AC9LS8EU02 Year 7 Languages

AC9LS8EU02 – 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

develop knowledge of, and use structures and features of, the Spanish grammatical and writing systems to understand and create spoken, written and multimodal texts

Elaborations

• recognising that Spanish has 22 consonants and 5 vowels
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noticing and applying the different rules of capitalisation in Spanish and English, for example, lunes, marzo, matemáticas
• identifying and applying graphic symbols, such as ñ, tildes, ¿…? ¡…! on keyboards and in writing systems
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understanding and applying grammatical gender rules such as o and a at the end of nouns, and common exceptions, for example, mano (feminine), día (masculine)
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developing awareness of additional gender patterns in word endings, for example, el/la -ista, el/la -ante, la -ción, la -dad, el -or, el -aje, el -ero/la -era
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using appropriate definite and indefinite articles that agree in gender and number to noun, for example, el, la, los, las, un, una, unos, unas; noticing some common exceptions to the rule, for example, el día, la mano, el lápiz/ los lápices
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understanding that adjectives and possessives agree in number and gender with nouns, paying attention to word order, for example, la casa amarilla, las niñas divertidas, los perros rápidos, el estudiante trabajador/la estudiante trabajadora, mi familia, mis amigos/as, tu estuche rojo, su ordenador/sus ordenadores nuevo/s

Show 9 more elaborations

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developing knowledge of number and gender agreement with demonstratives, for example, este, ese, aquel/esta, esa, aquella; ordinal numbers, for example, primero/a, segundo/a, tercero/a; and basic quantifiers, for example, mucho/a/os/as, bastante/s, poco/a/os/as
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understanding the form and function of subject pronouns yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes, and how they determine verb endings in conjugations, for example, esta es María, la hermana de Juan. Ella está en la escuela primaria y él está en el año 8
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understanding and using the 3 conjugations for the present tense of regular verbs -ar/-er/-ir, and commonly used irregular verbs, for example, ser, estar, tener, ir
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recognising that there are multiple versions of the verb ‘to be’ in Spanish such as ser and estar, and identifying the main uses of each, for example, soy Alicia (permanent), estoy bien (temporary), somos peruanos (nationality), estamos en clase de español (location)
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using verb conjugations in affirmative, negative and interrogative forms, for example, ¿Cuál es tu nacionalidad? Soy china-australiana ¿Y tú, qué idiomas hablas? Yo no hablo chino, pero hablo inglés y español.
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seeking information using interrogatives, for example, ¿qué ...? ¿cómo ...? ¿cuándo ...? ¿quién ...? ¿dónde ...? ¿cuántos/as ...? ¿por qué ...? ¿cuál ...?
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using prepositions of place, for example, está entre los árboles, and the contractions al (a + el) and del (de + el), such as está al lado del patio
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linking ideas using connectives, for example, y (e), o(u), pero, porque
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recognising the functions of elements such as prefixes and suffixes, and their importance in word building and changing meaning, for example, repasar, repaso, casa, casita, caserón, casero, jugar, un juego, jugador

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.