AC9LS8EU03 Year 7 Languages

AC9LS8EU03 – 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

compare Spanish language structures and features with English, using familiar metalanguage

Elaborations

•
developing awareness that different verbs are used in Spanish and English for certain expressions, for example, tengo 12 años (I am 12 years old) ¿tienes hambre? (Are you hungry?) Hace frío (It is cold)
•
identifying do/does as an interrogative/negative auxiliary in English and how it differs in Spanish, for example, “Do you live in Costa Rica?” ¿vives en Costa Rica? “I don’t live in Costa Rica” no vivo en Costa Rica
• understanding the difference in expressing decimal points in Spanish and English, for example, $2,000 (2.000€) and 1.75m (1,75m) height; observing that in some English-speaking countries the imperial system is an alternative to the decimal system, for example, 3 feet (0,91m)
•
recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions such as ¿cómo se llama usted? ¿cómo te llamas?
•
building metalanguage to understand and discuss grammatical structures and vocabulary in Spanish and English, for example, infinitivo, presente, género, masculino, femenino, número, singular, plural, adjetivo, sustantivo, forma negativa e interrogativa, and comparing with equivalent terms in English
•
comparing key structures and features of familiar Spanish and English texts by identifying the intended purpose and audience, such as in recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas .... Señores pasajeros, el tren con destino ..., SE RUEGA SILENCIO. Escribir la respuesta a las siguientes preguntas ...
•
discussing Spanish and English word order and syntax, noticing similarities and differences, for example, noun before adjective in Spanish; showing possession, for example, using apostrophe ‘s in English, using preposition ‘de’ in Spanish

Show 2 more elaborations

•
comparing the ways to express ‘you’ in Spanish, for example, tú, usted, ustedes, vosotros, vosotras, vos and ‘you’ in English
•
recognising the influence of Spanish language and culture(s) on English and other languages by identifying loan words such as patio, tango, taco, chocolate, tomato, guacamole and siesta, noting how they are pronounced by English speakers

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.