Skip to main content Skip to navigation

Content description VCESU138

Spanish: F–10 Sequence / Levels 3 and 4 / Understanding / Systems of language
Content description
Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements
Elaborations
  1. playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  2. learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  3. recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  4. extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  5. understanding that an accent may change the meaning of the word, for example, and tu, papa and papá
  6. noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  7. applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  8. understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso
Code
VCESU138
ScOT catalogue terms
Curriculum resources and support
Find related teaching and learning resources in FUSE*
Find related curriculum resources on the VCAA resources site
*Disclaimer about use of these sites

Go to Spanish curriculum

Scroll to the top of the page