AC9LS8EU01 Year 7 Languages

AC9LS8EU01 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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.

Content Descriptor

recognise and use features of the Spanish sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

Elaborations

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recognising that many of the letters of Spanish and English have the same sounds, with some exceptions and additions, such as ñ
• understanding that in Spanish there is only one sound for each vowel
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recognising and practising the different Spanish vowel and consonant sounds through simple rhymes, for example, silent h, j, g, x, and ll
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spelling their name aloud in Spanish, for example, M-a-r-t-í-n /eme-a-erre-te-i-ene
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recognising variations in intonation required to form statements, questions and exclamations, for example, Eres de Australia ¿Eres de Australia? ¡Eres de Australia!
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listening to statements, exclamations and questions read aloud, using intonation cues and transcribing what they hear with appropriate exclamation or questions marks where relevant, for example, ¡Comes mucho! ¿Comes mucho?
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using own phonetic notes to help their pronunciation and intonation, for example, Vi series y pelis /bee seh-ree-ehs i peh-lees/, inglés /in- glehs/

Show 1 more elaboration

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applying pronunciation rules to common tongue twisters such as Tres tristes tigres tragaban trigo en un trigal.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANSPA7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Spanish language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Spanish or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts. Students approximate pronunciation and intonation in spoken Spanish. They demonstrate understanding that Spanish has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Spanish and English language structures and features, using metalanguage. They demonstrate awareness that the Spanish language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.