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AC9LS10EU01
Understanding systems of language
apply features of the Spanish sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
Elaborations
- AC9LS10EU01_E1<p>recognising the importance of appropriate intonation, stress, tone and pronunciation for making meaning and communicating, for example, <em>estudio</em> versus <em>estudió, el</em> versus <em>él, perro</em> versus <em>pero</em></p>
- AC9LS10EU01_E2<p>pronouncing consonants according to vowel combinations, for example, <em>gente, agua</em> and <em>gas</em>, and the double consonants <em>ll</em> and <em>rr</em> compared with the single <em>l</em> and <em>r</em></p>
- AC9LS10EU01_E3<p>understanding variation in pronunciation across the Spanish-speaking world, such as the pronunciation of <em>ce</em> and <em>ci</em> in different regions, for example <em>ceceo</em> or <em>seseo, gracias, Cecilia</em>, and the soft <em>sh</em> pronunciation of <em>ll</em> and <em>y</em> in Argentine Spanish, for example, <em>calle/cashe</em></p>
- AC9LS10EU01_E4<p>using the Spanish pronunciation of letters to spell words and phrases aloud, and applying correct terminology for accents and marks, for example, <em>tilde, acento, diéresis</em></p>
- AC9LS10EU01_E5<p>listening to and reciting texts such as poems, stories, tongue twisters or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, <em>proverbios y cantares de Antonio Machado, Guantanamera de José Martí, Juan junta juncos junto a la zanja</em></p>
- AC9LS10EU01_E6<p>identifying the use of pitch, rhythm, stress and intonation in different audio tracks, intended purpose and how they affect the speaker, for example, <em>Es hora de escuchar el reportaje de ...</em></p>
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