AC9LS2U03

Elaborations

• AC9LS2U03_E1<p>observing features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter <em>Érase una vez …</em> and comparing it with English</p>
• AC9LS2U03_E2<p>understanding that most Spanish words ending in <em>-o</em> are masculine and most ending in <em>-a</em> are feminine and that there is no grammatical gender in English</p>
• AC9LS2U03_E3<p>noticing plural forms that are similar in English, for example, <em>perros, niños, ojos</em></p>
• AC9LS2U03_E4<p>noticing there are cognates in Spanish and English, but the pronunciation may be different, for example, <em>nación</em> – nation, <em>estación</em> – station, <em>hospital</em> – hospital, <em>animal</em> – animal, <em>cereal</em> – cereal</p>
• AC9LS2U03_E5<p>creating an identity card that contains parallel personal information in Spanish and English, for example, <em>nombre</em>/name, <em>apellidos</em>/last name(s), <em>edad</em>/age, <em>Mis amigos son …</em> /My friends are …, <em>Vivo en …</em> /I live in …, <em>tengo ...</em> /I have …, and noticing similarities and differences in words, order and structure</p>
• AC9LS2U03_E6<p>comparing how Spanish words commonly used in Australian English are pronounced by speakers of Spanish and English, and reasons for variation, for example, <em>poncho, tacos, burrito, chocolate, tapas, paella, chorizo</em></p>
• AC9LS2U03_E7noticing the differences between punctuation marks in Spanish and English, for example, inverted exclamation and question marks at the beginning of sentences
• AC9LS2U03_E8<p>identifying that the noun comes before the adjective in Spanish as opposed to after the adjective in English, for example, <em>perro grande, ojos bonitos</em></p>
• AC9LS2U03_E9<p>recognising words in Spanish that are borrowed from other languages, for example, <em>canguro, email, chat, beicon, Panfleto</em></p>