7-8 Content Descriptions - Communicating meaning in Spanish
Content Descriptions
Interacting in Spanish
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
using appropriate register when interacting in different situations, for example, making enquiries, offering thanks and apologies, Disculpe ¿cómo puedo llegar al museo?, ¡Muchísimas gracias por su ayuda!, Lo siento mucho
exchanging personal information about routines and past experiences and responding to key ideas in questions, for example, Desayuno a las 8 de la mañana. Voy a la escuela en tranvía. A mi amigo español le gusta el chocolate con nata. Yo fui a México en el 2017. ¿A qué hora desayunas? ¿Cómo vas a la escuela? ¿Qué le gusta a tu amigo? ¿Cuándo fuiste a México?
engaging in informal conversations, for example, conversaciones con amistades o familiares such as ¡Qué pasa, tío! ¿Cómo te va?, Abuelita ¿Cómo te encuentras?
developing narrative skills by exchanging accounts of significant events or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me encantó porque había muchas esculturas
initiating and extending conversations and discussion, for example, using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives, such as pero, entonces, cuando, también …
using formulaic examples to structure arguments and to explain or justify a position such as Lo importante es ..., A mí me parece que …, for example, Pienso que debemos estudiar idiomas Indígenas porque son interesantes
inviting others to give opinions, share their views or make suggestions, for example, ¿Qué quieres comer?, ¿Estás de acuerdo? ¿Qué te parece esta película?
interacting with Spanish-speaking students in real or imagined contexts, messaging/chatting in secure online environments or in person, to convey information about Australian places or events of interest, leisure and sports activities, wildlife and environment, for example, En Australia hay wombats, son animales grandes y nocturnos
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
working together to produce class reference materials such as wall charts or visuals to display key vocabulary and structures used regularly in the classroom, and promote Spanish learning, for example, ¡No te rindas! ¡Estudia español!
working with peers to produce bilingual signs/flyers and posters to promote sustainability and waste reduction within the school community, for example, using key vocabulary such as papel reciclado, tacho/cubo de reciclaje, basura, basura orgánica, papel, cartón
planning and participating in learning experiences such as preparing a class outing or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, using modelled language, for example, Prefiero ir a la playa, no al centro commercial. Tengo ganas de ir al cine …, Estoy/no estoy de acuerdo …
planning and completing tasks that involve requesting, giving and following directions to real or virtual locations, for example, Sigue derecho por la calle Alta, toma el bús hasta el lago y gira a la izquierda, using resources such as secure digital tools, applications, street maps
participating in situations that involve transactions and the exchange of ideas and preferences, for example, role-play an airport scene where students buy souvenirs, snacks, toiletries and stationery, using phrases, ¿cuánto cuesta? ¡qué caro/barato! ¿acepta tarjeta de crédito? ¿a qué hora es el próximo …?
engaging in collaborative projects such as designing a class webpage or making a short video to share with others, for example, Mi comunidad or Nuestra escuela, deciding on content, dividing tasks and reflecting on what was done well and what could be improved
- combining group ideas and efforts to collaboratively solve issues that may relate to young people, such as time management, examination preparation, healthy eating, etc., contributing and listening to others’ perspectives and experiences and presenting or reporting back to the class
Mediating meaning in and between languages
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
listening to or reading about topics of interest to young people, for example, la música, el cine, la televisión, el medio ambiente, la identidad, la tecnología; and sharing opinions or feelings, for example, En mi opinión, la película estuvo ... No estoy de acuerdo con el autor, El autor tiene razón, No me interesa, Pienso que la televisión es necesaria para la comunicación, Creo que la tecnología es muy importante
exchanging personal preferences and perspectives in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino …, No estoy de acuerdo con …
responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour, for example, using popular images/graphics to discuss context and meaning, such as comida rápida – image of hot dog running, furioso – angry bear
- listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Spanish
exchanging videos or blogs with a Spanish-speaking class or student, comparing aspects of their community and culture such as school, local landmarks, fiestas and traditions, and presenting the information in new ways
- accessing a range of sources of information and evaluating their reliability and accuracy, for example, comparing data or factual content from a news report with information on social media, checking multiple sources to establish validity and bias, and deciding what facts to include in informative texts
listening to reports such as weather, sporting results, a concert line-up, and creating an audio or text message to invite their friend to an event, incorporating information from the text(s) to persuade their friend to come, for example, El Real Madrid ganó el sábado 3 a 0. ¿Vamos a verlos este fin de semana? Estará soleado el sábado/hará sol el sábado
interpret and adjust non-verbal, spoken and written language to convey meaning in Spanish language in familiar and some unfamiliar cultural contexts
comparing own translation of a text with classmates, commenting on similarities and differences between versions, considering possible reasons for these, and preparing a collaborative secure online whole-class version
creating informative responses to cultural representations of Spanish-speaking communities in Australia, such as The Spanish Film Festival, community fiestas or artists’ exhibitions, explaining particular language or images in terms of cultural associations, for example, in vlogs, critical reviews or secure social media posts
interpreting short messages or communications, reflecting on challenges associated with transferring meaning from one language to another, for example, Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo. Me costó un ojo de la cara. Es un trabajo papaya.
- viewing authentic material of Spanish speakers discussing their culture and language, then responding to these discussions, incorporating their own personal perspectives and opinions in a digital presentation
selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer, La pila del celular se ha acabado
presenting information gathered from different types of texts and modes of presentation to create an overview of a particular topic of interest such as a celebrity, popular culture, school uniforms, saving water, endangered species
Creating text in Spanish
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
designing a digital poster or electronic brochure to advertise a social event in their local community related to lifestyles, social and cultural events or environmental issues
using digital tools to create a slideshow with audio about a planned 7-day trip to a Spanish-speaking country or region, including famous places to visit, cultural events to attend and foods to eat, for example, attending the Inti Raymi in Cuzco, Peru or visiting the Spanish region of Galicia during San Juan/San Xoan
reporting on own and others’ experiences of events such as a school camp, a concert or playing a new computer game, for example, Mi amiga disfrutó el campamento ...
creating a print or digital poster in Spanish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
composing bilingual menus, recipes or programs for Spanish-themed events, with key information in Spanish and explanatory footnotes or glossaries in English, for class parties, cooking sessions, cultural celebrations, for example, instructions to make a piñata
creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community, for example, open day/night, aspects of Spanish-speaking cultures, or details of the Festival de Viña del Mar
creating cartoons, role-plays or short stories about a past event in their own life or a dream for the future, to share in class or for a secure online wider audience, for example, sueño con ser bailarina
using voice recording and digital presentation software to create, perform or record imaginative texts, for example, a short play or film
preparing a biographical account of an influential figure in own life, for example, creating a profile of a grandparent or sports coach
using up-to-date and emerging terms relating to pop culture, technology and media when creating texts, for example, Chateo con mis amigos. No suelo bloguear porque tuitear es más rápido. En las redes, normalmente blogueo porque me encanta la música y me gusta mucho rapear.
Digital literacy