AC9LS6C04

Elaborations

• AC9LS6C04_E1<p>identifying words and expressions that do not translate directly from Spanish into English, for example, <em>tomar el pelo, meter la pata, saltarse la clase de español, ¡Es pan comido! ¡Es papaya!</em></p>
• AC9LS6C04_E2<p>collecting examples of ‘false friends’ encountered when translating between Spanish and English, for example, <em>carpeta</em>/folder, <em>contestar</em>/answer, <em>pie</em>/foot, <em>éxito</em>/success, <em>introduci</em>/insert, and explaining how these could create confusion and misunderstanding</p>
• AC9LS6C04_E3<p>interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles, that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, <em>Hoy es mi santo, Siesta, Feliz Día de Reyes. ¡Buen provecho!</em></p>
• AC9LS6C04_E4<p>translating texts to identify differences in elements such as levels of politeness or directness in public signs, for example, <em>No pisar el césped. Prohibido comer y beber. Silencio, por favor.</em></p>
• AC9LS6C04_E5<p>creating Spanish versions of Australian school signs and notices that reflect rules, locations and values, considering why some words or expressions require freer translation than others, for example, at the sports oval, the canteen, library, out of bounds, sick room, ‘No hat, no play’, no littering, gym, toilet versus bathroom, for example, <em>¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!</em></p>
• AC9LS6C04_E6using bilingual dictionaries and online translation tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation and equivalence
• AC9LS6C04_E7<p>creating bilingual resources such as flashcards, word walls, and parallel lists of Spanish and English expressions to aid translations in everyday interactions with friends, exchange students, visitors and family, for example, <em>hasta luego</em>/see you later, <em>no pasa nada</em>/no worries, <em>guay</em>/cool</p>
• AC9LS6C04_E8<p>discussing strategies and techniques to resolve a breakdown in communication and misunderstandings, or to interpret cultural information, keep the conversation going, request repetition, for example, <em>¿Puede repetir, por favor? ¿Puede escribir su número de teléfono, por favor?</em></p>
• AC9LS6C04_E9<p>applying active reading or listening skills to engage with and comprehend Spanish texts, using a range of responses, for example, ‘stop and jot’ sticky notes, graphic organisers, response question stems, or creating a set of coded symbols to help them visualise their thinking and ideas such as, heart = <em>mi parte favorita</em></p>