Skip to the main content

9-10 Strand Communicating meaning in Vietnamese

Interacting in Vietnamese

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

AC9LV10C01

  • extending interactions in face-to-face or in secure online discussions by inviting others to contribute or provide feedback on own ideas, for example, Các bạn nghĩ sao về việc học thêm cuối tuần? Chúng ta nên làm sao để giữ cho tình bạn được lâu dài? Các bạn nghĩ gì về ý kiến của mình?
  • exchanging ideas and elaborating on opinions in class discussions about issues associated with the school or local community, such as school facilities, local services or environmental issues, for example, Chúng em đề nghị căn-tin nhà trường nên bán nhiều thức ăn bổ dưỡng cho học sinh với giá rẻ hơn. Chúng em mong nhà trường nên sửa sang lại các phòng vệ sinh cho sạch sẽ hơn. Làm sao cải thiện ý thức bảo vệ môi trường của các bạn học sinh?
  • using evaluative language to acknowledge strengths in others’ arguments or provide evidence to justify, contradict, challenge or rebut alternative views in a courteous manner, for example, hay/đúng/thú vị/hợp lý/công bằng lắm or Tôi rất thích cách giải thích của bạn, rõ ràng và hợp lý lắm. Bạn nói có lý nhưng tôi nghĩ rằng … Lý thuyết thì như vậy, nhưng trên thực tế thì… Hay là mình thử làm thế này/cách khác xem sao?
  • using Vietnamese idioms and proverbs to illustrate ideas and opinions about learning, for example, Học thầy không tầy học bạn. Cần cù bù thông minh.
  • using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã
  • adapting own language use for different audiences or degrees of formality such as moving from informal to formal language, for example, mẹ ơi/ông ơi/bà ơi to thưa mẹ/kính thưa ông bà or lòng thương người to lòng nhân ái

Literacy

Intercultural understanding

contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences

AC9LV10C02

  • organising and participating in real or simulated shopping experiences such as a class shopping trip to a market, using language for negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá cho học sinh được không? Tôi có thể trả lại đồ được không nếu lỡ/đã làm mất hóa đơn mua hàng? Cái điện thoại này bị nứt màn hình, cô có thể đổi cái mới cho tôi được không?
  • role-playing formal or informal negotiations, such as resolving a disagreement between parents and children or teacher and students, for example, Ba mẹ ơi, con muốn đi làm thêm cuối tuần. Không cần thiết đâu, con nên tập trung lo học đi., or Thưa cô, vì máy vi tính bị hư nên em chưa làm bài xong, cô có thể cho em nộp bài ngày mai được không?
  • negotiating a particular course of action such as planning a day out with a guest, for example, Cuối tuần này có nhiều phim hay lắm, thời tiết cũng thích hợp để đi bơi nữa, các tiệm quần áo cũng đang giảm giá, nhóm mình muốn làm gì? Thôi mình lo đi mua đồ trước đi vì các tiệm chỉ giảm giá có ba ngày thôi, coi phim và đi bơi để tuần sau cũng được mà. Các bạn có đồng ý không?
  • participating in simulated interviews and alternatively taking the role of prospective employer and job applicant, for example, Kinh nghiệm của em ở công việc này? Em có kinh nghiệm làm việc ở nhà hàng được hai năm rồi.
  • devising a plan and solution for common problems or issues that young people may face such as a pros and cons list, for example, lợi ích và tác hại của việc vừa đi học vừa làm
  • making individual purchasing decisions by comparing items from a range of suppliers for features such as price, country of origin, quality, capacity for recycling, reliability, warranty and safety, for example, Tôi hay mua đồ điện tử ở tiệm đó vì chất lượng cao mà giá cả lúc nào cũng rẻ hơn các tiệm khác. Những vật liệu này có thể tái chế được không?
  • debating with peers on social, cultural, environmental or educational issues with reference to their own views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là con đuờng duy nhất dẫn đến thành công?
  • being the teacher or buddy and annotating peers’ draft work, offering suggestions about the sequence of ideas, grammatical structures, paragraphs and layout

Literacy

Personal and social capability

Mediating meaning in and between languages

evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience

AC9LV10C03

  • researching different perspectives on the same issue presented in a range of media sources, such as songs, performances, films or documentaries, to discuss a subject such as deforestation, sustainable development or overpopulation, for example, Làm thế nào giảm phá rừng ở Việt Nam? Làm thế nào giảm bớt nạn cháy rừng ở Úc? Làm thế nào phân loại các rác thải một cách hiệu quả nhất?
  • critically analysing texts to prepare a debate on a topic related to social or environmental issues, for example, Điện thoại di động nên bị cấm ở trường
  • identifying how feelings and attitudes are expressed through language, such as the use of emotive language in speeches, essays or stories, and then using this language in their own texts, for example, Tôi thật hạnh phúc khi có mặt ở đây!
  • listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
  • comparing the attitudes, beliefs, values and language of characters in traditional and contemporary Vietnamese arts and entertainment, for example, contrasting the original story Sự Tích Ông Táo with its modern comic version or comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
  • conducting surveys and interviews with peers and organising information using graphic organisers, presenting perspectives on topics related to daily life in a pie chart based on the answers to questions, for example, Mỗi ngày bạn mất bao nhiêu thời gian lên mạng? Bạn sử dụng máy vi tính để làm gì? Theo bạn, làm thế nào duy trì lối sống lành mạnh?
  • analysing the use of images, sounds, gestures and language in Vietnamese songs, films and performances, and incorporating some of these elements in a short video or presentation
  • investigating information about a significant Vietnamese person or character to create a text about them, for example, writing a script for an imagined interview with a person or character
  • presenting information in a multimodal format about their family’s heritage by researching their own biographies, for example, by talking with relatives in Australia and elsewhere to know more about their history or circumstances

Literacy

Critical and creative thinking

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

AC9LV10C04

  • reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address, cô, chú, anh, chị, em
  • translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards/Regards’
  • viewing English-language films or documentaries with Vietnamese subtitles and vice versa, evaluating the effectiveness of the translations and explaining associated cultural aspects, for example, a documentary about street food
  • understanding and using common Sino-Vietnamese words appropriate to context such as for formal occasions, for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
  • translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts
  • analysing and discussing similarities, differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = Where there’s a will there’s a way, Đừng trông mặt mà bắt hình dong = Don’t judge a book by its cover, đẻ bọc điều = To be born with a silver spoon in one’s mouth and Dạy con từ thuở còn thơ = Strike while the iron is hot
  • exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’, ‘mouth-watering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’, ‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts for different audiences and cultural backgrounds

Literacy

Intercultural understanding

Creating text in Vietnamese

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

AC9LV10C05

  • producing a range of texts for diverse audiences and purposes to convey own ideas on topics, for example, a multimedia presentation about the benefits of recycling or a speech about why they should be chosen to go on an exchange trip to Vietnam
  • creating print, digital stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences that reflect Vietnamese attitudes, beliefs and values, such as Vietnamese New Year celebrations
  • presenting about a social, environmental or cultural issue such as cyberbullying, using graphic organisers to display information and using appropriate referencing conventions
  • writing a journal entry, or contributing to a school newsletter in Vietnamese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
  • creating own imaginative texts such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness
  • composing own imaginative texts such as animated stories, games or short films, with different settings, characters and events, using a range of appropriate vocabulary and expressions, and audiovisual aids for effect
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Bánh Chưng Bánh Dày, Tết Nguyên Đán, Tết Trung Thu, Anzac Day or Harmony Day
  • composing spoken or written texts that reflect own perspectives on Vietnamese attitudes, beliefs and values, such as own view of traditional filial piety and value of education in the modern context
  • creating a multimedia self-profile that captures elements of the experience of learning a second language or living across languages, communities and cultural traditions
  • collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
  • writing an autobiographical account to share with others, describing key milestones in own life such as a visit to family in Vietnam, a sporting event, music concert, getting a learner’s permit or a cultural celebration, for example, the personal experience of attending the Moon festival/Multicultural Day/ Tet Festival

Literacy

Back to top of page