Elaboration (6) ACLVIU186
explaining the effect of stylistic devices used in Vietnamese texts and using them to enhance communication, for example, Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt sao? (rhetorical question); đi nhanh, ăn nhanh, nói nhanh …
Elaboration (6) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU187
analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, …
Elaboration | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU187
identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
Elaboration (2) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU187
understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
Elaboration (3) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIU187
understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of …
Elaboration (4) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU190
exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these …
Elaboration | ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU190
examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance …
Elaboration (1) | ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC001
introducing themselves, family, other people and possessions, using appropriate personal pronouns, for example, Em tên là Nam. Em mười hai tuổi. Em học lớp bảy, trường trung học Newford. Nhà em ở Green Fields. Gia đình tôi có bốn người. Ba tôi là giáo …
Elaboration (1) | ACLVIC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC001
asking peers about their personal interests, for example, Lúc rảnh rỗi bạn thích làm gì? Bạn thích ăn món gì nhất? Còn thức uống thì sao?
Elaboration (3) | ACLVIC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC005
presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
Elaboration (2) | ACLVIC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC006
reading and viewing imaginative texts, such as animations, films and photo series, and performing scenes that illustrate aspects of the characters’ attitudes, personality or reactions, the story’s ending or the writer’s messages
Elaboration (1) | ACLVIC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC009
making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
Elaboration | ACLVIC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC010
developing language to describe personal reactions to and feelings about intercultural experiences, for example, thoải mái/không thoải mái, thích/không thích
Elaboration (2) | ACLVIC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC011
identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example, một kỳ nghỉ, một cuộc thi tài, bạn tôi, gia đình tôi, một đội/nhóm
Elaboration (1) | ACLVIC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC011
identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese, for example, using the correct personal pronouns to address elderly people (thưa ông/bà/bác/chú/cô/dì), and shaking or not …
Elaboration (2) | ACLVIC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU013
recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
Elaboration | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU013
understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
Elaboration (2) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (6) ACLVIU013
using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
Elaboration (6) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU014
identifying the audience, purpose and structural features of short familiar texts in Vietnamese, such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts, advertisements, announcements, recipes, stories, songs and …
Elaboration | ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU014
recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, the date on diary entries and letters, titles for stories, and greetings for emails or conversations
Elaboration (1) | ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum