The document provides information about the Spanish 7-10 curriculum taught by Eva María Gil Guerrero. It includes samples of curriculum content and elaborations for levels 7 and 8. The curriculum focuses on communicating, understanding systems of language, and the role of language and culture. Example topics covered include myself, everyday life, leisure activities, and the Spanish-speaking world. Elaborations provided include creating self-profiles, discussing likes and dislikes, planning a virtual trip to a Spanish-speaking country, and visiting an art gallery with Spanish resources. The document aims to develop students' Spanish language skills through interactive activities and experiences.

1. LOTE SPANISH
SPANISH 7-10
Eva María Gil Guerrero
Spanish teacher
Email: evagilteacher@gmail.com
SAMPLES OF
CURRICULUM AND
ELABORATIONS

2. LOTE SPANISH
SPANISH 7-10
LEVELS 7 AND 8

3. LOTE SPANISH
Spanish 7 – 10 Sequence
Levels 7 and 8
Communicating
Socialising
Interact 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)
Informing
Obtain 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)
Creating
Engage 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)
Translating
Translate 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)
Reflecting
Notice 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)
Understanding
Systems of language
Notice 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 change
Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts (VCESC015)
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4. LOTE SPANISH
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 culture
Recognise the interconnected relationship between language and culture (VCESC018)
Achievement Standard
By 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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5. LOTE SPANISH
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), comida
Colegio: por favor/gracias
¿Puedo...? ¿Cómo se dice... en español?
Routines and
interacting
Buenos días/tardes/noches
Hola, adiós
Hasta mañana
Ayer, hoy, mañana (days of the week)
Leisure activities
Amigos, deporte, música, libros
Cine, película, museo
Vacaciones
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 entertainment
Música y baile: Flamenco, tango, chachachá, salsa
Cantar, bailar, pintar
greetings
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6. LOTE SPANISH
Levels 7 and 8
Strand: Communicating Strand: Understanding
Socialising Informing Reflecting Systems of language
Interact 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 between
statements, questions and exclamations, and understand
Spanish writing conventions such as inverted question
marks at the start of questions (VCESC012)
Creating a self-profile
Elaborations
 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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7. LOTE SPANISH
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8. LOTE SPANISH
Levels 7 and 8
Strand: Communicating Strand: Understanding
Socialising Systems of language Role of language and culture
Interact 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 answering
questions 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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9. LOTE SPANISH
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 relationship
between language and
culture (VCESC018)
'Un paseo por el arte': Visit to the NGV
Elaborations
• 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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10. LOTE SPANISH
F – 10 Sequence - Levels 7 and 8
Strand: Communicating Strand: Understanding
Socialising Informing Translating Language variation and change Role of language and culture
Participate 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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11. LOTE SPANISH
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 de
español 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 Dominicana
Colombia Honduras
España Paraguay
Argentina El Salvador
Perú Nicaragua
Venezuela Costa Rica
Chile Panamá
Guatemala Puerto Rico
Ecuador Uruguay
Cuba Guinea Ecuatorial
Bolivia
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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12. LOTE SPANISH
SPANISH 7-10
LEVELS 9 AND 10

13. LOTE SPANISH
Levels 9 and 10
Communicating
Socialising
Socialise, 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)
Informing
Analyse 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)
Creating
Respond 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)
Translating
Translate 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)
Reflecting
Consider 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)
Understanding
Systems of language
Recognise 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 change
Recognise 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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14. LOTE SPANISH
Role of language and culture
Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives
(VCESC036)
Achievement Standard
By 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 make
decisions, 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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15. LOTE SPANISH
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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16. LOTE SPANISH
Levels 9 and 10
Strand: Communicating Strand: Understanding
Socialising Informing Translating Systems of language
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)
Organise and
present critical
perspectives on
information obtained
from 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 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)
'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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17. LOTE SPANISH
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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18. LOTE SPANISH
Examples of posters:
Source: NOAA (National Oceanic and Atmospheric Administration), US
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19. LOTE SPANISH
Levels 9 and 10
Strand: Communicating Strand: Understanding
Socialising Informing Reflecting Language variation and change Role of language and culture
Plan 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 these
in new forms (VCESC022)
Consider and discuss the
relationship between
language, culture and
identity (VCESC029)
Understand how language diversity
reflects local and global variations
in social and cultural histories
(VCESC035)
Understand the role of language and
culture in shaping cultural identity
and consider how learning a second
language encourages a broadening
of perspectives (VCESC036)
Indigenous languages
Elaborations
 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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20. LOTE SPANISH
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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21. LOTE SPANISH
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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22. LOTE SPANISH
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 in
relation 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 aspects
of 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 is
used in a variety of ways
to achieve different
purposes in different
contexts (VCESC033)
Use of conditional
Elaborations
• 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 Hemsworth
porque 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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23. LOTE SPANISH
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24. LOTE SPANISH
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