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• VCVIC161

  Convey information and ideas on different topics or events, describing and comparing views, experiences and aspects of culture, using different modes of presentation for particular audiences and contexts

  Elaborations

  • creating texts for a Vietnamese-speaking audience, using different forms and modes of presentation to enhance effect, for example, creating a digital presentation with visual and audio effects to introduce a famous tourist attraction or preparing a video clip of a cooking demonstration
  • investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources
  • creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure activities, a review to promote a Vietnamese restaurant, an advertisement to promote a new product, or a blog entry reflecting on the differences between Australian and Vietnamese foods or eating etiquette
  • delivering speeches or writing emails or letters to friends or relatives describing and analysing differences and similarities between the lives of Vietnamese and Australian teenagers, providing a balanced view of the lives and interests of teenagers in each country, referring to different perspectives from a range of resources and making connections with own or peers’ experiences
  • reporting in the form of a personal recount or diary entry a personal experience such as a school excursion, a holiday trip or a local cultural event, for example, a Moon festival

  VCVIC161 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCVIU171

  Understand how language use differs between spoken and written texts, and depends on participants, relationships and the purpose and mode of delivery

  Elaborations

  • comparing spoken and written texts, for example, a spoken advertisement and a print advertisement, or an oral conversation and an email, and explaining how mode relates to linguistic structures and features and how this affects meaning
  • reflecting on ways in which tone varies according to setting and context, for example, the same sentence may be spoken in different tones (friendly/unfriendly, respectful/ironical)
  • recognising and analysing differences between language use in formal interviews and speeches and that in everyday conversations, such as Bạn có thể 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?, and comparing informal classroom interactions on a current event or issue with discussions on the same topic on news and current-affairs programs
  • understanding how to convert informal spoken language (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
  • recognising how language use, such as the level of politeness, reflects the relationship of the participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày), while new acquaintances interact more formally (tôi, bạn)

  VCVIU171 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIC162

  Respond to different types of imaginative texts by explaining themes, messages and plot, and commenting on characters and events

  Elaborations

  • listening to, viewing and reading a range of narratives, including multimodal and digital narratives, such as cartoons, films, comics, stories, poems and songs, and identifying and analysing themes, messages and plot
  • comparing different expressive forms of the same story, event, character or place, to consider how form affects meaning and creates effects, for example, comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
  • reflecting on the ways in which people, places and experiences are described in Vietnamese imaginative texts, and comparing representations with those expressed across cultures, for example, comparing Vietnamese and Australian folk songs (hò leo núi/kéo gỗ/cấy lúa and ‘Waltzing Matilda’) or Vietnamese and Western folk tales (Tấm Cám and Cinderella), and discussing the reasons for similar or different values, practices and beliefs
  • comparing key messages and beliefs from Vietnamese stories (Sự Tích Trái Dưa Hấu, Sơn Tinh Thủy Tinh) and imaginative texts in the Australian context, including Aboriginal and Torres Strait Islander texts such as ‘The Rainbow Serpent’
  • responding to different expressions of humour in Vietnamese comedies and comparing them with Australian/Western expressions of humour, for example, comparing comedies by Thúy Nga, Asia with Anh Do/Mr Bean
  • commenting on and stating personal preferences relating to characters, actions and events in texts, using descriptive and evaluative language, including antonyms such as hiền lành/hung dữ, thành thật/gian xảo, rộng rãi/keo kiệt, thiện/ác, and relevant idioms or proverbs such as ở hiền gặp lành, gieo gió gặt bão, có chí thì nên, ăn quả nhớ kẻ trồng cây
  • comparing contemporary music popular among Vietnamese and Australian teenagers by listening to radio music stations and albums and viewing video clips, identifying similarities and differences in themes, messages, expression, styles of performance and singers’ fashion

  VCVIC162 | 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