AC9LS10EC02 Year 9 Languages

AC9LS10EC02 – 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

use Spanish language in exchanges to question, offer opinions and compare and discuss ideas

Elaborations

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participating in class discussions or activities to express opinions and reflect on those of others, for example, in a game of ‘4 corners’, where students move according to their opinion and then respond to others in opposing corners, me parece que …, ¿qué les parece?, ¡qué buena idea! no me parece una buena idea
•
expressing thoughts about the pros, cons and limitations of ideas and issues raised regarding a given topic, for example, creo que ... porque, prefiero …, es más útil que …, tiene menos … que, en primer lugar, creo ... ahora creo que …, (no) estoy de acuerdo
•
participating in debates about current issues of interest, using language of persuasion and suggesting possible solutions, for example, pienso+infinitive, ¿qué opinas? en mi opinión …, se debe …, se puede …, es necesario
•
using slogans to support arguments, such as si no reciclas, reusa, si no reusas reduce. Pero ¡haz algo! Si no limpia, no ensucie, No arroje basura, ayude a cuidar el medio ambiente.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Spanish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Spanish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Spanish to create texts. Students apply features and conventions of spoken Spanish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Spanish, to discuss how this learning influences their ideas and ways of communicating.