Content description ACLSPU192

Years 9 and 10 / Understanding / Systems of language / ACLSPU192

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Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions

[Key concepts: expression, fluency, accents; Key processes: discriminating, emphasising]

Elaborations

recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

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