Due to scheduled maintenance on Friday 19th April 2024 between 7:00PM and 9:00PM AEST, the Scootle website may face disruption in service. We apologise for any inconvenience caused.

Spanish / Year 9 and 10 / Understanding / Systems of language

Version 8

View on Australian Curriculum website

Australian Curriculum, Assessment and Reporting Authority

Curriculum content descriptions

Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions

[Key concepts: expression, fluency, accents; Key processes: discriminating, emphasising]

(ACLSPU192)

Elaborations

recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

General capabilities

Literacy
Critical and creative thinking

ScOT terms

Spanish language

Search results

Refine by topic

Related topic

Unfortunately there are no resources matching your search criteria. Try broadening your search criteria or enter a different word or phrase.