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AC9LS2U02
Understanding systems of language
recognise that the Roman alphabet and features of language are used to construct meaning in Spanish
Elaborations
- AC9LS2U02_E1differentiating the alphabet used in Spanish from other alphabets or scripts, for example, those represented in languages used within the class
- AC9LS2U02_E2<p>using numbers for simple ideas, for example, telling the time to the hour, expressing age and dates, and playing games, <em>Qué hora es?</em> What’s the time, Mr Wolf?</p>
- AC9LS2U02_E3<p>noticing that the personal pronoun can be omitted in Spanish, for example, <em>Me llamo …</em> can be used instead of <em>Yo me llamo …</em></p>
- AC9LS2U02_E4<p>noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, <em>la casa grande, la pelota gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta</em></p>
- AC9LS2U02_E5<p>noticing endings of simple verbs, for example, <em>comer, bailar, hablar, correr, jugar</em> and <em>caminar</em>, and using them in modelled and formulaic expressions such as <em>Yo hablo español. Yo juego al fútbol.</em></p>
- AC9LS2U02_E6<p>making connections between articles and the end of words to understand that Spanish nouns have a gender, using a range of props and visual cues such as fruit <em>la manzana</em> or shapes <em>la estrella</em></p>
- AC9LS2U02_E7<p>observing gender in patterns of naming, for example, <em>Julio/Julia, Patricio/Patricia</em>, and noticing and using singular masculine or feminine forms of nouns and adjectives such as <em>el plátano delicioso, la canción chilena</em></p>
- AC9LS2U02_E8observing that days of the week and months of the year are written with lower-case letters, except at the start of sentences
- AC9LS2U02_E9<p>learning the structure of simple affirmative statements, for example, <em>Tengo un perro. Me gusta beber jugo de naranja. Gloria come verduras</em>, and expressing simple negation in formulaic expressions, for example, <em>No tengo mascotas. No me gusta el jugo de piña. No es un perro.</em></p>
- AC9LS2U02_E10identifying basic punctuation marks such as inverted question marks and exclamation marks in modelled expressions
- AC9LS2U02_E11<p>using <em>y</em> to list more than one item, for example, <em>mi gusta el perro y el gato.</em></p>
- AC9LS2U02_E12<p>recognising and using definite and indefinite articles with nouns, for example, <em>la mesa, una mesa; el niño, un niño</em></p>
- AC9LS2U02_E13<p>recognising that Spanish sentences have a similar structure to English sentences, for example, <em>Vivo en …, Tengo un perro</em></p>
- AC9LS2U02_E14<p>recognising the use of tilde in subject pronouns and using some pronouns to identify people, objects or animals, for example, <em>Yo, tú, él, ella</em></p>
- AC9LS2U02_E15<p>using singular possessive adjectives such as <em>mi casa, mi hermano, tu amiga</em>, to show ownership, for example, <em>este es mi lápiz</em></p>
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