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- Western Australian Curriculum
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- Australian Curriculum Languages
- Vietnamese - Australian Curriculum
- Vietnamese - Australian Curriculum
- Vietnamese - Foundation to Year 10
- Years 3-4 Vietnamese Syllabus
- 3-4 Content Descriptions - Communicating meaning in Vietnamese
3-4 Content Descriptions - Communicating meaning in Vietnamese
Years 3-4 Content Descriptions
Interacting in Vietnamese
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
- initiating conversations by asking questions, for example, Bạn tuổi con gì? Gia đình bạn có mấy người?
- sharing information about themselves, for example, Tôi có một con chó con màu trắng. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi.
- participating in simple spoken exchanges with peers about familiar topics, for example, daily routines, local places or personal interests, for example, Chủ nhật tôi hay ngủ nướng. Còn cuối tuần bạn thường hay làm gì? Bạn học trường nào? Trường bạn ở đâu? Bạn đi đến trường bằng gì? Bạn thích môn thể thao nào? Còn tôi thì thích chơi đá banh.
- attracting attention to ask for assistance, for example, Thưa cô, em không hiểu. Thầy/cô làm ơn sửa bài giúp em.
- asking and answering questions related to time, place, number, days of the week, months and seasons, for example, Hôm nay là thứ mấy? Hôm nay là thứ hai. Mùa này là mùa gì? Bây giờ đang là mùa xuân.
- seeking advice and help from others, for example, Thưa cô, bài này làm thế nào? Con có thể giúp mẹ việc gì? Bạn giúp mình trả lời câu này nhen? Bạn kiểm tra bài giùm tôi nhé?
- using appropriate language to seek clarification, for example, asking for something to be repeated Xin thầy nhắc lại giùm em, or asking how to say or write a word or expression Cô ơi, chữ ‘tiếng Việt’ viết như vầy có đúng không? Thưa thầy /Thầy ơi, câu này tiếng Việt nói làm sao?
- exchanging simple correspondence such as notes, invitations, birthday cards or New Year wishes in print or digital form
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
- following procedures such as a recipe or giving modelled instructions to make mid-autumn lanterns or paper cranes, using imperative verbs such as lấy, cắt, đổ, rửa, and vocabulary for ingredients and quantities such as, nước, trái, quả, bột, một lít, một kí-lô
- planning, rehearsing and producing a performance such as a song or dance for school assembly
- participating in traditional or contemporary games that involve taking turns, active listening, memory and information exchange
- reading own work to others, for example, writing Vietnamese captions to accompany storybooks in English such as Câu truyện Bó Đũa and reading them to younger students
- working together in collaborative tasks and sharing decisions about content, vocabulary and design, for example, designing a poster for a special event such as Harmony Day or creating a secure shared online photo album with narration of a class event
- working in teams using digital applications to create word or sentence games and then playing each other’s games
- interacting with guest speakers or classroom visitors during special occasions such as multicultural festivals or Tết Trung thu
- participating in a role-play, for example, buying items or ordering food, and using props such as play-money and costumes
Mediating meaning in and between languages
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
- creating a timeline of the main events of a story ,using words, pictures or simple sentences, for example, Trước tiên ..., Kế đến ... Tiếp theo ... Sau cùng ...
- gathering information from a range of sources and presenting findings in a different way, for example, the results of a class survey on likes and dislikes through a picture graph with annotations such as Nhiều bạn trong lớp mình thích ăn phở. Có 12 bạn thích ăn chả giò. Có vài bạn thích chơi quần vợt.
- reading, viewing and listening to a range of informative and imaginative texts such as truyện ngắn (short stories), truyện ngụ ngôn (children’s fables) and truyện cổ tích (folk tales), and retelling or summarising the basic plot
- learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Vietnamese
- performing a scene from a text such as a Vietnamese folk tale, for example, Tấm Cám, Hằng Nga và Hậu Nghệ, using modelled language
- discussing personal responses to imaginative texts by providing short statements about favourite elements such as characters, settings or events
- acting out elements of classic texts narrated by the teacher, using facial expressions and actions to mirror emotions and emphasise meaning such as, Con rồng cháu tiên, Sơn Tinh Thủy Tinh, Mỵ Châu Trọng Thủy, Mai An Tiêm, Hội thề Lũng Nhai
- responding to song lyrics through movement and dance, for example, listening to the song Giờ ăn đến rồi and creating movements to match
develop strategies to comprehend and adjust Vietnamese language in familiar contexts to convey cultural meaning
- identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, Cháu chúc ông bà sống lâu trăm tuổi, ‘bushwalking’, ‘the outback’
- understanding how language choice reflects politeness and respect, for example, understanding that Vietnamese-speaking children greet their grandparents by saying Con chào ông bà, not Tôi chào ông bà
- learning to use print and digital dictionaries, for example, to assist comprehension by finding unknown words in texts
- observing different ways of showing politeness in different contexts, for example, requesting with làm ơn, cảm phiền, giùm; thanking with cám ơn, chân thành cảm ơn, thành thật cảm ơn, cảm ơn nhiều; bending when passing people, folding arms and/or nodding while greeting people
- recognising how the meaning of words change 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 pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
- explaining when to use formal and informal language in greetings and farewells, for example, Xin chào, bạn khỏe không?/Chào bạn, bạn khỏe không and Chào tạm biệt/ chào bạn nhen
- recognising Vietnamese naming traditions, for example, family name first, followed by their middle name, and then their given name
- making adjustments to language use when interacting with family and friends, for example, using personal pronouns that relate to a person’s position in the family or to family relationships, chị/cô/bà, anh/ông, anh Hai, chị Ba, cô Tư …
- creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
- alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/ (What’s the time, Mr Wolf?) and Oẳn tù tì, ra cái gì, ra cái này/ (Rock, Paper, Scissors)
Creating text in Vietnamese
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
- presenting a show and tell about an object, activity or a person special to them
- conveying information about themselves, for example, designing a poster to introduce family, pets, hobbies, likes and dislikes
- creating texts that reflect on different cultural and/or language groups, for example, their name and age in Vietnamese and/or English, Mai lên chín, tuổi ta. Mai mới tám tuổi tây
- creating simple descriptions in Vietnamese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions
- conveying information about school and community events in written and multimodal texts such as annotated posters or digital storyboards, for example, posters to advertise a Vietnamese day at school or a local Vietnamese community event
- writing simple stories and illustrating with drawings and/or printed photos, or creating presentation slideshows, using formulaic expressions and modelled language, such as Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé ...
- creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
- using familiar words or phrases to create raps or rap songs, for example, raps học words, H to the O to the C to nặng, spells HỌC