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AC9LS2U01
Understanding systems of language
recognise and imitate the sounds and rhythms of Spanish
Elaborations
- AC9LS2U01_E1<p>becoming familiar with the sounds of the alphabet in Spanish, noticing that there is an additional letter when compared with English, <em>ñ</em></p>
- AC9LS2U01_E2<p>imitating Spanish sounds such as <em>j</em> in <em>viaje, ñ</em> in <em>niño, ll</em> in <em>calle</em>, and <em>rr</em> in <em>carro</em></p>
- AC9LS2U01_E3<p>recognising that some sounds in Spanish do not exist in English and vice versa, so they may be challenging to pronounce, for example, <em>La letra erre, la ere</em></p>
- AC9LS2U01_E4recognising and applying Spanish vowel sounds and vowel consonant combinations
- AC9LS2U01_E5<p>identifying additional consonants and digraphs in Spanish such as <em>ñ, ch</em>, and the pronunciation of double consonants such as <em>ll</em> and <em>rr</em>, and experimenting with the positioning of the tongue when producing these sounds</p>
- AC9LS2U01_E6<p>Iistening to familiar vocabulary and identifying <em>h</em> as a silent letter, for example, <em>hola, hermano, hoy</em>, and comparing words beginning with <em>h</em> in Spanish and English, <em>hola</em> and hello, <em>jirafa</em> and jelly</p>
- AC9LS2U01_E7<p>noticing that statements and questions have different intonation, for example, <em>¡Fernando no está! ¿Fernando no está?, ¿María tiene cinco años?</em></p>
- AC9LS2U01_E8developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context, for example, marching to a tune or beat
- AC9LS2U01_E9<p>experimenting with sounds in onomatopoeic words, such as those related to animal sounds, for example, <em>pío</em> (cheep), <em>quiquiriquí</em> (cock-a-doodle-doo), <em>miau</em> (miaow), <em>guau</em> (woof), and actions, for example, <em>bum, cataplún</em></p>
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