AC9LS10EU02 Year 9 Languages

AC9LS10EU02 – 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

select and use structures and features of the Spanish grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

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knowing when to omit definite and indefinite articles, and adjusting for gender-change cases, for example, quiero ser ingeniera; el capital versus la capital
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using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, La gente en Australia pasa mucho tiempo al aire libre. Mi familia tiene una casa en la playa.
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noticing some changes in meaning when the adjective precedes the noun, for example, Una gran casa/Una casa grande, Un solo perro/Un perro solo
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using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ... ísimo/a, tan ... como
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understanding and using indefinite adjectives and pronouns, for example, alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, No tenemos nada
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using possessive and demonstrative pronouns such as aquel es el tuyo, este es el mío, and neutral demonstratives ¿Qué es esto? Me gustó aquello que dijo.
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understanding the use of relative pronouns in familiar contexts, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde

Show 9 more elaborations

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using modelled structures that contain direct and indirect objects, for example, ella compró flores para él, ella se las compró
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recognising different past tense forms such as preterite, imperfect, and past perfect, and comparing the uses with English past tense forms, for example, Marcos nació en Filipinas, él llamaba a su hermana cuando la necesitaba …, hemos estudiado los tiempos pasados
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understanding and using regular and irregular forms of the preterite/pretérito indefinido, for example, canté, bebí, escribí, and fui, estuve; and temporal markers such as ..., ayer …, el año pasado … hace 2 años
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understanding and using the immediate future, –ir a + infinitive, for example, yo voy a ir al concierto con mis amigos
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recognising future and conditional tenses and their conjugational patterns, for example, mañana iremos de excursión al zoo, me gustaría visitar México
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elaborating on ideas or providing additional details with prepositions, for example, por, para, con, sin, hacia
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understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ..., hay que ...
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using cohesive devices in complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
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forming adverbs from adjectives, for example, normalmente, seguramente, probablemente

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.