AC9LS10EC04

Elaborations

• AC9LS10EC04_E1<p>reading tourist brochures and travel websites about diverse locations in Spanish-speaking communities, identifying and comparing features of local lifestyles, such as food and festivals, reflecting on how modern or traditional these cultural manifestations are, for example, <em>el Día de los Muertos</em> being rooted in Mexico and then embraced in the USA</p>
• AC9LS10EC04_E2<p>obtaining information about a festival, experience, event or tourist site and writing a series of postcards in the voice of a journeying character, using guiding questions to plan, for example, <em>¿Dónde estás? ¿Te gusta? ¿Por qué o por qué no? ¿Qué te ha pasado hasta ahora? ¿Qué es sorprendente? ¿Qué has aprendido hasta ahora, sobre ti mismo o sobre los demás? ¿Qué vas a hacer?</em></p>
• AC9LS10EC04_E3<p>accessing a range of texts on travel to Spanish-speaking countries and writing a dot point ‘checklist’ or ‘to-do list’ for a real or imagined travel adventure, for example, <em>obtener un pasaporte y una visa, planificar un itinerario, comprar boletos ...</em></p>
• AC9LS10EC04_E4listening to or reading First Nations Australians' stories in English, and creating a profile of them in Spanish
• AC9LS10EC04_E5<p>watching a documentary on global issues such as <em>el cambio climático</em> or <em>las redes sociales</em>, and summarising the data in a graph or infographic to share with class</p>
• AC9LS10EC04_E6<p>analysing and comparing information obtained from a range of sources on topics of social and cultural interest, such as announcements, reports, interviews, and summarising and presenting information to peers in conversation, a shared website or class blog, for example, <em>el cine latinoamericano comtemporáneo, el efecto del turismo en las Islas Galápagos</em> or <em>los refugiados en España, la expansión del español por el mundo</em> or <em>las expectativas familiares y culturales</em></p>
• AC9LS10EC04_E7<p>identifying different perspectives in texts such as in articles, reports or blogs, by distinguishing between facts and opinion, for example, regarding <em>fiestas tradicionales</em></p>
• AC9LS10EC04_E8gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults about social, historical, environmental issues or cultural aspects of Spanish-speaking communities, and using preferred mode of presentation to share information with others
• AC9LS10EC04_E9responding to imaginative texts by modifying key elements, for example, incorporating a new character, event, humour or suspense, parodying an advertisement or devising an alternate ending to a story
• AC9LS10EC04_E10<p>researching, presenting and taking a position on issues relating to contemporary topics such as <em>Los efectos de las redes sociales en la vida de los jóvenes</em></p>