valeria Alejandra González García, Luis Ángel Rojas Contreras, Beto, Chema, Juanita/ Juanito, Abuelita

considering context and audience, noticing surrounding words in a sentence to infer or guess the meaning of new words/expressions

applying English literacy skills such as familiar or similar spelling, cognate recognition or parts of speech, to support their understanding of new words and concepts encountered in Spanish texts

commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance

creating a class report or visual/digital display related to topics they have been studying in Spanish and/or other learning areas, for example, frutas, animales, daily routines, menu of favourite dishes from Spanish-speaking countries

planning and presenting information on cultural events of interest to peers, for example, adapting a popular Spanish children’s story to a puppet show or a show and tell of a cultural artefact from a Spanish-speaking country, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Esto es …, Es …, Es de …

using innovative ways to create a self-profile or self-introduction, for example, using captioned photos in a scrapbook, slide presentation, or a digital, animated character representing themselves, to highlight key characteristics and details, for example, Tengo nueve años, Vivo en Sídney, Estudio chino los sábados, Tengo el pelo negro y los ojos verdes

creating simple descriptions in Spanish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia

writing the first part of a short, imaginative text, independently or in pairs, and exchanging papers with others to complete a story or sentence, for example, Érase una vez un conejo blanco ...

singing or reciting alternative versions of familiar songs or rhymes learnt in class, for example, from La vaca lechera to La vaca loca, La gallina turuleca to La gallina feliz

creating simple bilingual texts such as Cuentos de la selva, by creating captions for a series of images, or a mini book such as el reciclaje or animales salvajes

making a sculpture and annotating it to explain their creation, for example, Esta es mi mascota. Es un perro. Tiene el pelo marrón y los ojos negros.

researching a Spanish-speaking country/region and writing a packing list appropriate for weather, conditions and activities, for example, Mi lista de equipaje para la Patagonia: botas de montaña, chaqueta, gorro …