AC9LS6U01 Year 5 Languages

This Content Descriptor from Year 5 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.

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

• 1

  understanding how pitch, stress, intonation and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos! ¡Arriba! ¡Sigue, adelante! ¡Muévete! ¡Tranquilo!

• 2

  distinguishing the pronunciation of individual sounds in diphthongs such as miércoles, viernes, bien, veinte, murciélago

• 3

  using their knowledge of Spanish pronunciation to identify and enunciate loan words such bistec, menú, básquetbol/baloncesto, chat, champú, bumerán, baipás, gol, hamburguesa

• 4

  applying their knowledge of consonant sounds to reproduce the pronunciation of d/t, p/b/ m/n at the beginning of words or consonant vowel combinations such as ce/ci, ga/gi, gue/gui ja/gi, to read words such as todo, garaje, probable, mano, jardín, Cecilia, gigante, gimnasio

• 5

  recognising variation in Spanish in particular regions, for example, the pronunciation of s, z in corazón, zapatos, ll in llamarse for Argentina and Uruguay and j in Ecuador and Venezuela

• 6

  applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México

• 7 understanding the function of accents to indicate where the stress falls on a word and learning to insert these into their own work using secure digital tools
• 8

  reciting Spanish tongue twisters to develop pronunciation, intonation and fluency, for example, Cuando cuentes cuentos, cuenta. De generación en generación. Buscaba el bosque Francisco, un vasco bizco, muy brusco, y al verlo le dijo un chusco, ¿Busca el bosque, vasco bizco?

Related Achievement Standards