AC9LS8U01 Year 7 Languages

AC9LS8U01 – 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

apply knowledge of conventions of spoken Spanish to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts

Elaborations

•
distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, jardín, garage, gente, agua and gas, and the double consonants ll and rr compared with the single l and r
•
using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda versus ¿No compró nunca en esa tienda?
•
recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de Rosalía. Ven aquí y te enseñaremos a bailar salsa.
•
recognising that written Spanish has only 3 double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
•
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 ASLANSPAF10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students initiate and maintain interactions in Spanish language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Spanish to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts. Students apply the conventions of spoken Spanish to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of Spanish text, using metalanguage. They reflect on how the Spanish language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.