AC9LS10EU01 Year 9 Languages

AC9LS10EU01 – Year 9 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply features of the Spanish sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts

Elaborations

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recognising the importance of appropriate intonation, stress, tone and pronunciation for making meaning and communicating, for example, estudio versus estudió, el versus él, perro versus pero
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pronouncing consonants according to vowel combinations, for example, gente, agua and gas, and the double consonants ll and rr compared with the single l and r
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understanding variation in pronunciation across the Spanish-speaking world, such as the pronunciation of ce and ci in different regions, for example ceceo or seseo, gracias, Cecilia, and the soft sh pronunciation of ll and y in Argentine Spanish, for example, calle/cashe
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using the Spanish pronunciation of letters to spell words and phrases aloud, and applying correct terminology for accents and marks, for example, tilde, acento, diéresis
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listening to and reciting texts such as poems, stories, tongue twisters or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, proverbios y cantares de Antonio Machado, Guantanamera de José Martí, Juan junta juncos junto a la zanja
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identifying the use of pitch, rhythm, stress and intonation in different audio tracks, intended purpose and how they affect the speaker, for example, Es hora de escuchar el reportaje de ...

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.