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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 7-8 Vietnamese Syllabus
- 7-8 Content Descriptions - Communicating meaning in Vietnamese
7-8 Content Descriptions - Communicating meaning in Vietnamese
Years 7-8 Content Descriptions
Interacting in Vietnamese
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
- sustaining face-to-face and online conversations, for example, encouraging responses through questions such as Ngoài âm nhạc, bạn còn có sở thích gì khác? Tại sao vậy? Tôi nghĩ đọc sách rất có ích. Bạn có đồng ý với tôi không? Bạn thích xem phim hay đọc sách hơn? Tại sao?
- sharing information and opinions with peers in class and in online communities about a range of topics such as friends, family, lifestyles, celebrations, Vietnamese cuisines, for example, Mình nên cẩn thận khi làm bạn ở trên mạng. Chúng ta nên ăn uống lành mạnh để có sức khỏe tốt. Chúng ta nên tôn trọng mọi người xung quanh. Chúng ta nên lễ phép với thầy cô giáo.
- using descriptive language to discuss contrasting aspects of their personal worlds such as home and school, study and entertainment or discipline and freedom, and justifying opinions, for example, Chúng ta nói tiếng Anh với thầy cô và bạn bè ở trường nhưng nên nói tiếng Việt ở nhà. Chúng ta nên biết cân bằng giữa việc học và giải trí. Gia đình tôi sống rất hòa thuận và vui vẻ. Cuối tuần tôi thường đi bơi hay đi xem phim với bạn bè.
- asking and responding to open-ended questions about learning activities or strategies, for example, Mình phải làm sao để phân biệt được các dấu trong tiếng Việt? Bạn phải cố gắng tập nghe, tập đọc và tập viết cho nhiều và chú ý cách phát âm.
- summarising different opinions in interactions, for example, Có bạn thì thích phim hành động, có bạn thì thích phim hoạt hình
- acknowledging others’ ideas and opinions and indicating agreement or disagreement in non-judgemental ways, for example, Tôi hiểu ý của bạn nhưng bạn nghĩ sao nếu…
- requesting repetition or asking for and providing clarification, for example, Bạn vui lòng lặp lại/nói rõ hơn về …, Bạn nghĩ sao về việc …? Thưa cô, chữ ‘vẻ mặt’ là dấu hỏi hay dấu ngã? Thưa thầy, chữ “xin lỗi” dùng dấu ngã phải không?
- initiating written exchanges such as writing to a student in Vietnam, requesting information and responding appropriately, for example, Ở Việt Nam, bạn ăn Tết trong bao lâu? Bên Úc, gia đình mình chỉ ăn Tết vào ngày cuối tuần.
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
- participating in authentic cultural experiences in the community, such as an excursion to a Vietnamese restaurant or festival, and rehearsing studied vocabulary, structures and manners, for example, Mình nên dùng món khai vị gì? Còn món ăn chính thì sao? Chúng ta nên ăn tráng miệng bằng trái cây thay cho bánh ngọt. Các bạn nhớ đừng nói chuyện ồn ào khi ăn uống.
- collaborating to decide on a menu for a class lunch, and negotiating items, prices and delivery with a local restaurant, for example, Lớp chúng ta nên nấu món gì cho ngày hội Đa Văn Hoá? Cơm chiên và chả giò được không? Mình cần chuẩn bị những gì nè?
- planning and making arrangements for activities such as outings using expressions related to place, time and numbers, for example, Các bạn muốn hẹn gặp nhau ở đâu? Mấy giờ thì mình sẽ đi leo núi? Mình gặp nhau lúc bảy giờ sáng được không?
- collaborating to create a short children’s story based on a Vietnamese cultural event such as Tết, and reading it to younger learners of Vietnamese
- collaborating to create displays, presentations or performances for family, friends or the school community to showcase Vietnamese learning, for example, singing a song in Vietnamese, reciting a poem such as Xin chào Vietnam, bài thơ Tôn Trọng
- participating in a collaborative project such as contributing to a school newsletter, secure blog or posters to promote awareness of an important issue, for example, creating posters to promote Vietnamese language and culture and displaying in local libraries and primary schools
- conducting interviews with Vietnamese-speaking residents in nursing homes on various topics such as migration, life experiences in Australia, career choices and family history, and preparing a presentation using digital tools and apps
- providing feedback using metalanguage to support peers, for example, editing each others written or spoken texts and work samples, and justifying reasons for editing or changing text
- creating resources to help others, such as a set of helpful hints for new Vietnamese-speaking students or students starting school, travelling to Vietnam for the first time, or teaching a skill step-by-step
Mediating meaning in and between languages
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
- comparing key points and supporting detail from a range of texts about special occasions and ceremonies and discussing culture-specific terms and representations such as Ở Úc, người ta không ăn Tết nhiều ngày như ở Việt Nam
- using reading strategies to understand and respond to texts, for example, identifying the gist of an informative text about climate change and responding with a personal action or opinion such as Mọi gia đình nên tái chế rác thải để bảo vệ môi trường.
- accessing a range of digital and other texts, such as books, webpages, documentaries, news items or interviews, to collate and present information about aspects of Vietnamese and Australian lifestyles, for example, creating a multimodal presentation on Vietnamese teenagers’ fashion and tastes in music
- listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Vietnamese
- responding to a narrative by writing and performing a simple monologue of a main character, demonstrating empathy
- researching and comparing aspects of life in Vietnam and Australia and presenting this information, for example, researching and comparing ways of transport in Vietnam and Australia and presenting this information in a table
- listening to, viewing and reading a range of texts, including multimodal and digital narratives, such as cartoons, films, comics, stories, poems and songs, and identifying themes, messages and plot, for example, Sơn Tinh Thủy Tinh, bài thơ Làm Anh, bài hát Xin chào Việt Nam
- comparing humour in Vietnamese comedies with Australian/Western expressions of humour, for example, comparing comedies by Anh Đỗ with Mr. Bean and discussing personal responses
- identifying differences between language use in formal interviews and speeches, and in everyday conversations, and replicating these differences in their own speeches or conversations, such as Bạn vui lòng cho biết ý kiến của bạn về vấn đề này? versus Bạn nghĩ sao về chuyện này? or Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
- identifying alliteration in Vietnamese texts, for example, vui vẻ, mát mẻ, lanh lợi, and using this in their own creative texts
interpret and adjust non-verbal, spoken and written language to convey meaning in Vietnamese language in familiar and some unfamiliar cultural contexts
- discussing strategies for translating difficult words and concepts, such as expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the meaning of a word, for example, reading the sentence ‘that tea is strong’ and working out from the context that the meaning of strong is đậm not khoẻ
- comparing choices of language and behaviours when communicating in Vietnamese and English, explaining the modifications they make and why, for example, being indirect when making refusals in Vietnamese-speaking contexts such as Dạ con không dám hứa. Chắc để con xem lại. Con cũng thích món quà này nhưng mà ... or using both hands when giving something to show respect
- comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by bilingual digital or print dictionaries, discussing reasons for variations and discrepancies, for example, phi trường/sân bay, ga xe lửa/ trạm xe lửa
- reflecting on and explaining which words, expressions or gestures should or should not be incorporated when interacting with Vietnamese speakers or speakers of other languages, for example, using expressions of praise or admiration, beckoning downwards or upwards, hugging someone in greeting or making or avoiding eye contact during conversation
- understanding how to convert informal spoken language such as ai cũng biết hết into formal register to suit particular purposes and audiences, and experimenting with formal expressions such as mọi người đều biết, như các bạn đã biết
- discussing and amending inaccurate translations of public signs or notices in Vietnam and in Australia, for example, roundabout is bùng bình not vòng tròn
- recognising changes required for 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
- interpreting examples of colloquialisms or slang typically used by young people such as gấu (partner), toang (broken)
- creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt hình (cartoons), du lịch (travel blog) or truyện cổ tích (folk tales)
Creating text in Vietnamese
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
- creating spoken or written texts such as an advertisement promoting travel (tourist brochure, itinerary for young Australian travellers to Vietnam, etc.), including key words, phrases, and information about cultural practices, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn
- reporting in the form of a recount, a secure blog or a multimodal presentation, a personal experience such as a school excursion, a holiday or a local cultural event, using descriptive captions, subtitles or other audio/visual aids to enhance effect
- composing bilingual texts for non-Vietnamese and non-English speakers, for example, menus for Vietnamese restaurants with footnotes in English and public signs and notices for Vietnamese and Australian contexts, paying attention to aspects of culture
- creating a print or digital poster in Vietnamese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- writing texts such as a diary entry to reflect on an event in a story or film, or an imagined interview with a character from a story or film
- performing in or creating a multimedia videoclip of a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue, such as bài thơ Làm Anh, bài nhạc Xin Chào Việt Nam
- adapting stories or films to new settings and contexts, imagining how characters might behave and react in different contexts and times
- creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts such as a folk tale, short story, drama or film, for example, Ăn khế trả vàng. Sơn Tinh Thuỷ Tinh
- creating jingles or songs to well-known or original tunes to entertain peers or a younger audience, for example, choosing a tune from a famous pop song and using key language to create a new song
- creating captions, commentaries or subtitles for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese-speaking peers and community of school or cultural events
- presenting and comparing information about Vietnamese and Australian cultural practices they see at home, school or in the community, for example, using graphic organisers to compare ways of celebrating New Year and birthday