Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple phrases and sentences relating to pictures, objects and actions, for example, M cho mẹ, má...
Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple phrases and sentences relating to pictures, objects and actions, for example, M cho mẹ, má, mèo, muaand H cho hoa hồng, hát, học. Đây là cái nhà. Em bé đang ngủ. They learn to recognise the letters of the Vietnamese alphabet and tone markers, making comparisons with the English alphabet, and write letters, words and simple sentences, for example, Con thích ăn cơm. They share similarities and differences between the ways they communicate in Vietnamese and English, and begin to recognise how language use changes according to speakers and context.
Vietnamese is learnt in parallel with English language and literacy, with each supporting and enriching the other. Vietnamese is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, games, music, dance and familiar routines, which provide scaffolding for language development. Repetition and consolidation help students to identify familiar and new words and simple phrases, and to recognise the purpose of simple texts. Students use Vietnamese for functions such as greeting, asking and answering questions (for example, Em chào thầy/cô. Chào bạn. Bạn tên là gì? Tôi tên là Mai), responding to instructions (for example, Các em ngồi xuống. Mở vở ra đọc với cô), and taking turns in games and simple shared tasks. There is a natural transition from spoken to written language. Students use a variety of cues, including images, context and frequently used word patterns, to comprehend texts and to communicate.
By the end of Level 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi thích/ không thích … Tôi muốn ăn cơm. Chúc bạn sinh nhật vui vẻ. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as Ai? Ở đâu? Khi nào? Có … không?, and commands, for example, Đứng lên. They identify information and key words, such as names of people, for example, cô An, bạn Hải; places, for example, trường, lớp; or objects, for example, cái bàn; and convey information about themselves and their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting, and answering questions, and create and perform simple imaginative texts using...
By the end of Level 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi thích/ không thích … Tôi muốn ăn cơm. Chúc bạn sinh nhật vui vẻ. They use modelled repetitive language when participating in games and shared activities, and interact in classroom routines by responding to questions, following instructions and asking for permission, for example, Dạ, em xong rồi. Các em hãy đọc theo cô. Thưa cô cho em đi uống nước. When interacting, they use the sounds and tones of Vietnamese and distinguish between questions, such as Ai? Ở đâu? Khi nào? Có … không?, and commands, for example, Đứng lên. They identify information and key words, such as names of people, for example, cô An, bạn Hải; places, for example, trường, lớp; or objects, for example, cái bàn; and convey information about themselves and their family, friends and school using modelled sentences and illustrations. They respond to imaginative experiences through miming, acting, and answering questions, and create and perform simple imaginative texts using familiar language and non-verbal forms of expression. Students use familiar vocabulary related to the classroom and home environment. They use simple sentences with appropriate word order to communicate information about themselves, for example, Tôi bảy tuổi, their family and the classroom, for example, Đây là gia đình tôi/ lớp tôi. Students translate frequently used words and simple phrases and create simple bilingual texts for the immediate learning environment. They describe the experience of using Vietnamese and identify their roles as members of different groups, including the Vietnamese class and their family and community.
Students identify the sounds and tones of the Vietnamese language in words and symbols. They identify similarities and differences between different types of familiar texts. They provide examples of the different titles and greetings that are used to address people in different situations. Students name some of the many languages used in Australia, identifying Vietnamese as one of the major community languages. They identify how the ways in which people use language reflect where and how they live and what is important to them.
