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Spanish / Year 7 and 8 / Understanding / Systems of language

Version 8

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Australian Curriculum, Assessment and Reporting Authority

Curriculum content descriptions

Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system

[Key concepts: pitch, stress, rhythm, intonation; Key process: noticing emphasis]

(ACLSPU174)

Elaborations

distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to 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 nada en esa tienda?
recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección

General capabilities

Literacy
Critical and creative thinking

ScOT terms

Spanish language

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