Years 9 and 10 Vietnamese

The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …

Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC174

engaging participants through communication strategies such as showing empathy, for example, Mình hiểu/biết/rất thông cảm với bạn, or indicating agreement, for example, Bạn nói đúng lắm. Tôi cũng nghĩ vậy …

Elaboration (2) | ACLVIC174 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC175

collaborating to organise and participate in real or simulated shopping experiences such as a class shopping centre, a flea market or a garage sale, using rehearsed language for negotiating, bargaining, exchanging or returning goods, for example, Có thể …

Elaboration (2) | ACLVIC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC176

debating with peers on social, environmental or educational issues with reference to Vietnamese and Australian views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là cách tốt nhất để thành công ngày nay?, using …

Elaboration (2) | ACLVIC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC177

conducting surveys and interviews with peers to explore their perspectives on topics related to youth culture and social experiences, for example, Mỗi ngày bạn mất bao nhiêu thời gian để lên mạng? Bạn sử dụng máy vi tính để làm gì?

Elaboration (2) | ACLVIC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC178

creating texts pitched to specific age or interest groups, making choices regarding vocabulary, structure, visual and cultural elements, for example, fashion/health advice for a youth forum, school information for new students, suggestions for ways to …

Elaboration (2) | ACLVIC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC179

comparing how common themes such as love, friendship, beauty, home, happiness and success are represented in traditional and contemporary Vietnamese arts and entertainment

Elaboration (2) | ACLVIC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC180

creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups

Elaboration (2) | ACLVIC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC181

analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge …

Elaboration (2) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC182

creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant …

Elaboration (2) | ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC183

challenging cultural assumptions and bringing different perspectives to new cultural contexts or situations, for example, using the personal pronouns anh/em to indicate informality between colleagues rather than to define husband–wife or brother–sister …

Elaboration (2) | ACLVIC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC184

exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian …

Elaboration (2) | ACLVIC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU185

recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!

Elaboration (2) | ACLVIU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU186

comparing the meaning and use of Vietnamese and English conjunctions, such as càng … càng = ‘the more … the more …’ or ‘more and more’, vừa … vừa … = ‘both … and’, chẳng những … mà còn = ‘not only … but also’, không … mà cũng không = ‘neither …

Elaboration (2) | ACLVIU186 | 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 (2) ACLVIU188

understanding the importance of adapting own language use for different audiences or degrees of formality, for example, moving from informal (mẹ ơi/ông ơi/bà ơi) to respectful tone (thưa mẹ/kính thưa ông bà), or simple (lòng thương người) to sophisticated …

Elaboration (2) | ACLVIU188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU189

exploring the influence of popular culture on Vietnamese language spoken in Vietnam and overseas through the development of new vocabulary such as phong cách / thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop

Elaboration (2) | ACLVIU189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU190

identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly …

Elaboration (2) | ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Achievement Standard Vietnamese Years 9 and 10

By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …

Achievement Standard | Achievement Standards | 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