Vietnamese

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Context statement

The place of the Vietnamese language and culture in Australia and in the world
Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and approximately four million Vietnamese people living in other countries around the world, with the majority residing in the United States, Cambodia, France, Taiwan and Australia.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Vietnamese are available as PDF documents. 
Languages - Vietnamese: Sequence of content
Languages - Vietnamese: Sequence of Achievement - F-10 Sequence
Languages - Vietnamese: Sequence …

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Years 7 and 8

Years 7 and 8 Band Description

The nature of the learners

Students who enter the background language learner pathway in Vietnamese in Year 7 may have strong connections to Vietnamese language and culture through family and community, and varying degrees of oracy in Vietnamese. Their textual knowledge developed through English literacy supports the development of literacy in Vietnamese. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.

Vietnamese language learning and use

Learners use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They create spoken and written texts for a variety of audiences in different contexts. They plan, draft and present imaginative texts, and design interactive events and collaborative tasks. They express ideas and feelings (Tôi thích ăn phở. Tôi thích xem phim hơn đọc sách. Hôm nay tôi vui), exchange opinions (Phim này hay quá. Trường tôi rộng rãi và sạch sẽ), and manage shared activities (Bạn làm bài xong chưa? Làm ơn giải thích chữ này giùm tôi! Tôi đọc cho bạn viết nha). Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. Learners explore Vietnamese syntax and structures in a range of texts and begin to use metalanguage by identifying grammatical terms. They make cross-curricular connections and explore intercultural perspectives and experiences through interaction with an increasing range of Vietnamese speakers.

Contexts of interaction

Learners come to the classroom understanding and using Vietnamese within the world of their experience, which is likely to be home and community domains. At this level, topics of discussion include the world of learning, for example, discussing the shift from primary to secondary school, the concepts of home and friendship, shared events and leisure activities. Learners contextualise and use their background language and culture as much as possible while socialising and exchanging information. This will not necessarily be characterised by the fluent use of Vietnamese, but rather by the way they use their background knowledge of Vietnamese language and culture in communication. These interactions should be authentic in relating to the world of teenage experience, and performance based. Additional opportunities for interaction are provided through purposeful and integrated use of information and communications technologies (ICT), for example, videoconferencing and online activities such as e-learning.

Texts and resources

Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They also use authentic materials such as blogs, newsletters, advertisements, magazines, video clips and apps. Their knowledge is extended through exploration of Vietnamese texts on the internet, and audiovisual materials (for example, đồng dao, ca dao, dân ca, bài hát thiếu nhi (Chúc Mừng Sinh Nhật, Tiếng Chuông Giáng Sinh), phim tài liệu (Luke Nguyen in Vietnam), truyện cổ tích, truyện ngụ ngôn), cultural performances, and community events and activities, for example, tết Nguyên đán, tết Trung thu. In particular, as background language learners they are also likely to engage with bilingual, subtitled and captioned texts.

Features of Vietnamese language use

Learners recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word order, common nouns, pronouns, adjectives, verbs and conjunctions, to describe people, actions and events (Tôi cao và ốm. Tôi có mắt đen. Bạn Lan học giỏi và hát hay. Ngày Tết có múa lân), express courtesy and opinions (Thưa ông bà/ba mẹ/thầy cô. Làm ơn cho tôi mượn tập! Cảm ơn bạn. Học tiếng Việt vui quá), and link ideas and information in different types of affirmative, negative and interrogative sentences (Tôi thích xem phim hơn đọc sách. Tôi biết nói nhưng không biết viết tiếng Việt. Bạn sinh ở Úc hay ở Việt Nam?…). They understand ways in which the English language works as a system and how English is similar to and different from Vietnamese. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine ways in which people, issues and circumstances are represented.

Level of support

Learners have varying degrees of Vietnamese oracy and literacy, and are supported through multilevel and differentiated tasks. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new language, and the use of gesture and movement. Students are supported to develop autonomy as language learners and users, and to self-monitor and adjust their language use in response to their experience in diverse contexts. Opportunities to review and consolidate knowledge are an important component of learning at this level.

The role of English

Vietnamese is the main language of instruction and interaction. Vietnamese and English may be used when discussing concepts, functions and structures relating to language use, and when exchanging and comparing experiences in learning Vietnamese and English. English may be used for conceptually demanding explanations and discussions, particularly when making connections between Vietnamese and other languages and cultures. Learners are encouraged to reflect on cultural values and practices and how these relate to their own sense of identity from a bilingual perspective.


Years 7 and 8 Content Descriptions

Socialising

Socialise and interact with peers and the teacher to exchange information on topics relating to self, family, friends and interests, and to express opinions, likes and dislikes

[Key concepts: family, friendship, home; Key processes: interacting, socialising, describing] (ACLVIC001 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • greeting and farewelling others, introducing themselves, and expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for peers, teachers and family members, for example, Chào thầy/cô. Bạn khỏe không? Tôi khỏe. Cám ơn. Còn bạn thế nào? Chúc bạn sinh nhật vui vẻ. Con chúc ông bà sống lâu trăm tuổi
  • 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 viên. Đây là anh Trung/chị Lan/ba mẹ em. Đây là thầy/cô của con
  • exchanging information on a range of topics, such as friends, daily routines, and celebrations, for example, Bạn tôi rất tốt, hay giúp tôi làm bài. Cuối tuần bạn thường làm gì? Tôi thường đi chợ với gia đình vào cuối tuần
  • 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?
  • expressing likes, dislikes and preferences, for example, Tôi thích nuôi chó. Tôi thích xem phim hơn đọc sách. Tôi không thích ăn mì
Participate in guided and shared activities, such as role-plays, performances and presentations, that involve planning, deciding, making arrangements and completing transactions

[Key concepts: task, performance, presentation; Key processes: planning, deciding, making arrangements] (ACLVIC002 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • politely accepting or declining an invitation, for example, Cảm ơn bạn. Được, tôi sẽ đến dự sinh nhật của bạn. Xin lỗi, tôi không đến được vì tôi bị bệnh
  • planning home and school events, such as a Mother’s/Father’s Day celebration, a birthday party or group presentation, and exchanging information about date, time, place, activities and participants, for example, Thứ Bảy tới là sinh nhật của con. Mẹ cho con mời mấy người bạn? Ba ơi, chủ nhật tới là ngày lễ Mẹ. Mình đưa mẹ đi ăn nhà hàng nha ba. Con sẽ gọi cho nhà hàng để đặt chỗ. Ba muốn đi nhà hàng nào? Mấy giờ mình đi?
  • participating in real or simulated scenarios such as asking for or giving directions, or providing assistance, for example, Tôi/Chúng mình bị lạc đường rồi. Làm ơn chỉ cho tôi/chúng tôi đường đi đến trạm xe lửa. Đi thẳng, đến ngã tư thứ hai quẹo trái
  • making transactions in authentic, simulated or online situations, such as purchasing goods, ordering food or requesting services, for example, Xin lỗi, cô cần gì ạ? Cái áo này bao nhiêu tiền? Có số nhỏ/lớn hơn không? Vé xe lửa đi City giá bao nhiêu? Ở đây có dạy thêm tiếng Anh cuối tuần không?
Interact with peers in class routines and exchanges by asking and responding to questions, following instructions and requesting support, for example, by asking for repetition, rephrasing and explanation

[Key concepts: routines, roles; Key processes: questioning, contributing, responding] (ACLVIC003 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • interacting in class routines such as responding to the teacher during roll call, for example, Chào thầy/cô. Chào các bạn. Dạ có mặt/Bạn Nam vắng mặt; following instructions, for example, Xếp hàng! Vào lớp! Mở tập ra! Đứng lên! Ngồi xuống! Im lặng! Hãy đọc chữ này!; asking for permission, for example, Thưa cô cho em đi vệ sinh/ra sớm năm phút; making polite apologies, for example, Xin lỗi cô em tới trễ/em quên làm bài tập về nhà; and requesting help or support, for example, Bạn làm ơn cho tôi mượn viết chì. Xin cô giải thích chữ này giùm em
  • participating in classroom exchanges by asking and responding to questions about school life, classroom activities, subjects, teachers and friends, for example, Bạn mới tên gì vậy? Bạn thích thầy/cô nào? Bạn thích học môn gì? Ngày mai có giờ toán không? Khi nào có ngày hội thể thao? Bạn làm bài xong chưa? Xong rồi/Chưa xong. Bạn cho tôi mượn tập được không? Chờ một chút, tôi sắp xong rồi
  • using repair strategies such as asking for repetition and specific details of tasks and expressing lack of knowledge, for example, Xin lỗi, bạn vừa nói gì vậy? Xin lỗi, tôi không nghe rõ, bạn làm ơn lặp lại.
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá. Bài thi tiếng Anh khó quá. Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

Informing

Identify and use information such as topic, main ideas and specific points in a range of spoken, written, visual, digital and multimodal texts

[Key concept: information; Key processes: obtaining, reading, listening, classifying] (ACLVIC004 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • reading, viewing and listening to short texts, such as signs, captions, notices, posters, brochures or conversations, and identifying their context, topic, main ideas, audience and purpose
  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, and using memory tools such as tables, charts and concept maps to organise and sequence information
  • collating information from sources such as class surveys, online forums or blog posts
  • gathering information about aspects of Vietnam, such as weather, vegetation, wildlife, foods and drinks, lifestyles, tourist attractions or historical/cultural events, and using the information in new ways, for example, viewing an online map of a local venue and writing directions for visitors
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • researching aspects of Vietnamese culture, history and natural environment, for example, religious beliefs and cultural practices such as đạo Phật, đạo Thiên Chúa, đi chùa, đi nhà thờ, cúng ông bà, cúng giao thừa, tourist attractions such as vịnh Hạ Long, phố cổ Hội An, or prominent historical figures such as Hưng Đạo Vương or Vua Quang Trung, by gathering information from texts and from exchanges with Vietnamese peers and adults
Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

[Key concepts: self, community, environment; Key processes: composing, presenting, informing] (ACLVIC005 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • 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
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
    • Sustainability
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

Creating

Engage with a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, picture books, comics, poems and songs, and identify and describe key elements such as theme, setting, characters and actions

[Key concepts: imagination, theme, characters; Key processes: identifying, describing, responding] (ACLVIC006 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • identifying and describing settings, characters, events and key ideas in imaginative texts by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? and tại sao?, or by producing a profile of a character or a timeline of events
  • 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
  • illustrating an extract from a text by selecting images, such as a picture, colour, symbol or emoticon, to reflect the content, mood or key message of the text, and explaining the reasons for selections
  • participating in performing for the class an imagined dialogue between characters from a story
  • listening to Vietnamese versions of English songs, for example, Chúc Mừng Sinh Nhật (‘Happy Birthday’), Tiếng Chuông Giáng Sinh (‘Jingle Bells’), and comparing aspects of each version such as language use and cultural representations
Create texts, including multimodal and digital texts, or adapt familiar imaginative texts for a range of audiences, using modelled language structures and different modes of presentation to enhance effect

[Key concepts: adaptation, mode, presentation; Key processes: re-creating, presenting, experimenting] (ACLVIC007 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • imagining they are characters in a traditional painting such as Đám Cưới Chuột (tranh Đông Hồ) and creating a dialogue
  • creating own versions of familiar texts, including multimodal and digital texts, such as wedding cards, postcards or greeting cards for imagined special occasions
  • interpreting the actions and behaviours of characters in multimedia texts such as cartoons, video clips or films (without listening to the original scripted dialogue) to imagine the text content and participants’ relationships and create conversations between participants or write a summary of the text
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles and captions or other visual/audio aids to enhance text effect
  • composing and participating in imagined interactions, for example, a conversation between animals/pets or avatars, or meeting a character from a Vietnamese story or film for the first time

Translating

Translate and interpret short texts from Vietnamese into English and vice versa, identifying aspects that are similar or different and words or phrases that translate easily or with difficulty

[Key concepts: equivalence, representation; Key processes: translating, identifying] (ACLVIC008 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • translating information collaboratively and with teacher support, for example, menus, school timetables, directions, and school and public signs or notices, and recognising and explaining similarities and differences in language structures, for example, ga xe lửa/‘train station’, Ngày Làm Sạch Nước Úc/‘Clean Up Australia Day’, quẹo trái/‘turn left’, đi thẳng phía trước/‘go straight ahead’, Em không thích cái nón này, phải không? - Dạ, em không thích or Không, em thích mà/‘You don’t like this hat, do you?’ – ‘No, I don’t’ or ‘Yes, I do’
  • identifying words or phrases that are difficult to translate, for example, food items (bánh chưng, bánh tét, bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining reasons for difficulty, such as lack of equivalent concepts or practices in either language
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • learning to use bilingual dictionaries and electronic translation tools, and identifying issues such as multiple meanings of words and the need to consider context or grammatical aspects to select relevant meaning, for example, giấy khen (‘merit certificate’) and hôn thú (‘marriage certificate’); chảy nước mắt (‘to shed tears’) but Hãy xé tờ giấy này đi! (‘Tear this paper off!’); Tôi biết chơi khúc côn cầu (‘I can play cricket’) and Tôi thấy một con dế trong vườn (‘I have seen a cricket in the garden’)
Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

[Key concepts: meaning, equivalence; Key processes: creating, translating] (ACLVIC009 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
    • Asia and Australia’s Engagement with Asia

Reflecting

Compare personal responses and reactions during interactions in Vietnamese and English, noticing how interaction involves culture as well as language

[Key concepts: intercultural communication, impact of culture; Key processes: comparing, reflecting] (ACLVIC010 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • discussing their own level of comfort with particular gestures and body language when interacting across cultures, for example, making or not making eye contact when talking to older people, beckoning downwards or upwards, and hugging or not hugging in greeting
  • sharing with peers how it feels to use Vietnamese and English in different contexts, such as at home, at school and in the Vietnamese community, reflecting on instances when these interactions have felt comfortable, awkward or difficult, and explaining why this might be the case
  • developing language to describe personal reactions to and feelings about intercultural experiences, for example, thoải mái/không thoải mái, thích/không thích
  • noticing how their Vietnamese cultural background influences their linguistic choices in cross-cultural interactions, for example, changing terms of address and level of formality depending on the context of interaction and the relationships between participants, such as the use of ông, bà or title plus the first or full name (ông Bình, bà Hoa, Trưng Nữ Vương, Vua Quang Trung, Tiến sĩ Hiệp, Bộ trưởng Lê Trung Hiếu) when addressing people formally
  • discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Vietnamese people express disagreement (Tôi không nghĩ vậy. Tôi e rằng… Bạn nói cũng có lý nhưng tôi nghĩ khác), the importance of modesty and humility as expressed in the proverb Bảy hai chưa què chớ khoe rằng khoẻ, and the importance of respect as seen in the way Vietnamese people greet each other or address the elderly (dạ/thưa/ kính thưa)
Reflect on own biography, including family origins, traditions and beliefs, considering how it impacts on identity and shapes intercultural communication

[Key concepts: bilingualism, biculturalism, significance; Key processes: reflecting, connecting] (ACLVIC011 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences
  • 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
  • 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 shaking hands depending on gender and age
  • comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

Systems of language

Recognise the features of the Vietnamese sound and writing system, including tones and tone markers, and explore Vietnamese pronunciation and spelling rules

[Key concepts: sound and writing system, pronunciation; Key processes: recognising, comparing] (ACLVIU012 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • exploring the Vietnamese alphabet, identifying letters that have no equivalent in the English alphabet, such as ă, â, ê, ô, ơ, ư and đ, and vice versa (f, w, z)
  • reading, listening to and reproducing Vietnamese words with different tone markers, recognising that Vietnamese is a tonal language, and understanding that pitch changes affect the meaning of a word, for example, ma (‘ghost’),(‘but’/‘that’), má (‘mother’), mả (‘grave’), mã (‘horse’), mạ (‘rice seedling’)
  • listening to, reading and reproducing Vietnamese words with the same monophthongs or diphthongs, for example, đi thi, bà già, mai, nai, vài bài, developing awareness of sound–letter relationships to establish concepts of Vietnamese spelling rules
  • identifying words with the same syllables, including monophthongs, diphthongs and triphthongs, for example, nho nhỏ, đo đỏ, ngày nay, máy may, người người cười tươi, when listening to songs and reading poems
  • differentiating between consonant blends that are pronounced similarly such as ch and tr, d and gi, s and x, for example, che chở versus cây tre; hung dữ versus giữ nhà; cá sấu versus xấu quá
  • understanding and applying spelling rules for special cases such as the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề, and rules relating to middle tone markers dấu hỏi and dấu ngã for Vietnamese alliterations (ngang, sắc, hỏi and huyền, ngã, nặng), such as in mát mẻ, vui vẻ; bẽ bàng, hờ hững
  • applying Vietnamese spelling rules, including adding or changing initial consonants, vowels or tone markers, to form new words, for example, đi thi, bà già, hai tai, mười người, ba và bà, no nê, thủ thỉ, nho nhỏ, nho đỏ, gió to, tươi cười
  • identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video
    • Asia and Australia’s Engagement with Asia
Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy and opinions

[Key concepts: nouns, adjectives, verb forms, word order; Key processes: understanding, applying] (ACLVIU013 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • 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
  • using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
  • 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’)
  • exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
  • understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
  • using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
  • 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
  • exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
  • recognising and using Vietnamese prefixes such as and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
  • using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
  • experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
  • recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
  • using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
  • joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
  • understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
  • understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
  • using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
  • understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
  • understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
  • understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
  • understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks
Examine the structures and language features of a range of short familiar personal texts, including descriptive, informative and imaginative texts, and identify audience and purpose

[Key concepts: text structure, audience, purpose; Key processes: recognising, comparing, analysing] (ACLVIU014 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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 poems
  • 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
  • discussing ways in which different grammatical elements are used for different textual purposes, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại!) in recipes and other procedural texts, time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in stories, adjectives (đẹp, tốt, bền, tiện lợi) in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in conversations
  • understanding how to create textual cohesion by using linguistic elements such as cohesive devices (thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng) and conjunctions (và, với, hay, hoặc, vì, nhưng) to sequence and link ideas
  • understanding the use of features of particular text types in simple written, spoken or digital form, such as class signs and rules, birthday invitations, personal profiles, or recipes of favourite foods or drinks

Language variation and change

Recognise some of the common variations in Vietnamese language used in different settings and contexts, for example, at home, at school, at the market or in the bank

[Key concepts: register, context; Key processes: recognising, comparing, analysing] (ACLVIU015 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying ways in which tone and body language vary in daily interactions according to setting and context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • recognising and explaining variations in language use, such as tone, gestures, word choice and sentence structure, as they relate to different settings and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying technical language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu), or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

[Key concepts: dynamism, influence; Key processes: comparing, analysing] (ACLVIU016 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
    • Asia and Australia’s Engagement with Asia
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

Role of language and culture

Identify connections between cultural practices and language use in intercultural exchange, recognising how meaning may be culturally specific

[Key concepts: interdependence, meaning; Key processes: reflecting, comparing, making connections] (ACLVIU017 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • exploring how language and culture influence each other, for example, understanding the differences between Vietnamese and English name order (Nguyễn Trúc Lâm versus Truc Lam Nguyen) and its cultural significanceidentifying gestures, words and phrases with particular cultural significance in Vietnamese, reflecting traditional values such as respect for elderly people, education and social status, for example, folding arms, using both hands to offer something, and saying dạ, thưa to show respect
  • recognising that some Vietnamese social behaviours, for example, not saying ‘thanks’ or ‘sorry’, and not opening gifts straight away in front of guests, may be misinterpreted by Australians as lack of courtesy
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, considering how the practice of using family terms such as chú, bác to indicate informality when addressing an unrelated person reflects the value of family in Vietnamese culture
  • making connections between language and culture such as vocabulary and expressions related to people, lifestyles, and valuing of the environment, for example, con rồng cháu tiên; khéo ăn thì no, khéo co thì ấm; trời nắng tốt dưa, trời mưa tốt lúa
    • Sustainability
  • exploring how politeness is expressed differently in Vietnamese and English, for example, Vietnamese speakers use honorific words such as dạ/thưa and different personal pronouns (ông/bà, cô/chú, anh/chị), while English speakers use ‘thanks’, ‘sorry’ and ‘excuse me’

Years 7 and 8 Achievement Standards

By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example, Em thích chơi thể thao. Em thích ăn phở hơn hủ tíu). When participating in collaborative activities and classroom routines, they use modelled language to complete transactions, to ask and respond to questions (for example, Bạn học trường nào? Gia đình tôi có bốn người), to follow instructions (for example, Các em hãy chú ý/ chép bài này vào tập!), to request support and permission (for example, Xin cô vui lòng lặp lại/giải thích chữ này. Thưa thầy/cô, cho em đi vệ sinh), and to make arrangements (for example, Thứ Bảy này mình đi coi phim nha). When interacting, they use the features of the sound system, including tones, to pronounce words and expressions, and form affirmative (for example, Em ăn cơm), negative (for example, Em không ăn cơm), interrogative (for example, Em ăn cơm không?) and imperative (for example, Ăn cơm đi!) sentences. Students locate specific information in a range of texts and present information and ideas related to personal, social and natural worlds in spoken, written and digital forms using modelled language structures. They share their responses to a range of imaginative texts by identifying and describing key elements and expressing opinions. They create or adapt familiar imaginative texts for a range of audiences, using common adverbs of sequence such as trước hết, kế đến and sau cùng to organise and link ideas. They use personal pronouns (for example, tôi, bạn, em, con, anh, chị, cô, ông, bà), nouns (for example, bạn, học sinh, thầy giáo, cô giáo, cha mẹ, cái bàn, cây viết, con chó, trái cam), adjectives (for example, già, trẻ, lớn, nhỏ, tốt, hiền, thông minh, chăm chỉ), verbs (for example, ăn, uống, ngủ, nói, đọc, học, chạy, đi bộ), adverbs (for example, hay, giỏi, nhanh, chậm) and conjunctions (for example, và, hay, vì, nhưng). They apply rules of the Vietnamese writing system to spell familiar words, including tone markers. They translate and interpret short texts, identifying words that are not easily translated, such as cúng, bánh chưng/bánh tét, and create bilingual texts to support their own learning and for the school community. They compare ways of communicating in Vietnamese and English and explain how their own biography influences their cultural identity and ways of communicating.

Students identify the tones of spoken and written Vietnamese. They identify Vietnamese sound–letter relationships, the formation of consonants clusters (for example, ch, nh, th, tr, ph), diphthongs (for example, ai, ao, au), triphthongs (for example, oai, ươi), and vowel–consonant combinations such as an, am, ac, at. They compare the structural and language features of Vietnamese and English in personal, informative and imaginative texts, identifying audience and purpose. They describe how language use varies according to setting and context. Students provide examples of how the Vietnamese language has changed over time, identifying Vietnamese words that have emerged through contact with other languages, for example, cà rốt, cà phê, căn-tin. They identify cultural practices that are embedded in language use and communication styles, such as use of the terms dạ/thưa to express politeness and respect.


Years 7 and 8 Work Sample Portfolios