AC9LS2C05

Elaborations

• AC9LS2C05_E1<p>creating a self-portrait or short profile and using simple statements and familiar vocabulary to talk about self and the immediate environment, for example, <em>Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el piano/la flauta.</em></p>
• AC9LS2C05_E2<p>creating, describing or acting out the part of real or imaginary characters using formulaic language, favourite sayings and supporting pictures/models or pointing to relevant aspects as they explain, for example, <em>El monstruo tiene ojos grandes. Mi perro tiene ojos marrones/café. Soy un zorro, me gusta el pollo.</em></p>
• AC9LS2C05_E3<p>colouring in flags from Spanish-speaking countries, adding labels or words in cloze exercises, for example, <em>La bandera de España es amarilla y roja. La bandera de México es verde, blanca y roja.</em>, then creating their own ‘personal flag’ with favourite colours and symbols, and adding a description such as <em>mi bandera es rosa y blanca ...</em></p>
• AC9LS2C05_E4matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
• AC9LS2C05_E5<p>using secure digital tools to create informative multimodal texts such as e-books, animations, videos, voice overs or captions, labels, speech bubbles and onomatopoeic sounds for pictures of familiar topics of interest, for example, on a picture of a dog, <em>el perro hace guau</em></p>
• AC9LS2C05_E6<p>adding bilingual captions or speech bubbles to a photographic display or newsletter article about a class event or experience such as sports day or excursion, for example, <em>Los animales de la granja! Los animales salvajes. Estamos/haciendo deporte. Vamos al zoológico. Hoy es</em> Harmony Day / Teachers’ Day, <em>Celebrando los sanfermines</em></p>
• AC9LS2C05_E7<p>making bilingual greeting cards for celebrations such as <em>Día de Reyes, Día de la Madre, Día de tu cumpleaños</em>, using greetings, for example, <em>Feliz día de la Madre, Feliz cumpleaños</em> or <em>Feliz día del Maestro</em> alongside equivalent English greetings where culturally appropriate</p>
• AC9LS2C05_E8<p>using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program in spoken and written texts such as <em>Barrio Sésamo,</em> for example, <em>Elmo es rojo. Elmo tiene los ojos grandes. Elmo corre. Elmo repite.</em></p>
• AC9LS2C05_E9<p>substituting words to create alternative versions of well-known stories, songs, characters or rhymes, for example, <em>El granjero McDonald tiene una granja</em> to <em>La granjera María tiene un canguro</em> or <em>El granjero Rodríguez</em> or substitute the caterpillar with a snake in <em>La serpiente se comió 3 empanadas</em> to create an alternative story of <em>La Oruga Hambrienta</em></p>
• AC9LS2C05_E10<p>labelling Spanish-speaking countries on a map and creating descriptions using modelled language, for example, <em>Chile está en América del Sur. Es muy largo. México está en Norte América. España está en Europa.</em></p>