AC9LS4U02 Year 3 Languages

AC9LS4U02 – 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 Spanish language conventions, grammatical structures and basic syntax in familiar texts and contexts

Elaborations

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using personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
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exploring the use and omission of subject pronouns by looking at verb endings and conjugations, for example, tengo instead of Yo tengo; Vivo en Australia. Estudio en la escuela. (Ella) Es Lourdes.
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identifying the use of familiar singular, plural and gender forms in simple sentences, for example, La motocicleta es negra, Los pantalones son verdes, Los niños están felices
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using some possessive adjectives in familiar singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
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identifying some nouns (from a list) that do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
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using numbers in context to indicate quantity, tell the time, dates and ages, noticing patterns, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
• applying modelled punctuation and capitalisation rules when writing, for example, exclamation marks; comparing capitalisation in Spanish and English, for example, nationalities

Show 7 more elaborations

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specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La vaca está en la granja
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using and responding to imperatives to follow instructions and ask others to do something, for example, date prisa, colorea el dibujo, abre tu libro
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using question words in modelled structures to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
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using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
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using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
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using adverbs to locate events in time, for example, hoy, ayer, mañana, to describe weather, Hoy hace calor, and to name days of the week, Mañana es lunes
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linking simple ideas using conjunctions, such as y, o and pero

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).