AC9LS8EU02 Years 7 to 8 Languages

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

• • Elaboration recognising that Spanish has 22 consonants and 5 vowels
• • Elaboration noticing and applying the different rules of capitalisation in Spanish and English, for example, lunes, marzo, matemáticas
• • Elaboration identifying and applying graphic symbols, such as ñ, tildes, ¿…? ¡…! on keyboards and in writing systems
• • Elaboration 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)
• • Elaboration 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
• • Elaboration 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
• • Elaboration 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

• • Elaboration 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
• • Elaboration 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
• • Elaboration 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
• • Elaboration 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)
• • Elaboration 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.
• • Elaboration seeking information using interrogatives, for example, ¿qué ...? ¿cómo ...? ¿cuándo ...? ¿quién ...? ¿dónde ...? ¿cuántos/as ...? ¿por qué ...? ¿cuál ...?
• • Elaboration 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
• • Elaboration linking ideas using connectives, for example, y (e), o(u), pero, porque
• • Elaboration 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