Elaboration (1) ACLVIU122
identifying elements of Vietnamese cultural representation, such as flags, sporting emblems or cultural items (for example, áo dài, nón lá and xích-lô) in paintings or pictures of landscapes, folk tales or movies, and making comparisons with those of …
Elaboration (1) | ACLVIU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU122
exploring the meaning of ‘culture’, recognising that it involves visible elements such as ways of eating, for example, how and why Vietnamese people use chopsticks and spoons instead of knives and forks (Ở nhà em ăn bằng đũa), and invisible elements such …
Elaboration (2) | ACLVIU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU122
discussing how and why gestures can be interpreted differently in different cultures, for example, using the fingers to beckon to others is considered appropriate in some cultures but impolite in Vietnamese culture
Elaboration (3) | ACLVIU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC128
performing a scene from a text such as a Vietnamese folk tale, for example, Tấm Cám, Hằng Nga và Hậu Nghệ, using modelled language
Elaboration (2) | ACLVIC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC130
identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’
Elaboration | ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC130
examining texts, including digital and multimodal texts, to identify how the meaning of words changes according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’ (as in trà đá); or the personal …
Elaboration (1) | ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC130
noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan …
Elaboration (2) | ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC130
translating signs or phrases in familiar contexts from Vietnamese into English, for example, street signs, addresses and food labels, noting that some signs or symbols are universal, for example, the ‘Stop’ and ‘Peace’ signs, and the wi-fi and Olympic …
Elaboration (3) | ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC131
creating simple Vietnamese captions to accompany storybooks in English, such as Chú sâu đói bụng (The Very Hungry Caterpillar), and reading them to younger students
Elaboration (1) | ACLVIC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC131
alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors
Elaboration (2) | ACLVIC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC131
creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions
Elaboration (3) | ACLVIC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC132
comparing their interactions in Vietnamese and English, noticing different behaviours and language used, for example, using appropriate personal pronouns and adding the sound ơi after the names of family members and friends to attract the person’s attention …
Elaboration | ACLVIC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC132
describing elements of Vietnamese language that are different to English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language
Elaboration (1) | ACLVIC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC133
discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
Elaboration | ACLVIC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC133
creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
Elaboration (1) | ACLVIC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC133
mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
Elaboration (2) | ACLVIC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU134
identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other
Elaboration | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU134
exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)
Elaboration (1) | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU134
recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới
Elaboration (2) | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU134
analysing sounds such as diphthongs and triphthongs (nguyên âm đôi và nguyên âm ba) and rhyming patterns (vần điệu) when listening to Vietnamese songs, and grouping words according to their pronunciation and sounds, for example, uơi: cười, tươi, người …
Elaboration (3) | ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum