Students apply appropriate pronunciation of sounds and tones, as well as rhythm and intonation, to a range of spoken texts. They use vocabulary with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain greater control of grammatical elements such as word order, sentence structures and punctuation. They use cohesive devices...
Students apply appropriate pronunciation of sounds and tones, as well as rhythm and intonation, to a range of spoken texts. They use vocabulary with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain greater control of grammatical elements such as word order, sentence structures and punctuation. They use cohesive devices such as conjunctions (và, hay/hoặc, tuy…nhưng, nếu…thì, vì…cho nên), verbs to express modality (nên, cần, phải), direct and indirect speech (Ba mẹ nói với tôi: ‘Con nên chăm học’. Ba mẹ bảo tôi nên chăm học), abstract vocabulary (tình thương, sở thích, nỗi buồn, niềm vui, hạnh phúc) and common idioms (xa mặt cách lòng, tiền rừng bạc biển, có chí thì nên) to communicate, link and extend ideas and information. They analyse text more critically, identifying how language choices reflect perspectives and meaning in a range of texts, and developing their understanding of the relationship between context, purpose and audience. They demonstrate understanding of language variation and change, and of how experiences, technology, popular culture, migration and globalisation influence forms of communication. They explore how moving between Vietnamese and English affects their ways of thinking and behaving, and how successful communication requires flexibility, awareness and openness to alternative ways.
This is a period of language exploration, vocabulary expansion, and experimentation with different modes of communication. Students use Vietnamese to communicate and interact, to access and exchange information, to express feelings and opinions, and to participate in imaginative and creative experiences. There is a balance between activities that focus on language forms and structures and those that emphasise communicative tasks and performance. Students recognise that moving between Vietnamese and English involves interpretation and personal response as well as literal translation and factual reporting. Task characteristics and conditions at this level are more complex and challenging.
By the end of Level 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và bài hát nào nhất? Tại sao? Tôi thích ca sĩ Lynda Miles vì cô ấy hát hay và nhảy đẹp. Bài hát tôi thích nhất là My Best Moments vì nó giúp tôi thấy vui vẻ và yêu đời. They use modelled and spontaneous language to engage in discussions, seek clarification, offer opinions, compare experiences related to familiar topics (for example, Học tiếng Việt có nhiều lợi ích lắm. Tôi thích đi du lịch ở ngoại quốc hơn là ở trong nước. Đồ ăn ở Việt Nam tươi và ngon nhưng không sạch sẽ bằng ở Úc), and express agreement or disagreement (for example, Bạn nói đúng lắm/Tôi cũng nghĩ vậy. Xin lỗi, tôi không nghĩ vậy/tôi có ý kiến khác với bạn). They interact with others to carry out transactions and to plan and organise social or cultural events by negotiating options, and explaining and justifying opinions, for example, Bạn muốn tổ chức sinh nhật ở nhà hay ở trường? Chúng mình nên tham gia gây quỹ để cứu trợ nạn nhân bão lụt
By the end of Level 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và bài hát nào nhất? Tại sao? Tôi thích ca sĩ Lynda Miles vì cô ấy hát hay và nhảy đẹp. Bài hát tôi thích nhất là My Best Moments vì nó giúp tôi thấy vui vẻ và yêu đời. They use modelled and spontaneous language to engage in discussions, seek clarification, offer opinions, compare experiences related to familiar topics (for example, Học tiếng Việt có nhiều lợi ích lắm. Tôi thích đi du lịch ở ngoại quốc hơn là ở trong nước. Đồ ăn ở Việt Nam tươi và ngon nhưng không sạch sẽ bằng ở Úc), and express agreement or disagreement (for example, Bạn nói đúng lắm/Tôi cũng nghĩ vậy. Xin lỗi, tôi không nghĩ vậy/tôi có ý kiến khác với bạn). They interact with others to carry out transactions and to plan and organise social or cultural events by negotiating options, and explaining and justifying opinions, for example, Bạn muốn tổ chức sinh nhật ở nhà hay ở trường? Chúng mình nên tham gia gây quỹ để cứu trợ nạn nhân bão lụt. They apply appropriate pronunciation in spoken Vietnamese, including intonation patterns, tones and pauses. Students analyse information and ideas obtained from diverse sources, comparing and evaluating different perspectives related to common areas of interest and study. They present information and opinions using different text types and modes of presentation appropriate to a variety of audiences and to achieve different purposes. They share their responses to different imaginative texts by expressing preferences and describing key elements such as themes, values, plot, and representations of characters and events. They create imaginative texts for the purpose of self-expression and engagement, using cohesive devices such as conjunctions to communicate, link and extend ideas, and common Vietnamese idioms, proverbs or folk songs for illustration of cultural concepts or aspects. When writing, they use verbs to express modality (for example, nên, cần, phải), direct speech (for example, Ba mẹ nói với tôi: ‘Con nên chăm học’) and indirect speech (for example, Ba mẹ bảo tôi nên chăm học), and apply Vietnamese spelling rules and tone markers to a range of words. They translate and interpret texts using strategies to overcome challenges in translation, such as considering cultural expressions or representations, and explain differences in interpretation. Students create a range of multimodal bilingual resources for the school and local community. They explain the relationship between language, culture and identity, and modify language and behaviours in intercultural interactions to enhance mutual understanding.
Students infer the meaning of unfamiliar words encountered in a range of familiar contexts by applying knowledge of grammatical elements and vocabulary. They analyse the relationship between cultural representations, language choices, and the audience and purpose of different text types. They identify and analyse linguistic features of Vietnamese in a range of situations, explaining variations due to audience and purpose. They explain the impact of social, cultural and intercultural influences on language, identifying and using Vietnamese words that have emerged from globalisation, migration, popular culture and technology, such as toàn cầu hóa, di dân, định cư, hội nhập, nhạc trẻ, công nghệ thông tin, nhật ký điện tử, nói chuyện qua mạng. They explain ways in which language and culture are interrelated and influence each other.
Students explore Sino-Vietnamese words (phụ huynh, phi trường, hàng hải, giang sơn) and stylistic devices, such as repetition (đi nhanh, nói nhanh, ăn nhanh), similes (hiền như Bụt), personification (mưa nhớ thương ai) and rhetorical questions (Ba đồng một mớ trầu cay, Sao anh chẳng hỏi những ngày còn không?), to identify and convey enhanced meaning...
Students explore Sino-Vietnamese words (phụ huynh, phi trường, hàng hải, giang sơn) and stylistic devices, such as repetition (đi nhanh, nói nhanh, ăn nhanh), similes (hiền như Bụt), personification (mưa nhớ thương ai) and rhetorical questions (Ba đồng một mớ trầu cay, Sao anh chẳng hỏi những ngày còn không?), to identify and convey enhanced meaning in communication. They use compound sentence structures, for example, Nếu trời mưa (thì) chúng tôi sẽ không đi chơi. Trời mưa khi chúng tôi đang đi chơi and conjunctions (càng … càng, vừa … vừa, chẳng những … mà còn), for a variety of communicative purposes in spoken and written texts. They examine the impact of generation, gender, media, technology and globalisation on Vietnamese language and culture to develop their awareness of language variation and evolution. They analyse and explain how and why language use varies according to cultural contexts, relationships and purposes.
Students are immersed in the Vietnamese language, initiating and engaging in discussions and debates on topics of interest, and responding to enquiries. They reflect on the cultural and linguistic appropriateness of their language use in interactions and make necessary adjustments. They learn to interpret information and evaluate values and practices from diverse perspectives and sources. Students produce a range of texts, such as informative, narrative, descriptive, procedural or persuasive texts, for a variety of contexts, audiences and purposes. Through their engagement with diverse texts and resources, students explore how cultural practices, concepts, values and beliefs are embedded in texts and how language choices shape perspectives and meaning.
By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language spontaneously in the classroom, offering and justifying their own opinions and ideas and eliciting those of others. They negotiate with others to complete shared tasks and transactions, using evaluative language, for example, Ý kiến của bạn rất mới lạ/hợp thời. Bạn nói có lý nhưng tôi nghĩ rằng …, to acknowledge others’ opinions and to challenge and manage alternative views. They use transitional sentences, such as Hay là mình thử làm thế này xem sao. Còn vấn đề bảo vệ môi trường thì sao?, to manage shifts of topic and speaker. They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information and opinions from different perspectives and create original texts for diverse audiences and purposes in a range of contexts. They respond to a range of imaginative texts by...
By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language spontaneously in the classroom, offering and justifying their own opinions and ideas and eliciting those of others. They negotiate with others to complete shared tasks and transactions, using evaluative language, for example, Ý kiến của bạn rất mới lạ/hợp thời. Bạn nói có lý nhưng tôi nghĩ rằng …, to acknowledge others’ opinions and to challenge and manage alternative views. They use transitional sentences, such as Hay là mình thử làm thế này xem sao. Còn vấn đề bảo vệ môi trường thì sao?, to manage shifts of topic and speaker. They speak fluently, pausing where appropriate, and use stress in extended sentences to enhance communication. Students gather, synthesise and evaluate information and opinions from different perspectives and create original texts for diverse audiences and purposes in a range of contexts. They respond to a range of imaginative texts by analysing their purpose and language techniques, forming their own position on the issues, themes and values addressed. They create a range of imaginative texts to express a variety of perspectives and values in modes of presentation selected to suit audience, purpose and context. They combine knowledge of Sino–Vietnamese words and abstract vocabulary with stylistic devices to enhance expression, create particular effects and influence others, for example, through repetition (for example, đi nhanh, nói nhanh, ăn nhanh), similes (for example, mắt sáng như sao), personification (for example, lá sầu), onomatopoeia (for example, ào, rì rào, đùng), and rhetorical questions, for example, Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt? They adjust their own language use when addressing a different audience or in a different context, for example, shifting from an informal to a respectful tone, and from simple to sophisticated vocabulary or structures. They convert informal everyday speech (for example, ai cũng biết hết) into formal register (for example, như quý vị đã biết), as appropriate. Students use conjunctions, such as trước tiên, sau cùng, ngoài ra, hơn nữa, do đó, càng … càng, vừa … vừa, chẳng những … mà còn, nếu…thì, tuy… nhưng, vì…cho nên, to sequence and connect ideas in texts, and apply accurate spelling to enhance communication. They translate and interpret texts and create bilingual resources for Vietnamese and English-speaking audiences, explaining how cultural concepts, values and beliefs are embedded in language. They compare views on the relationship between cultural identity and communication, question cultural assumptions, and modify language and behaviours in intercultural interactions as appropriate.
Students explain how pronunciation, intonation, pace and rhythm in spoken Vietnamese can express different emotions, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi, and signal clause boundaries and emphasis. They explain why Sino-Vietnamese words are used in formal contexts, for example, hội phụ nữ (not hội đàn bà) and viện dưỡng lão (not nhà người già). They analyse a range of personal, informative, reflective and persuasive texts and explain the relationship between context, purpose, audience, linguistic features and textual and cultural elements. They analyse how language use varies according to cultural contexts, relationships and purposes, explaining why they adjust their vocabulary and level of politeness and formality in intercultural interactions. They explain the impact of media, technology, globalisation, migration and popular culture on Vietnamese language use in both Australia and Vietnam. They explain the reciprocal nature of the relationship between language, culture and communication, identifying its impact on attitudes and beliefs.
