AC9LS4C03 Years 3 to 4 Languages

Content descriptor locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

Elaborations

• • Elaboration 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?
• • Elaboration 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 …
• • Elaboration 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
• • Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Spanish
• • Elaboration listening to, reading or viewing a range of texts through shared and guided participation, and responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
• • Elaboration 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
• • Elaboration 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!

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• • Elaboration 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
• • Elaboration categorising information from a range of texts such as leaflets, advertisements, menus, catalogues, short radio announcements, using tables, graphs and diagrams, for example, classifying plants/animals, natural/made items, recyclable/disposable, or by price, colour, size, etc.
• • Elaboration 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?