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Elaboration (2) ACLTUU116

analysing persuasive texts such as advertisements, slogans or speeches, recognising the use of rhetorical devices and emotive language to engage the intended audience

identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, …

Elaboration (2) ACLTUU118

analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre

Elaboration (2) ACLTUU119

comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, duyurular, ilanlar, Bu fırsat kaçmaz!, Son dakika haberi!

Elaboration (2) ACLVIC106

using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước

Elaboration (2) ACLVIC107

participating in traditional and contemporary games (for example, Tập tầm vông) or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or …

Elaboration (2) ACLVIC108

asking for permission, for example, Thưa cô cho em đi vệ sinh. Bạn làm ơn cho tôi đi qua

Elaboration (2) ACLVIC109

demonstrating comprehension of words and short sentences in familiar texts by pointing, labelling, matching, clicking and dragging, drawing and miming

Elaboration (2) ACLVIC110

annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới

Elaboration (2) ACLVIC111

drawing their favourite character or scene from rhymes, songs or stories, such as Thỏ và rùa, Cô bé quàng khăn đỏ, and describing their favourite character, for example, Con thích con (rùa/ thỏ) vì nó (chăm chỉ/lười biếng). Con không thích con (chó sói) …

Elaboration (2) ACLVIC112

creating and presenting own Big Books or digital texts based on imagined scenarios in familiar contexts

Elaboration (2) ACLVIC113

using Vietnamese and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration (2) ACLVIC115

sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà

Elaboration (2) ACLVIC116

reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups

Elaboration (2) ACLVIU117

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases

Elaboration (2) ACLVIU118

using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích

Elaboration (2) ACLVIU119

exploring similar text types in Vietnamese and English, for example, songs, street signs or labels on goods at a market, and noticing ways in which they are similar or different

Elaboration (2) ACLVIU120

recognising that there can be different terms of address for the same person depending on their age and relationship with the speaker, for example ông, bà, bác, cô, chú, anh, chị, em…

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 …

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