AC9LS2C02

Elaborations

• AC9LS2C02_E1<p>participating in games or activities that involve taking turns, suggesting, making choices or swapping/matching items, for example, <em>Vamos a jugar a pares y nones. Vamos a pintar. ¿Qué hora es señor Lobo? Es hora de correr/saltar/volar. El escondite inglés, La vaca eres tú. Me toca. Gané. Te toca. Simón dice: ‘todos a saltar’</em></p>
• AC9LS2C02_E2<p>using spontaneous expressions, phrases and non-verbal communication when playing games or engaging in activities with others, for example, <em>¡Gané! Es mi turno. por favor ... gracias, de nada, silencio</em> with index finger to lips</p>
• AC9LS2C02_E3<p>exchanging, sorting and classifying objects and attributes by shape, colour and number, using simple question forms and affirmative/negative responses, for example, <em>¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul.</em></p>
• AC9LS2C02_E4<p>taking part in short role-plays or skits using spoken and visual cues, props and realia such as toys, clothing, models, toy food, for example, <em>¿Tienes una mascota? Sí, este es mi perro. Es lindo ¿no?</em></p>
• AC9LS2C02_E5<p>contributing to class activities or projects, for example, making a birthday calendar, weather board or class pet care roster, and using familiar vocabulary, <em>alimenta al…, limpiar, dibujar, pintar, trazar, cortar, pegar…</em></p>
• AC9LS2C02_E6<p>reciting and performing chants, songs and rhymes using gestures such as clapping or dancing to support rhythm and expression, for example, <em>cabeza, hombros, rodillas, pies; mi cara</em></p>
• AC9LS2C02_E7using digital tools or applications collaboratively in pairs or groups to enhance learning, memory and digital literacy to encourage sharing and teamwork, for example, listening to or reading Spanish texts and matching pictures to words, tracing words on the screen, repeating words they hear