spanish 7-10 elaborations levels 7-8 and 9-10
TRANSCRIPT
LOTE SPANISH
SPANISH 7-10
Eva María Gil Guerrero
Spanish teacherEmail: [email protected]
SAMPLES OFCURRICULUM AND
ELABORATIONS
LOTE SPANISH
SPANISH 7-10
LEVELS 7 AND 8
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Spanish 7 – 10 Sequence
Levels 7 and 8 CommunicatingSocialisingInteract with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes (VCESC001)
Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating (VCESC002)
Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions (VCESC003)
InformingObtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways (VCESC004)
Present information on selected topics in spoken, written and digital forms (VCESC005)
CreatingEngage with imaginative and creative texts such as narratives, poems, songs, films or comics, comparing favourite elements and discussing characters, events and ideas (VCESC006)Create short imaginative texts such as cartoons, raps and stories to communicate own ideas, experiences and emotions (VCESC007)
TranslatingTranslate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word (VCESC008)Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community (VCESC009)
ReflectingNotice while participating in intercultural activities that interaction involves culture as well as language (VCESC010)
Consider how aspects of identity such as family background, age and interests impact on intercultural exchange (VCESC011)
UnderstandingSystems of languageNotice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish between statements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions (VCESC012)Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order (VCESC013)Recognise and describe features of familiar types of texts, and notice how these contribute to the making of meaning (VCESC014)
Language variation and changeUnderstand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts (VCESC015)
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Understand the dynamic nature of languages (VCESC016)
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia (VCESC017)
Role of language and cultureRecognise the interconnected relationship between language and culture (VCESC018)
Achievement StandardBy the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with one another in shared activities, negotiations, games and events, using modelled language to ask and respond to familiar questions, give and respond to instructions (for example, Haz click sobre la imagen del monumento. Escoge la palabra correcta), request help or permission (for example, ¿Me puede ayudar…?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya?), and express opinions (for example, Creo que… ¡Qué sorpresa!). When interacting, students approximate Spanish sounds and use intonation to distinguish between statements (for example, Juan estudia español), questions (for example, ¿Cómo se dice …?), exclamations (for example, Juan, ¡estudia español!) and requests (for example, ¿me das un chocolate?). They obtain factual information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. They describe characters, experiences and ideas using high-frequency vocabulary, and create short informative and imaginative texts using modelled sentence structures and formulaic expressions. When constructing sentences, students apply gender and number agreement to definite and indefinite articles, nouns and adjectives (for example, la luna clara, los bolsos rojos, un amigo español, unas estudiantes extranjeras). Students apply grammatical rules in relation to conjugation of verbs (for example, La bicicleta roja tiene un cesto negro, Tenemos los libros de lectura amarillos), and use the two verbs for ‘to be’ (ser and estar) in modelled examples (for example, Eres española/Estás en Australia, Soy alto y delgado/Estoy en año 8). They apply Spanish writing conventions such as inverted question and exclamation marks (for example, ¡No me digas!). They work in Spanish and English to translate texts, and create simple bilingual texts. They describe their own experiences of using Spanish and explain how aspects of their identity influence their intercultural exchanges.Students identify and apply rules for pronunciation and grammar and use metalanguage in Spanish to explain basic features of language, texts and grammar, making connections with terms such as ‘verb’, ‘adjective’, noun’ and ‘agreement’ that are used in English learning, and incorporating concepts such as grammatical gender. They identify the need to adjust language to suit different situations and relationships (for example, ¡Hasta pronto Doña Clara!). Students describe the distribution of communities of Spanish speakers in different countries and regions and know that Spanish is spoken in a variety of forms in different communities. They identify how languages and cultures change through contact, and give examples of Spanish words used in English such as ‘patio’, ‘chocolate’ and words used in Spanish that are borrowed from other languages such as shopping, tiquet. They identify cultural aspects of language use that are reflected in everyday interactions such as emailing, text messaging, gift-giving and apologising (for example, Lo siento mucho Don Pedro).
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Topics and materials
Themes and topics Examples of vocabulary Materials and resources
Myself
Me llamo... (alphabet)Tengo... años (numbers to 100)Soy... Me gusta... (colours and some verbs)
Games:
◦ Interactive games: http://www.aprenderespanol.org/, http://cvc.cervantes.es/ensenanza/mimundo/...
◦ Board games: Game of the Goose with vocabulary, Taboo, Bingo...
◦ Other games: Mentiras piadosas (white lies), ¿Quién soy? (Who am I?)...
Songs and podcasts: traditional and modern music (http://www.aprenderespanol.org/canciones/canciones-video-letra.html, http://www.lyricsgaps.com/esp/es)...
Stories: library with more than 100 books and comics in Spanish: Classic Fairy Tales Disney stories Spanish stories: Don Quixote, El Prado Museum Asterix and Obelix, Tintín...
Videos and DVDs: collection of more than 50 DVDs in Spanish Spanish-world symbols: flags, map, animals Others:
◦ Dances with castanets, maracas, fans...
◦ Costumes◦ Performances with puppets
Everyday life
Casa: mi familia (papá/mamá, hermano/a, abuelo/a), comidaColegio: por favor/gracias¿Puedo...? ¿Cómo se dice... en español?
Routines and interacting
Buenos días/tardes/nochesHola, adiósHasta mañanaAyer, hoy, mañana (days of the week)
Leisure activitiesAmigos, deporte, música, librosCine, película, museoVacaciones
Visiting a Spanish-speaking country
País, cultura, idioma
América, Europa, Asia... (continents)
The Spanish-speaking world
Festivals and celebrations
Cumpleaños, Navidad,Estaciones
Food and drink Paella, tortilla. Comer, beber
Art and entertainmentMúsica y baile: Flamenco, tango, chachachá, salsaCantar, bailar, pintar
greetings
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Levels 7 and 8 Strand: Communicating Strand: Understanding
Socialising Informing Reflecting Systems of languageInteract with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes (VCESC001)
Present information on selected topics in spoken, written and digital forms (VCESC005)
Consider how aspects of identity such as family background, age and interests impact on intercultural exchange (VCESC011)
Notice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish betweenstatements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions (VCESC012)
Creating a self-profileElaborations
Reading a text about 'Grandma' (worksheet 1 on next page) and noticing the vocabulary and expressions used:
▪ Me llamo...
▪ Tengo... años▪ Me gusta...
Completing the information card on the worksheet 1. Deciding, in small groups or pairs, what questions need to be made in order to
survey your classmates and creating a similar information card. The questions provided are: ¿Cómo te llamas? ¿Cuántos años tienes? ¿Dónde vives? ¿Qué te gusta?
In pairs, asking these questions to a classmate and completing the information card in http://cvc.cervantes.es/ensenanza/mimundo/, ¡Hola! Soy Carlos, Taller. They can print out their own “Mundo guay” card.
Playing a guessing game after collecting and mixing the students information cards. To guess, cues such as 'Tiene dos hermanos' or 'Le gusta jugar al rugby' will be read out by a volunteer.
Creating a self-profile in Spanish using a slide presentation (example 1) or an online internal school Voki.
Example 1:
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Levels 7 and 8Strand: Communicating Strand: Understanding
Socialising Systems of language Role of language and cultureInteract with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes (VCESC001)
Participate in classroom routines and interactions by following instructions, asking and answeringquestions and expressing opinions(VCESC003)
Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order (VCESC013)
Recognise the interconnected relationship between language and culture (VCESC018)
Elaborations
In small groups, we share with peers the name of our favourite toys/games: Me gusta mi... pelota, bici,...(I like my... ball, bicycle...), noticing its gender.
They draw them and colour them, sticking them on a wall: masculine objects in blue and femenine names in pink.
The teacher provides the game '¿Quién soy?' (Who am I?) with things familiar to them, such as everyday objects and their favourite games. The students should try to describe every item with words in Spanish and mime. The student who guesses should give the article, that is, un libro, una bici. Card samples:
What are Spanish favourite toys/games? The teacher shows a presentation of the most popular presents that children wanted the previous Christmas. The students reflect: do they see many differences between Spanish-speakers and Australians?
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Levels 7 and 8 Strand: Communicating Strand: Understanding
Socialising Informing Creating Systems of language Role of language and culture
Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions (VCESC003)
Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways(VCESC004)
Create short imaginative texts such as cartoons, raps and stories to communicate own ideas, experiences and emotions (VCESC007)
Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order (VCESC013)
Recognise the interconnected relationshipbetween language and culture (VCESC018)
'Un paseo por el arte': Visit to the NGVElaborations
• Planning the visit to the National Gallery of Victoria and its 'Paseo por el arte' education resource. The teacher provides information about the art works and in groups, the students design a worksheet to complete during the visit, with questions such as: ¿Me gusta esta obra? ¿Por qué? ¿En qué pienso cuando la miro?...
• The day before the visit, the students work on preparation activities in groups:◦ Sports◦ Food◦ Clothes◦ House
• Visiting the National Gallery of Victoria to follow the Spanish education resource 'Un paseo por el arte'. See link: https://www.ngv.vic.gov.au/school_resource/un-paseo-por-el-arte/
• Reflecting on the visit. Students read out their worksheets, try to describe their favourite piece of art and we all discuss about the effect of art.
• Create a digital cartoon or a story about your experience at the museum with www.toondoo.com to present it to other peers.
NATIONAL GALLERY OF VICTORIA
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F – 10 Sequence - Levels 7 and 8 Strand: Communicating Strand: Understanding
Socialising Informing Translating Language variation and change Role of language and cultureParticipate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating (VCESC002)
Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways (VCESC004)
Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community (VCESC009)
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia (VCESC017)
Recognise the interconnected relationship between language and culture (VCESC018)
Virtual trip to a Spanish-speaking country and planning of a Spanish 'fiesta'Elaborations
Learning about the Spanish language in the world and locating the countries where Spanish is an official language through an interactive tool (worksheet 2 on next page).
Investigating other countries where Spanish is spoken and presenting information with graphs and a map in a short video clip or display (in groups, see worksheet 2).
Deciding on four or five countries (depending on the number of students) to plan and conduct a virtual trip that will be the groundwork for the planning of a Spanish 'fiesta'.
Planning and conducting that virtual trip in groups of 4 students. Each group works on different aspects of the country of their choice, deciding on which ones they would like to learn about, such as a traditional dish, a famous person, a festival, a landmark, everyday routines, the most popular sports, folk music... Examples of tasks include:
◦ A traditional dish: investigating about ingredients and elaboration and producing a bilingual text to explain the recipe (use of imperative).
◦ A famous person: investigating on that person and creating and performing an imagined interview (use of past, present and future).◦ A festival / landmark: investigating on it and producing a brochure with subtitles or captions...
Planning the Spanish 'fiesta': 'experts' on every aspect work together on the plan. Examples of tasks include:▪ Experts on traditional dishes compose a menu for the event.
▪ Experts on famous people plan a live show with interviews.▪ Experts on festivals / landmarks create a 'virtual travel agency' with brochures and displays...
Reflecting on similarities and differences among cultures.
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Worksheet 2:
EL ESPAÑOL EN CIFRAS
En 2016, más de 472 millones de personas tienen el español como lengua materna. A su vez, el grupo de usuarios potenciales deespañol en el mundo (cifra que aglutina al grupo de dominio nativo, al grupo de competencia limitada y al grupo de aprendices de lengua extranjera) alcanza casi 567 millones.
El español es la segunda lengua materna del mundo por número de hablantes, tras el chino mandarín, y también la segunda lengua en un cómputo global de hablantes. Por razones demográficas, el porcentaje de población mundial que habla español como lengua nativa está aumentando, mientras que la proporción de hablantes de chino e inglés desciende.
Más de 21 millones de alumnos estudian español como lengua extranjera.
Fuente: El español: una lengua viva. Informe 2016. Instituto Cervantes.
1. El español es lengua oficial en 21 países (contando Puerto Rico).
Listado:México República DominicanaColombia HondurasEspaña ParaguayArgentina El SalvadorPerú NicaraguaVenezuela Costa RicaChile PanamáGuatemala Puerto RicoEcuador UruguayCuba Guinea EcuatorialBolivia
1. Practica Geografía y localiza estos países en los mapas interactivos de:http://serbal.pntic.mec.es/ealg0027/MapasAmerica.html
2. El español se habla también en otros países, aunque no como lengua oficial. En grupos de 3 personas, investigad en qué países tiene el español una presencia importante.
3. Con la información de todas estas fuentes, elaborad un vídeo o un mural de la situación actual del español en los mismos grupos de 3 personas. La actividad se divide en 3 partes:
a) Gráficos que muestren la situación del español entre las lenguas del mundo (según el texto “El español en cifras”).
b) Mapa de países con el español como lengua oficial.
c) Mapa de países con presencia importante del idioma.
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SPANISH 7-10
LEVELS 9 AND 10
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Levels 9 and 10CommunicatingSocialisingSocialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations (VCESC019)Negotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions (VCESC020)
Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions (VCESC021)
InformingAnalyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms (VCESC022)
Organise and present critical perspectives on information obtained from different sources to a variety of audiences (VCESC023)
CreatingRespond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings (VCESC024)
Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts (VCESC025)
TranslatingTranslate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate (VCESC026)
Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments (VCESC027)
ReflectingConsider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture (VCESC028)
Consider and discuss the relationship between language, culture and identity (VCESC029)
UnderstandingSystems of languageRecognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions (VCESC030)Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional tenses; and an introduction to the imperative mood (VCESC031)Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses (VCESC032)
Language variation and changeRecognise that Spanish is used in a variety of ways to achieve different purposes in different contexts (VCESC033)
Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture (VCESC034)Understand how language diversity reflects local and global variations in social and cultural histories (VCESC035)
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Role of language and cultureUnderstand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives (VCESC036)Achievement StandardBy the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries. Learners interact with peers to makedecisions, solve problems, and negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language and appropriate protocols (for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os parece si…?) to express and compare opinions, share perspectives, and express agreement or disagreement (for example, Me parece que…, ¿qué les parece?, Que buena idea, me opongo). They apply rules of pronunciation, stress and intonation to a range of sentence types. They locate, summarise and analyse information from a range of texts, and communicate different perspectives and information in a range of contexts using different modes of presentation. They respond to and create personal, descriptive, informative and imaginative texts for different purposes, audiences and contexts using appropriate Spanish writing conventions. They use grammatical elements including present, imperfect, past and future tenses, reflexive verbs, and the subjunctive mood to express emotion (for example, Como chocolate todos los días, Fui al parque ayer, Salíamos a bailar los fines de semana, Estudiaré informática en la universidad). They use appropriate forms of possessive adjectives in own language production, as well as cohesive devices and prepositions to create cohesion and interest. They use relative pronouns (for example, El programa que miraba era cómico), relative clauses (for example, Mi amigo chileno me ha dicho que quiere venir con nosotras al cine) and adverbial phrases (for example, a la derecha,con frecuencia) to extend and elaborate their written texts. They work in Spanish and English to translate and create bilingual texts, explaining words or expressions that are culturally specific such as tapas, adobe, vaquero, Vive en el quinto pino, … más largo que un día sin pan. They describe their own reactions in intercultural exchanges and explain how their own assumptions and identity influence their language use.Students identify differences in accent and pronunciation across the Spanish-speaking world, such as the use of ceceo and seseo in different regions and countries. They use metalanguage to explain features of language (formal and informal language) and grammar (for example, las formas negativas, el futuro próximo con el verbo ir, masculino, femenino, singular, plural), and for reflecting on the experience of Spanish language and culture learning. They identify relationships between parts of words (prefixes and suffixes) and stems of words (for example, desagradable, la camioneta, la reconciliación), and how word patterns connect words in semantic families (for example, mercado, mercancía, feliz, felicidad, felicitaciones). They analyse the textual features of a range of texts in different modes and identify how these shape responses and influence meaning. They give examples of how Spanish is used in a variety of ways to achieve different purposes in different contexts and for different audiences. Students describe changes in the role of Spanish as a global language and explain how language both influences and reflects culture. They know that Spanish is co-official with many other languages in a range of countries, such as Guaraní in Paraguay; Quechua in Bolivia, Ecuador and Peru; and Basque/Euskera, Catalan and Galician in Spain. They explain how meanings and interpretations vary according to the cultural assumptions that people bring to interactions, and consider how learning a second language provides the opportunity to view oneself from the perspectives of others.
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Topics and materials
Themes and topics Materials and resources
Everyday life Corresponding with Spanish-speaking peers to exchange culture and experiences through ePals (http://www.epals.com/#/connections).
Games:
◦ Interactive games: http://www.aprenderespanol.org/, http://cvc.cervantes.es/ensenanza/actividades_ave/ , http://cvc.cervantes.es/aula/pasatiempos/
◦ Board games: Game of the Goose with vocabulary, Taboo, Bingo, Chess...
◦ Other games: Mentiras piadosas (white lies) to discuss ethical issues, ¿Quién soy? (Who am I?)...
Songs and podcasts:
◦ Traditional and modern music (http://www.aprenderespanol.org/canciones/canciones-video-letra.html, http://www.lyricsgaps.com/esp/es)...
◦ Podcasts: http://cvc.cervantes.es/ensenanza/ese/
Stories: library with more than 100 books and comics in Spanish:◦ Classic Fairy Tales
◦ Disney stories◦ Spanish stories: Don Quixote, El Prado Museum
◦ Asterix and Obelix, Tintín...
◦ Interactive reading: http://cvc.cervantes.es/aula/lecturas/
Videos and DVDs: ◦ Collection of more than 50 DVDs in Spanish
◦ Online videos: http://www.fundacionlengua.com/es/bbc-mi-vida-loca/art/4183/
The environment
Past events
Leisure activities
Making plans
Spanish-speaking world
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Levels 9 and 10 Strand: Communicating Strand: Understanding
Socialising Informing Translating Systems of languageNegotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions (VCESC020)
Organise and present critical perspectives on information obtainedfrom different sources to a variety of audiences (VCESC023)
Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments (VCESC027)
Recognise and apply rules of Spanish pronunciation, stress andintonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions (VCESC030)
Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional tenses; and an introduction to the imperative mood (VCESC031)
'Reduce, reuse and recycle'Elaborations
Students participate in collaborative activities that promote awareness of the three R's of sustainability: Reduce, Reuse and Recycle. Task 1:
◦ All students reflect on why it is important to practice the three R's: 'Es importante porque...' They can look up the words they do not know on www.wordreference.com and write down the correct form (singular/plural, gender, verb).
◦ In groups of 3 or 4 students, they suggest ways of 'reducing' and 'reusing', comparing opinions: 'Se puede...', 'Me parece una buena idea'. Task 2:
◦ Students bring to school an object that they no longer use, but it is still almost new, wrapped like a present. Examples include: a Kinder egg toy, a figurine, a T-shirt, a decoration item, a magazine... They are placed on a table and each student picks up one.
◦ They try to guess what it is inside: 'Yo creo que mi regalo es..., porque es un paquete grande/pequeño / porque pesa mucho/poco'.
◦ We all play to a game with a dice following the rules on next page (use of imperative).
◦ They open their present and comment on what they can do to reuse it. They also negociate with peers to exchange presents: 'Me gusta mi regalo pero prefiero el regalo de X, ¿quieres cambiar tu regalo por el mío?' 'No, gracias, mi regalo me gusta más porque puedo...'
Task 3:
◦ In groups, they imagine how to reuse their objects and share their ideas with peers: 'Puedo usarlo para...', 'Yo voy a hacer un/una...'.◦ They reflect on how little actions, such as reducing what we buy, reusing and recycling, can help protect the environment. They design an
action plan to raise awareness within their own community. For example, a poster in two languages on recycling or flyers to hand out. See examples of posters displayed in awareness campaigns in English and Spanish on page 6.
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EXCHANGING GAME:
DICE ACTION
All gifts pass a place to the right
Todos los regalos pasan un puesto a la derecha
All gifts pass two places to the left
Todos los regalos pasan dos puestos a la izquierda
Change your gift to the one of the person you want. You must say the reason
Cambia tu regalo por el de la persona que quieras. Debes decir el motivo
Say a sentence about 'Reducing' in Spanish
Di una frase relacionada con 'Reducir' en español
Say a sentence about 'Reusing' in Spanish
Di una frase relacionada con 'Reutilizar' en español
Say a sentence about 'Recycling' in Spanish
Di una frase relacionada con 'Reciclar' en español
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Examples of posters:
Source: NOAA (National Oceanic and Atmospheric Administration), US
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Levels 9 and 10 Strand: Communicating Strand: Understanding
Socialising Informing Reflecting Language variation and change Role of language and culturePlan and evaluate collaborative activities and tasks that involve expressing and comparing opinions (VCESC021)
Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present thesein new forms (VCESC022)
Consider and discuss the relationship between language, culture and identity (VCESC029)
Understand how language diversityreflects local and global variations in social and cultural histories (VCESC035)
Understand the role of language andculture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives (VCESC036)
Indigenous languagesElaborations
Students read the text on the worksheet 1 (next page). In case they find difficult words or passages, they underline them. In groups of 4 or 5 students, they try to find out the meaning of these difficult expressions by helping out each other.
Based on the information obtained, students fill in the gaps on the maps of Spain and America. Each student decides on either a co-oficial language in Spanish-speaking countries or the Aboriginal and Torres Strait Islander languages in
Australia. Then students set up 'expert' groups of 4 or 5 students and investigate the status and function of each indigenous language. They determine:◦ What aspects they want to cover
◦ How they plan to report the results to the rest of the class (eg posters, multimedia or student presentations). After presenting their report to the class, each 'expert' group breaks into mixed groups to draw comparisons between indigenous languages in
Spanish-speaking countries and Aboriginal and Torres Strait Islander languages in Australia. The whole class reflects on the topic and develops proposals for improvement using tools such as:
◦ Multimedia posters with Glogster (www.glogster.com) or
◦ Flip books with Toondoo (www.toondoo.com) They can try to publish them in mass media.
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Worksheet 1:
EL ESPAÑOL NO ESTÁ SOLO (1ª parte)
España. Comunidades Autónomas
Lenguas cooficiales en España Fuente: Aula3. Editorial Difusión
Orígenes. El español (o castellano) es una de las lenguas románicas derivadas del latín, como el francés o el italiano. Nació en el norte de España, en una zona protegida con castillos. Por eso fue denominada la región Castilla y su lengua, castellano. En 1714, el rey Felipe V la declaró lengua oficial de España y generalmente es conocida como “español”.Desde entonces se ha convertido en la lengua oficial de 21 países y es también la lengua vehicular de muchas personas que viven en otros países. Solo en Estados Unidos, por ejemplo, hay más de 42 millones de hispanohablantes.En España. El catalán, el gallego y el euskera (cuyo origen es todavía desconocido) son, junto con el español, lenguas oficiales en sus respectivas comunidades autónomas: Cataluña, las Islas Baleares y la Comunidad Valenciana, Galicia, y el País Vasco y parte de Navarra.
Fuente: Adaptación de Aula3. Editorial Difusión
Mirad el mapa de las comunidades
autónomas españolas y completad el
mapa de las lenguas cooficiales.
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Worksheet 1 (cont.):
EL ESPAÑOL NO ESTÁ SOLO (2ª parte) Mirad ahora el mapa de los
países de América Latina y
completad el mapa de las
lenguas cooficiales.
En América. La pluralidad lingüística alcanza en América cifras increíbles. Se han estudiado cerca de 2000 idiomas y dialectos divididos en 17 grandes familias. Algunas de las familias lingüísticas más importantes son:a) La familia yuto-azteca. Comprende 16 lenguas habladas en el sur de Estados Unidos, México y América Central. Las principales son el náhuatl, utilizada actualmente por alrededor de un millón de personas en México, y el pipil que se habla en El Salvador.b) La familia maya. Abarca unas 30 lenguas. De ellas, 21 se hablan en Guatemala, y las demás en México. La más conocida es el maya quiché, que cuenta con más de medio millón de hablantes en Guatemala.c) La familia quechua. Cuenta con unas 20 lenguas. La principal es el quechua, que se habla principalmente en zonas de Ecuador, Perú y Bolivia y, en menor medida, en el sur de Colombia y en el norte de Argentina. Lo utilizan unas 10 millones de personas.d) La familia tupi-guaraní. Son alrededor de 60 lenguas habladas en Brasil, Uruguay, Paraguay, noreste de Argentina y este de Bolivia. La variedad más importante es el guaraní paraguayo, hablado actualmente por la mayoría de población de Paraguay.e) La familia arahuac. Representa alrededor de 80 lenguas y dialectos, que se hablaban, en el pasado, en Florida y las Antillas y, actualmente, en las Guayanas, Venezuela, Colombia y Brasil.f) La familia aimara. Representa fundamentalmente las lenguas andinas jaqaru, kawki y aimara. El aimara se habla en las proximidades del lago Titicaca, en Bolivia, Chile y Perú. Tiene más de medio millón de hablantes.
Fuente: Aula3. Editorial Difusión
Mapa de América Latina
Lenguas cooficiales en América
Fuente: Aula3. Editorial Difusión
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F – 10 Sequence - Levels 9 and 10 Strand: Communicating Strand: Understanding
Socialising Reflecting Systems of language Language variation and change
Socialise, exchange and compare ideas and opinions inrelation to issues relevant to their own lives and interests, such as relationships, events and aspirations (VCESC019)
Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions (VCESC021)
Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspectsof own language and culture (VCESC028)
Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional tenses; and an introduction to the imperative mood (VCESC031)
Recognise that Spanish isused in a variety of ways to achieve different purposes in different contexts (VCESC033)
Use of conditionalElaborations
• In groups, students decide on how to match up some Spanish-speaking famous people with some famous Australians to spend an evening together in Melbourne (see Worksheet 2 on next page). They use the conditional to convey their preferences: 'Yo pondría a Salma Hayek con Chris Hemsworthporque ambos son actores'.
• Students use the conditional and the subjunctive to discuss:◦ Where they would go◦ What they would do and◦ What they would say to each other.◦ Example: Irían al cine a ver una película de acción y Chris le pediría a Salma que le contara (subjuntivo) historias de México.
• They also justify their views: Yo creo que se lo pasarían mejor en la bolera porque...
• Students imagine what famous person they would like to meet and why. They discuss and compare their interests.• They reflect on how famous people in each country influence others through language, actions and values.
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