← communicating meaning in spanish
AC9LS10C03
Mediating meaning in and between languages
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations
- AC9LS10C03_E1<p>comparing different perspectives about an environmental issue, from a tourist company/profit perspective versus an environmental protection perspective, and incorporating information into a multimodal text to raise awareness, for example, environmental threats to the Great Barrier Reef, <em>La Gran Barrera de Coral está muriendo, ¡tenemos que salvarla!</em></p>
- AC9LS10C03_E2<p>exploring persuasive and informative texts such as articles and reports, to recognise fact versus opinion, and presenting findings to the class, for example, <em>Nosotros deberíamos cuidar el medio ambiente. El 30% de la población piensa que tenemos que cuidar el medio ambiente.</em></p>
- AC9LS10C03_E3<p>reading an advertisement and responding appropriately, for example, applying for a part-time job or for a student exchange program, addressing key criteria, <em>Yo sería un buen candidato/a porque …, Estoy libre de lunes a miércoles</em></p>
- AC9LS10C03_E4listening to or reading First Nations Australians’ stories in English, and creating a profile of them in Spanish
- AC9LS10C03_E5<p>summarising information from print or secure digital sources regarding an issue of interest, determining what information is most important/interesting, and presenting the information to others, stating their own perspectives, for example, <em>El impacto de los medios sociales en la vida cotidiana. El vestuario y la identidad, La influencia de la música en los jóvenes</em></p>
- AC9LS10C03_E6<p>locating and researching information from reliable sources to inform decisions, by weighing up options and making an ‘advantages and disadvantages’ table about a range of topics, for example, the best time of year to visit a Spanish-speaking country, a country that may best suit them, <em>No me gusta el frío así que me preferiría ir a Costa Rica</em></p>
- AC9LS10C03_E7<p>synthesising information from a range of sources in order to group and present ideas, themes and issues in a logical and coherent manner, for example, <em>Los uniformes son importantes. El horario escolar debería reducirse.</em></p>
- AC9LS10C03_E8<p>adapting and changing texts to suit different contexts, purpose and audiences, such as changing a formal email to an informal message to a friend, for example, <em>La directora dijo que tenemos que llevar el uniforme para los exámenes …</em></p>
- AC9LS10C03_E9<p>analysing published accounts of an event such as a sports match, a concert or a street party, and reporting results and highlights, for example, <em>El Real Madrid ganó el partido con un resultado de 3-0</em></p>
- AC9LS10C03_E10<p>composing a short review of a film, story or documentary, and expressing opinions about different perspectives and viewpoints, for example, <em>Este video no muestra la realidad de la posición de la mujer, Los personajes de este texto se sienten felices</em></p>
- AC9LS10C03_E11listening to, reading or viewing extracts from expressive contemporary texts such as songs, poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities, and presenting findings
- AC9LS10C03_E12<p>expressing responses to a personal or peer’s experience of an event such as a concert, party, camp, exam, job interview, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom, for example, <em>Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido! Eso suena muy dificil …</em></p>
Loading...