AC9LS10C01 Year 9 Languages

AC9LS10C01 – Year 9 Languages: Interacting in Spanish

Strand

Communicating meaning in Spanish

Substrand

Interacting in Spanish

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

Elaborations

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applying appropriate register and modifying behaviour, language and etiquette in a variety of familiar and unfamiliar contexts, for example, meeting and greeting an important guest, as opposed to meeting a friend, ¿Cómo está usted? ¿Qué tal? Mucho gusto or muchísimo gusto. Encantado/a.
• exchanging emails with peers in a Spanish-speaking context to share views about aspects of teenage life, for example, friends, responsibilities, interests, future aspirations, and topical issues
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interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions, for example, ¿Estás interesado/a en …/te interesa? ¿Dónde naciste?
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maintaining and extending conversations by following up on others’ contributions, for example, Creo que tú tienes razón pero … Me gustaría agregar que …
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using language to achieve different purposes in interactions, for example, the use of contractions and acronyms in text messages for the purpose of speed and economy, and the use of slang, ¡holi! para=pa, pq=porque
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interacting in role-plays or spontaneous skits about travelling, for example, in a lost property office, asking for directions, asking for recommendations, complaining about service, He perdido mi bolso, Por favor ayúdame a encontrarlo. Estoy perdido. ¿Dónde está la estación de tren?
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playing a true and false game relating to past experiences, future aspirations or topics of interest, taking turns to say 3 statements, 2 true and 1 false, with others guessing the information that is false, for example, en el futuro quiero ser doctor, Me rompí la pierna cuando tenía 12 años, voy al gimnasio todos los dias a las 6 de la mañana

Show 1 more elaboration

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participating in a discussion, exchanging different viewpoints using strategies such as sentences starters, for example, Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera …, asking for repetition or clarification ¿Qué quieres decir …? or inviting further elaboration ¿Cómo? ¿A qué te refieres? Eso quiere decir que …

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Spanish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Spanish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Spanish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Spanish, to evaluate how this learning influences their ideas and ways of communicating.