5-6 Content Descriptions - Understanding language and culture
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
understanding how pitch, stress, intonation and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos! ¡Arriba! ¡Sigue, adelante! ¡Muévete! ¡Tranquilo!
distinguishing the pronunciation of individual sounds in diphthongs such as miércoles, viernes, bien, veinte, murciélago
using their knowledge of Spanish pronunciation to identify and enunciate loan words such bistec, menú, básquetbol/baloncesto, chat, champú, bumerán, baipás, gol, hamburguesa
applying their knowledge of consonant sounds to reproduce the pronunciation of d/t, p/b/ m/n at the beginning of words or consonant vowel combinations such as ce/ci, ga/gi, gue/gui ja/gi, to read words such as todo, garaje, probable, mano, jardín, Cecilia, gigante, gimnasio
recognising variation in Spanish in particular regions, for example, the pronunciation of s, z in corazón, zapatos, ll in llamarse for Argentina and Uruguay and j in Ecuador and Venezuela
applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
- understanding the function of accents to indicate where the stress falls on a word and learning to insert these into their own work using secure digital tools
reciting Spanish tongue twisters to develop pronunciation, intonation and fluency, for example, Cuando cuentes cuentos, cuenta. De generación en generación. Buscaba el bosque Francisco, un vasco bizco, muy brusco, y al verlo le dijo un chusco, ¿Busca el bosque, vasco bizco?
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
applying appropriate writing conventions and punctuation, such as inverted question and exclamation marks at the start of sentences, for example, ¿Qué tal? ¡Cuidado!; ¿Qué onda? ¿Qué hay de nuevo?
noticing that there are multiple verbs in Spanish for ‘to be’, ser, for example, José es mi hermano and estar, for example, Estoy cansada, and experimenting with these in their own texts to show the different uses, for example, Tengo hambre. Hace sol
constructing sentences using modelled forms of present and past tenses in context, for example, Ayer fui a la playa y hoy voy al parque, and describing intended actions using the near future tense ir + a + infinitive, for example, Mañana, Manuel va a cenar pollo.
using a variety of verb forms, for example, the conditional mode as a formulaic, modelled expression, Me gustaría ser maestro de español. No me gustaría vivir en una ciudad grande.
using a range of prepositions of location to give directions, for example, La biblioteca está al lado del hospital, La escuela está enfrente del parque
using a range of questions to make requests or ask for specific information, for example, ¿Cuál es tu número de teléfono? ¿Quieres jugar en el patio? ¿Dónde estudias?
linking ideas and providing more information using conjunctions such as y, pero, porque, también, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne.
indicating frequency using adverbs in sentences or responses to questions, such as siempre, a veces, nunca, and noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
using ordinal numbers, for example, Rosario Arjona es la primera de la lista. Luis vive en la quinta planta, and using knowledge of single and double-digit number patterns to count larger quantities
consolidating the use of gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo. Las montañas rocosas son muy bonitas.
using a wide range of comparatives, for example, tan … como …, más … que …, menos … que…, Australia es más grande que Europa
applying the omission of subject pronouns by looking at verb endings and conjugations, for example, vivo en Australia, (Ella) Es Lourdes, Estudio en la escuela
recognising similar spelling stems such as pera, mandarina, piña, piscina, including composite words, for example, educación física, centro comercial, estación de tren, polideportivo
compare some Spanish language structures and features with those of English, using some familiar metalanguage
comparing features of simple spoken and written texts in Spanish with similar texts in English, for example, aló or hola when answering the phone
comparing language use in advertisements and signs, noticing how different phrases and text types in Spanish and English create specific effects, for example, superlatives in advertisements designed to persuade, el mejor es … el más barato es … or the imperative form in signs designed to advise or prohibit, for example, Prohibido patinar aquí, Mantener silencio, No arrojar basura.
using metalanguage in both Spanish and English to understand and discuss grammatical structures and features, for example, verbos, adjectivos, artículos, nouns
recognising grammatical elements associated with particular texts in Spanish and English, for example, the use of imperatives in games like tira el dado and time markers while comparing traditional ways of starting and ending stories, for example, había una vez vs hace mucho tiempo, primero, después, de pronto …
exploring the use and popularity of abbreviations and phrases used by young people in Spanish-speaking communities and Australia, for example, shortened noun forms like la profe, la bici, la compu, el insti, q in place of que, jajaja vs LOL
noticing similar word stems in Spanish and English to identify the meaning of words and extend vocabulary, for example, geografía, biblioteca
- compiling a graphic organiser, poster, mind map or Venn diagram to illustrate differences in Spanish and English grammar and textual conventions, for example, in Spanish – omission of subject pronoun, different approaches to conjugation, adjective usually after the noun; in English – absence of grammatical gender, adjectives usually before the noun
comparing the use of diminutives to express affection and familiarity in Spanish, for example, hermanita, periquita, gatico/gatito with some equivalents in English, for example, ‘dear little sister’, ‘cute little cat’ and nicknames like ‘Matty’ or ‘Milly’
Understanding the interrelationship of language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
understanding that there are indigenous languages spoken in addition to Spanish in Spanish-speaking communities, that these languages remain an important part of peoples’ culture, identity and heritage, and that these languages influence Spanish, for example, wawa, pachamama, papa, poncho, tomate, jaguar, charki, quinoa, cocao, maíz, cancha, llama
- researching Spanish-speaking communities, inviting special guests or showcasing their learning about cultural aspects of these communities
- recognising how Spanish is widespread in the world, identifying aspects such as traditions, values and practices that may reflect collective identities of individuals from different Spanish-speaking nations
- exploring, in Spanish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Spanish-speaking people or communities
sharing their reactions to cultural elements witnessed in authentic materials, for example, gestures or forms of politeness, guinea pigs as a cuisine rather than pet, traditional ceremonies such as pago a la tierra or the medicinal and ritual use of coca
- becoming aware of cultural stereotypes that can lead to generalisations and misconceptions, for example, associating language with the nationality of peoples of Latin America
investigating modern influences on the Spanish language, such as pop culture, digital and social media, migration, and travel, and how they have changed and impacted ways of communicating, for example, the emergence of new words, tuitear, email, correo electrónico, chatear, textear, bloguear, rapear, rapero, un selfie, las redes
reflecting on culturally appropriate ways of offering praise, recognition, gratitude and encouragement, or declining requests or invitations, for example, Lo siento, desafortunadamente no puedo …
- understanding that Spanish-speaking communities may have a shared history with, and similarity to, other languages and cultures such as English, French, Italian, Portuguese, Romanian and Tagalog/Filipino, and that different countries and regions have their own accents, dialects and vocabulary
- identifying the visible and invisible elements that contribute to identity that may be important across all cultures, for example, family routines, community practices, religious events, customs and traditions, clothing, diet and music
examining what is most important to them by creating a personal, class or family slogan, motto or crest to reflect aspects of their identity, for example, translating English phrases to Spanish, Vamos equipo ... Somos la clase 4BC. Amigos para siempre. ¡Sí se puede!