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Result list

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • 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
  • 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.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU033

  Understand how the Vietnamese language has evolved and how it continues to change over time and from place to place due to processes such as globalisation and migration, and the influence of technology and popular culture

  Elaborations

  • understanding that languages and cultures change continuously in response to new ideas, social change and technological development
  • explaining Vietnamese words, phrases and concepts that have emerged as a result of technological development, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, nhật ký điện tử, đồ điều khiển từ xa, trò chơi trực tuyến
  • exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, the use of English technological terms such as ‘CD’, ‘DVD’, ‘USB’, ‘video’, ‘TV’, ‘remote control’, ‘computer’, ‘laptop’, ‘internet’ and ‘website’ in spite of the existence of Vietnamese equivalents
  • examining how how new words and concepts have entered the Vietnamese language as a result of processes such as migration and international travel, for example, bảo lãnh, hộ chiếu, thị thực nhập cảnh, di dân, định cư, hội nhập, quốc tịch, thường trú nhân
  • analysing the influence of popular culture on Vietnamese language use in Vietnam and in Vietnamese-speaking communities outside Vietnam, including Australia, such as the development of new vocabulary, for example, phong cách/thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop

  VCVIU033 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIU155

  Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

  Elaborations

  • recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
  • 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)
  • understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
  • distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern Vietnamese dialect
  • exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)

  VCVIU155 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIC007

  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

  Elaborations

  • 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

  VCVIC007 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC127

  Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal

  Elaborations

  • gathering information from a range of sources and reporting it in a different mode, for example, captioned photographs, drawings and posters sharing information orally about routines and interests, for example, giving a short speech about their daily life at home or their favourite songs or movies
  • presenting information about familiar topics using modelled language, such as a recount of a recent school excursion or a set of instructions on pet care
  • conveying information about school and community events in written and multimodal texts, such as annotated posters or digital storyboards, through scaffolding and guidance
  • reporting information to others, for example, presenting the results of a class survey on likes and dislikes in relation to food and drink or leisure activities through a picture graph with annotations (Nhiều bạn trong lớp mình thích ăn phở. Có 12 bạn thích ăn chả giò. Có vài bạn thích chơi quần vợt)

  VCVIC127 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCVIU152

  Understand and use basic grammatical structures and explore a range of nouns, adjectives, adverbs, verbs and conjunctions, to express opinions, actions and events in time and place

  Elaborations

  • applying basic sentence structure in spoken and written texts, for example, subject + predicate, and understanding the grammatical function in sentences of adjectives, nouns, verbs and adverbs
  • using different types of compound words, for example, nhà cửa, đường phố, trường lớp, anh chị em, and understanding how they are formed, for example, trường + học = trường học; học + hành = học hành
  • using adverbs and adjectives to expand and elaborate meaning in sentences, for example, (hát) hay, (học) giỏi, (làm việc) nhanh nhẹn/chậm chạp and (người con) ngoan ngoãn/có hiếu, (căn phòng) sạch sẽ/ngăn nắp
  • exploring a range of comparative and superlative forms of adjectives, for example, đẹp, đẹp hơn, đẹp nhất
  • extending vocabulary by learning and using reduplicative words, for example, nho nhỏ, to to, đo đỏ
  • exploring and using synonyms, for example to, lớn, nhỏ, bé, siêng năng, chăm chỉ, and antonyms, for example, tốt ≠ xấu, mới ≠ cũ, ngày ≠ đêm, nóng ≠ lạnh, hiền ≠ dữ, giàu ≠ nghèo
  • expanding use of verbs to express actions, for example, Tôi chơi đá banh, and feelings, for example, Tôi cảm thấy vui khi được cô khen; and imperative forms, for example, Im lặng! Nghe cô giảng bài!
  • using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng

  VCVIU152 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIC107

  Participate in guided group activities such as songs, rhymes, games and transactions, using modelled repetitive language

  Elaborations

  • making simple requests using Làm ơn and expressing thanks with Cảm ơn
  • 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
  • participating in traditional and contemporary games (for example, Tập tầm vông) or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games (for example, Mấy giờ rồi ông sói ơi?)

  VCVIC107 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCVIU014

  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

  Elaborations

  • 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

  VCVIU014 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIC023

  Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing preferences

  Elaborations

  • recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema
  • comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social and cultural practices may have changed or been maintained over time, for example, wedding ceremonies or birthday/New Year celebrations
  • listening to, viewing or reading texts such as novels, memoirs, songs, films and performances, discussing the main characters and events, and the key messages and beliefs, and examining how language is used to help reveal the characters’ attitudes or views
  • responding to events and characters in imaginative texts by, for example, writing a diary entry or blog reflecting on an event in a story or film, or conducting an imaginary interview with a character in a story or film
  • describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version Cinderella, and discussing the reasons behind similar and different moral values, practices and beliefs
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships, making connections with personal experiences

  VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIU156

  Understand that language use is shaped by the values and beliefs of a community

  Elaborations

  • discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên, số đẹp, ngày tốt/tốt ngày
  • understanding that Vietnamese values and beliefs influence language choices, for example, the use of family terms such as chú, bác, cô or dì instead of first names reflects the importance of family in Vietnamese culture
  • discussing the meaning of ‘culture’, how it involves visible elements such as language, symbols, food, national costumes and dancing, and invisible elements such as values and beliefs, including respect for the environment; and comparing these visible and invisible elements of Vietnamese culture to other cultures of the Asia region
  • making connections between language and culture, such as vocabulary and expressions related to people, lifestyle and the environment, for example, con rồng cháu tiên, khéo ăn thì no, khéo co thì ấm, trời nắng tốt dưa, trời mưa tốt lúa

  VCVIU156 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCVIC116

  Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups

  Elaborations

  • listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one
  • 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)
  • reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups
  • eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using simple words and modelled statements, such as Em tên (là) Nguyễn Hoàng Nam. Em bảy tuổi. Em học lớp hai. Em tuổi con heo

  VCVIC116 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC163

  Create and present a range of texts, including multimodal and digital texts, involving imagined places, events, people and experiences, to entertain others

  Elaborations

  • creating texts such as a diary entry to reflect on an event in a story or film, or an interview with an imaginary character in a story or film
  • performing scenes that illustrate aspects of the personality and attitudes of characters from a variety of written and visual imaginative texts
  • 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
  • performing a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue
  • adapting stories or films to new settings and contexts, imagining how characters might behave and react differently in different contexts and times
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day
  • creating and performing simple raps, songs, skits or poems, using own imagination or relating own and others’ experiences

  VCVIC163 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIU012

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

  Elaborations

  • 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’), mà (‘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

  VCVIU012 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIU190

  Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs

  Elaborations

  • exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these may be misinterpreted by English speakers as lack of engagement or initiative
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance placed on family in Vietnamese culture
  • identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly Vietnamese people
  • comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải lương) and in contemporary Vietnamese films, and in folk and contemporary literature
  • exploring significant values, practices and beliefs of other cultures, including those from other Asian cultures, that are reflected in different forms of media such as the internet, arts and entertainment, and stories
  • exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

  VCVIU190 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCVIU118

  Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

  Elaborations

  • 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’
  • using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
  • using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
  • recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
  • using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
  • developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện
  • recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
  • using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
  • recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

  VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIC129

  Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports

  Elaborations

  • expressing own ideas and imagined experiences in texts such as short stories, using modelled language
  • creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
  • creating an alternative version of a story, using pictures or online slideshows and photo albums, favourite characters, formulaic expressions and modelled language, for example, Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé/anh chàng

  VCVIC129 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCVIC110

  Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning

  Elaborations

  • labelling or naming classroom items and resources or personal possessions
  • describing self and the immediate environment, such as by writing or reading aloud captions to own photos, using simple sentences, familiar vocabulary and visual, concreate and digital supports, for example, Đây là tôi. Tôi là con trai. Đây là gia đình tôi. Đây là bạn thân của tôi
  • annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới
  • conveying aspects of their knowledge of their Vietnamese heritage, for example, by sharing a family story, photo or object from Vietnam

  VCVIC110 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCVIU153

  Understand the structure and language features of familiar texts such as recipes, recounts, narratives, procedures, emails and stories, recognising that linguistic choices depend on purpose, context and audience

  Elaborations

  • identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use of descriptive language to entertain, or emotive language to persuade
  • identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or informative texts, such as stories, recipes, advertisements and news reports
  • identifying the context, 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, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
  • discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in narratives, the types of adjectives (đẹp, tốt, bền, tiện lợi) seen in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in everyday conversations
  • understanding how to create textual cohesion by using elements such as adverbs of sequence for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas

  VCVIU153 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU187

  Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
  • identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
  • understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
  • understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
  • recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
  • recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
  • identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education

  VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language