AC9LS2U01 – Year 1 Languages: Understanding systems of language

This Content Descriptor from Year 1 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.

Elaborations

• 1

  becoming familiar with the sounds of the alphabet in Spanish, noticing that there is an additional letter when compared with English, ñ

• 2

  imitating Spanish sounds such as j in viaje, ñ in niño, ll in calle, and rr in carro

• 3

  recognising that some sounds in Spanish do not exist in English and vice versa, so they may be challenging to pronounce, for example, La letra erre, la ere

• 4 recognising and applying Spanish vowel sounds and vowel consonant combinations
• 5

  identifying additional consonants and digraphs in Spanish such as ñ, ch, and the pronunciation of double consonants such as ll and rr, and experimenting with the positioning of the tongue when producing these sounds

• 6

  Iistening to familiar vocabulary and identifying h as a silent letter, for example, hola, hermano, hoy, and comparing words beginning with h in Spanish and English, hola and hello, jirafa and jelly

• 7

  noticing that statements and questions have different intonation, for example, ¡Fernando no está! ¿Fernando no está?, ¿María tiene cinco años?

• 8 developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context, for example, marching to a tune or beat
• 9

  experimenting with sounds in onomatopoeic words, such as those related to animal sounds, for example, pío (cheep), quiquiriquí (cock-a-doodle-doo), miau (miaow), guau (woof), and actions, for example, bum, cataplún

Related Achievement Standards