AC9LS4U01 Year 3 Languages

AC9LS4U01 – Year 3 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 3 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

recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Spanish to form words and phrases

Elaborations

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applying the rules of the silent h as in hamaca, ahora and almohada and recognising that loan words, for example, hotel, hipopótamo, hospital, héroe, hamburguesa, helicóptero also do not pronounce the h as they would in English
•
recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
•
using knowledge of familiar sounds and patterns to spell new words, for example, predicting how to spell Pablo having first learnt the spelling of hablo, pato and gato, or lápiz and lapicero
•
playing games, such as Word Bingo and Snap, with more difficult sounds, for example, the letter c in camino/coco compared with cero/ciruela
•
exploring the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
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understanding that some letters blend to make single sounds, for example, gu in seguimos or qu in queso
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using onomatopoeia during group reading and spoken text, for animal sounds, actions and reactions, for example, Achís, Auuuu, Boing

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANSPAF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Spanish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students imitate sound combinations and rhythms of spoken Spanish. They demonstrate understanding that Spanish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Spanish and make comparisons between Spanish and English. They understand that the Spanish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).