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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum


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Example 3: Dialogue

No he traido mis deberes.

Profesor: Buenos días, Ana. ¿Qué tal?
Alumna: Bien gracias. ¿Y usted?
Profesor: Bien. Dime, ¿dónde están tus deberes?
Alumna: Lo siento. No los tengo.
Profesor: ¿Por qué no?
Alumna: Mi perro es muy travieso y anoche se los comió.

Lista de excusas

No he traido los deberes porque:
… el perro se los comió.
… mi ordenador fue infectado por un virus.
… se me acabó la tinta del boli.
… los rompió mi hermanito.
… se me rompieron las gafas.
… estuve ocupado/a con asignaturas más importantes.
… no tuve tiempo suficiente para hacerlos.
… no tenia ganas de hacerlos.
… mi padre no los pudo entender.

Communication, Language Knowledge and Cultural Knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will: For example, students might:
  • receive and produce information;
  • produce an excuse;
  • produce and respond to questions and requests;
  • respond to the teacher’s questions;
  • show social awareness when interacting with others;
  • extend their “greetings” language in a familiar situation;
  • recognise that Spanish is organised in particular ways;
  • use formulaic expressions and simple questions and answers to interact in a social situation (for example, lo siento);
  • notice the diminutive form 'ito';
  • make connections with their own language(s);
  • use formal and informal modes of address;
  • recognise that Hispanic cultures are organised in particular ways;
  • notice the difference between when people use the informal form and when they use the formal Usted form;
  • make connections with known culture(s).
  • make cultural connections between the discipline systems in Hispanic and New Zealand schools (e.g., corporal punishment still exists in Latin America).

Context: Students interact, supported by their teacher, using some everyday vocabulary and expressions familiar to them. The excuses (and other expressions that students choose) can be displayed around the classroom and learned as language chunks. Students at this level are not expected to generate their own excuses nor understand the language concepts behind them. One or two favourites can be learnt and reproduced from the list provided here or from others provided by the teacher. It must be remembered that some Year 11 and 12 students are working through Levels 1 and 2 and such activities can provide added interest.


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