7-8 Strand Communicating meaning in Spanish

exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes, señor Rodríguez, ¿Cómo está usted? Hola, ¿qué tal Pedro? adiós señora, ¡Hasta luego, amigos!

introducing and describing themselves, others and posessions, for example, Me llamo David y vivo con mi padre. Mi hermana tiene 24 años y trabaja de abogada, Mi amigo tiene muchos animales en su granja/finca

expressing likes, dislikes and preferences using simple modelled structures, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación.

interviewing others about their families, pets, likes and dislikes, hobbies and leisure time activities, for example, ¿Tienes hermanos/as? ¿Tienes animales? ¿Qué haces en tu tiempo libre?

responding to questions about feelings, for example, ¿Cómo está(s)? ¿Qué tal? Estoy estresada ..., estoy contenta ..., estoy cansado ..., estoy aburrido ...

conversing with others about routines, events and leisure activities using language associated with time and place, for example, Me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo.

discussing significant or special events in their lives with peers or Spanish-speaking teenagers, for example, En mi cumpleaños ceno con mis amigos. Celebro el fin de año con mi familia.

responding appropriately to commands or requests, for example, escuchen por favor, haz click sobre la imagen del monumento, escoge la palabra correcta

following and giving instructions, for example, abran el libro, lee la página 20, escuchad, salgan de clase, escribid en los cuadernos

asking for help, information or permission, for example, ¿Me puede ayudar …?, ¿Cómo se dice … en español? ¿Puedo ir a beber agua? perdón, lo siento, gracias ¿Puede/s repetir? ¿Puedo ir al baño? ¿Cómo se escribe ...? No entiendo.

expressing opinions and thoughts using set phrases, for example, ¡qué sorpresa!, de acuerdo / no estoy de acuerdo, prefiero ..., and inviting others to give opinions or suggestions, ¿estás de acuerdo? ¿qué piensas? yo sí / yo no

assisting the teacher with classroom routines and duties such as roll call, distributing work, giving instructions to peers, assisting with technology, for example, Aquí está tu libro, ¿Está María presente? Luis no está aquí pero Miguel si está aquí

developing the use of spontaneous interjections, expressions and gestures to maintain simple interactions such as sí sí, bueno …, vale, vale … ¡Bravo!

playing games and completing activities with peers incorporating language to share, praise, encourage and take turns, for example, tu turno, ahora te toca a ti, ¡bien hecho!, inténtalo de nuevo

making a simplified Spanish board game to reinforce learning vocabulary and grammatical points  while playing with others, for example, Turista Mundial, Scrabble En Español, Lotería, Mirar y Recordar memory game

playing a true and false game relating to routines, interests and personal details, in groups or pairs, taking turns to say 3 statements, 2 true and 1 false, with others guessing the information that is false, for example, Me gustan las serpientes. Me despierto a las 6 de la mañana. No desayuno.

working with peers to produce bilingual signs/flyers and posters to promote sustainability and waste reduction within the school community, for example, labelling bins and containers, reciclaje, basura, basura orgánica, papel, cartón

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!

participating in imagined scenarios such as an Amazing Race, Cluedo, asking for and giving directions, information and assistance, for example, ¿dónde está la biblioteca? A dos cuadras a la derecha, necesito un mapa de la escuela, sigue hacia la izquierda

participating in real or simulated transactions such as purchasing food or tickets, for example, ¿cuánto cuesta? ¡qué caro/barato! ¿acepta tarjeta de crédito? ¿a qué hora es el próximo …?

emailing, messaging or using secure online applications to chat about plans and daily life experiences using present tense, for example, El/los lunes juego al tenis, El/los viernes compramos la comida de la semana, El/los domingo/s visitamos a mi familia

conducting simple surveys or interviews with others about familiar topics such as pets, likes/dislikes, hobbies, then interpreting the results and recording in a graph, table or graphic, for example, Siete personas en la clase tienen gato, 90% tiene perros

identifying and describing characters and events in a movie, story or comic such as Manolito Gafotas, by responding to structured questions, for example, ¿Cómo se llama el chico de verdad? ¿Por qué tiene ese mote?, ¿Cuántos años tiene? ¿Cómo es su familia? ¿Quiénes son sus amigos?

navigating secure online applications such as digital maps or timetables to find out about transport and services in a Spanish-speaking country, using information in a simulated conversation with a taxi driver or person in a hotel, for example, ¿Dónde está la farmacia? Está enfrente del banco. Toma la primera calle a la derecha.

locating specific information about a person, place or event, describing characters ¿Quién? ¿Qué?, events ¿Qué pasa? ¿Cuándo?, settings ¿Dónde?, and key ideas ¿Por qué?, and establishing sequence, for example, primero … luego … después … por fin/finalmente …

translating short texts such as public signs or community notices from Spanish to English, and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are conveyed, for example, the Spanish use of impersonal se in signs compared with the English use of imperatives, for example, se prohibe fumar

using print and online dictionaries to assist in the translation of simple texts, noticing that some words are pronounced or written the same way but may have different meanings, for example, ay/hay, cien/sien, hola/ola

recognising cognates and the possibility of encountering ‘false friends’ when translating between Spanish and English, for example, carpet/folder, contester/answer, deporte/sport, pie/foot, and that these may hinder translation or create misunderstanding and confusion

understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that may make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, ‘she’ll be right’, ‘a piece of cake’

recognising that abbreviations are used in both Spanish and English texts, for example, tq=te quiero, pq=porque, CU=See you, LOL= jajaja, and considering the use and effects of abbreviations for a range of audiences

noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, selecting appropriate greetings and terms of address for people of different ages or status, Hola, ¿qué tal, Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?

preparing a presentation by following a format that includes a greeting, introduction and sequenced ideas, for example, Buenos días. Hoy voy a hablar de los koalas. Voy a compartir su descripción física, su dieta y dónde viven. Los koalas son animales muy simpáticos.

composing and performing a role-play based on a real or imagined scenario, for example, meeting a new student, ¿cuál es tu asignatura favorita? or going to the shops, ¿dónde está la panadería?

producing informative texts that combine print, digital or visual elements for specific audiences, for example, creating a brochure or video about their school or community for a Spanish-speaking audience, Esta es la biblioteca donde hay libros; a digital personal profile for class peers, Mi música favorita es el rock; or a presentation of their dream home, Mi casa ideal es/está …

creating resources such as posters or displays to create awareness of relevant issues, for example, the environment, la basura a la papelera; use of technology, respeta online/en línea; and school etiquette, camina por la izquierda

writing a story by composing captions for a sequence of pictures or images, for example, Hay una familia. La familia está en el parque. El parque tiene un lago con patos …

creating characters, situations or events in a range of texts designed to entertain others, such as a short narrative, digital photo story, comic strip, or a page of a big book for younger students, for example, Mi monstruo vive en el espacio y come estrellas

writing the first part of a short narrative, and exchanging with a peer to write the next section, repeating until the text is complete and reading aloud, or folding the paper so the next person cannot see what was previously written to create a funny story, for example, Es martes por la tarde y …, Las dos chicas están en el colegio …