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Elaboration (4) ACLVIC114

making and displaying labels in Vietnamese and English for classroom objects

Elaboration (2) ACLVIC114

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

Elaboration (1) ACLVIC114

creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap

Elaboration (2) ACLVIC113

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

Elaboration (3) ACLVIC113

playing matching games with Vietnamese and English words from Big Books and picture books in print or digital form

Elaboration (4) ACLVIU117

understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese

Elaboration (3) ACLVIC114

creating bilingual captions in Vietnamese and English for a photographic display for the classroom about a class event or experience such as a sports day, multicultural day or school camp

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 (3) ACLVIU117

noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words

Elaboration ACLVIU118

noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’

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 ACLVIC113

interpreting/translating greetings and other learnt words and phrases from Vietnamese into English, for example, cảm ơn (thanks), tạm biệt (goodbye), chào (hello), xin lỗi (sorry)

building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ

Elaboration ACLVIC106

greeting and farewelling peers and the teacher using appropriate terms of address, gestures and body language, for example, Em chào thầy/cô. Chào bạn. Tạm biệt

Elaboration (1) ACLVIC107

participating in songs, rhymes and chants by using repetitive language and actions, for example, Kìa con bướm vàng, Tết đến rồi, Rước đèn tháng Tám

Elaboration (3) ACLVIC108

responding to the teacher’s instructions and questions in class activities, using modelled language such as Em có hiểu không? Dạ, em hiểu

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 (1) ACLVIC116

identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)

Elaboration (4) ACLVIC108

using context-appropriate language to show politeness when interacting with the teacher, for example, Thưa cô, Thưa thầy, Dạ, có. Vâng ạ. Xin lỗi cô em tới trễ. Xin phép cô cho em vào lớp

Elaboration (1) ACLVIC112

creating a narrative through a photo story or animation by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em …

Curriculum Types

Curriculum Elements Types