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AC9LS4U01
Understanding systems of language
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Spanish to form words and phrases
Elaborations
- AC9LS4U01_E1<p>applying the rules of the silent <em>h</em> as in <em>hamaca, ahora</em> and <em>almohada</em> and recognising that loan words, for example, <em>hotel, hipopótamo, hospital, héroe, hamburguesa, helicóptero</em> also do not pronounce the <em>h</em> as they would in English</p>
- AC9LS4U01_E2<p>recognising and using different intonation for statements, commands, exclamations and questions, for example, <em>Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!</em></p>
- AC9LS4U01_E3<p>using knowledge of familiar sounds and patterns to spell new words, for example, predicting how to spell Pablo having first learnt the spelling of <em>hablo, pato</em> and <em>gato</em>, or <em>lápiz</em> and <em>lapicero</em></p>
- AC9LS4U01_E4<p>playing games, such as Word Bingo and Snap, with more difficult sounds, for example, the letter <em>c</em> in <em>camino/coco</em> compared with <em>cero/ciruela</em></p>
- AC9LS4U01_E5<p>exploring the function of accents in relation to stress and pronunciation, for example, <em>café, teléfono, árbol</em></p>
- AC9LS4U01_E6<p>understanding that some letters blend to make single sounds, for example, <em>gu</em> in <em>seguimos</em> or <em>qu</em> in <em>queso</em></p>
- AC9LS4U01_E7<p>using onomatopoeia during group reading and spoken text, for animal sounds, actions and reactions, for example, <em>Achís, Auuuu, Boing</em></p>
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