AC9LS8U03 Year 7 Languages

AC9LS8U03 – 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

reflect on similarities and differences between Spanish and English language structures and features, using metalanguage

Elaborations

• reflecting on language appropriate to different types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements, and compare these with English
•
collecting examples of online and print advertisements, and identifying and analysing the language features and grammatical structures used to persuade potential consumers in both Spanish and English, for example, ‘End of season sale’, ¡Compre en los almacenes ‘La Moda’, no se arrepentirá!, ¡Pague menos y lleve más!
•
understanding and comparing textual elements, in Spanish and English, that provide coherence at a whole text level, for example, cohesive devices, introductions and summaries, linked paragraphs, and sequencing of ideas, por lo tanto …, en primer lugar …
•
comparing Spanish and English sentence structure, for example, the omission of the subject in Spanish, Simón busca la información en la red, la necesita para su trabajo
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collecting Spanish and English cognates, for example, fascinante/fascinating, arquitectura/architecture, doctor/doctor, enciclopedia/encyclopedia, cancelar/cancel, bicicleta/bicycle
•
identifying Spanish words borrowed from different languages across time and through political, historical and social changes, such as words of Arabic origin that start with the prefix al-, for example, almanaque, alcachofa, algodón, algebra and alcohol, and some common interjections such as ¡hola!, ¡ojalá! and ¡olé! also derived from Arabic
•
understanding the conventions of several types of texts in Spanish and comparing these with English, for example, the use of abbreviations in text messages, tq = te quiero, formulaic greetings in telephone conversations, Aquí, Hola, ¿Sí? ¿Aló?, typical phrases for greeting cards, Muchas felicidades por …, language in menus, entrada, platos de fondo/primer plato/segundo plato, postres, menú del día

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.