AC9LS2U03 Year 1 Languages

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.

notice that Spanish has features that may be similar to or different from English

Elaborations

• 1

  observing features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez … and comparing it with English

• 2

  understanding that most Spanish words ending in -o are masculine and most ending in -a are feminine and that there is no grammatical gender in English

• 3

  noticing plural forms that are similar in English, for example, perros, niños, ojos

• 4

  noticing there are cognates in Spanish and English, but the pronunciation may be different, for example, nación – nation, estación – station, hospital – hospital, animal – animal, cereal – cereal

• 5

  creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son … /My friends are …, Vivo en … /I live in …, tengo ... /I have …, and noticing similarities and differences in words, order and structure

• 6

  comparing how Spanish words commonly used in Australian English are pronounced by speakers of Spanish and English, and reasons for variation, for example, poncho, tacos, burrito, chocolate, tapas, paella, chorizo

• 7 noticing the differences between punctuation marks in Spanish and English, for example, inverted exclamation and question marks at the beginning of sentences
• 8

  identifying that the noun comes before the adjective in Spanish as opposed to after the adjective in English, for example, perro grande, ojos bonitos

• 9

  recognising words in Spanish that are borrowed from other languages, for example, canguro, email, chat, beicon, Panfleto

Related Achievement Standards