AC9LS8EC05 Year 7 Languages

This Content Descriptor from Year 7 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.

develop and begin to apply strategies to interpret, translate and convey meaning in Spanish in familiar contexts

Elaborations

• 1

  translating short texts such as public signs or community notices from Spanish to English, and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are conveyed, for example, the Spanish use of impersonal se in signs compared with the English use of imperatives, for example, se prohibe fumar

• 2

  using print and online dictionaries to assist in the translation of simple texts, noticing that some words are pronounced or written the same way but may have different meanings, for example, ay/hay, cien/sien, hola/ola

• 3

  recognising cognates and the possibility of encountering ‘false friends’ when translating between Spanish and English, for example, carpet/folder, contester/answer, deporte/sport, pie/foot, and that these may hinder translation or create misunderstanding and confusion

• 4 identifying Spanish/English cognate patterns that can be used to predict meaning or obtain gist, for example, in verb endings, suffixes/prefixes, and similar words
• 5 developing techniques to infer meaning of unfamiliar vocabulary and structures in a text, for example, highlighting known and unknown words in different colours and discussing strategies to predict meaning or fill gaps without relying on a translator
• 6

  understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that may make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, ‘she’ll be right’, ‘a piece of cake’

• 7

  recognising that abbreviations are used in both Spanish and English texts, for example, tq=te quiero, pq=porque, CU=See you, LOL= jajaja, and considering the use and effects of abbreviations for a range of audiences

• 8 observing live or recorded Spanish language interactions in different contexts, and recognising that communication extends beyond spoken language, including body language, gestures, levels of politeness and tone
• 9

  noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, selecting appropriate greetings and terms of address for people of different ages or status, Hola, ¿qué tal, Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?

Related Achievement Standards