AC9LS2U03 Years 1 to 2 Languages

Content descriptor notice that Spanish has features that may be similar to or different from English

Elaborations

• • Elaboration observing features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez … and comparing it with English
• • Elaboration understanding that most Spanish words ending in -o are masculine and most ending in -a are feminine and that there is no grammatical gender in English
• • Elaboration noticing plural forms that are similar in English, for example, perros, niños, ojos
• • Elaboration noticing there are cognates in Spanish and English, but the pronunciation may be different, for example, nación – nation, estación – station, hospital – hospital, animal – animal, cereal – cereal
• • Elaboration creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son … /My friends are …, Vivo en … /I live in …, tengo ... /I have …, and noticing similarities and differences in words, order and structure
• • Elaboration comparing how Spanish words commonly used in Australian English are pronounced by speakers of Spanish and English, and reasons for variation, for example, poncho, tacos, burrito, chocolate, tapas, paella, chorizo
• • Elaboration noticing the differences between punctuation marks in Spanish and English, for example, inverted exclamation and question marks at the beginning of sentences

Show 2 more elaborations

• • Elaboration identifying that the noun comes before the adjective in Spanish as opposed to after the adjective in English, for example, perro grande, ojos bonitos
• • Elaboration recognising words in Spanish that are borrowed from other languages, for example, canguro, email, chat, beicon, Panfleto