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• VCTRU063

  Recognise and use appropriate features of Turkish sound and writing systems to produce texts that include specialised and less familiar language

  Elaborations

  • recognising the vowel elision rule in two-syllable words and how this is related to suffixes, for example, burun-burnu, beyin-beyni, göğüs- göğsü, karın-karnı and oğul-oğlu
  • understanding sound assimilation in spoken Turkish which does not exist in the written form, for example, the written word onbaşı is pronounced ombaşı, herkes is pronounced herkez and eczane is pronounced ezzane
  • learning pronunciation of vowels and consonant clusters in loan words, for example, the stress and pronunciation of vowels in mükemmel and consonant clusters tr- in tren,-ks- in faksla and sp- in spor, pl- in plaj
  • identifying the different use of homophones in Turkish, learning how these affect meaning in sentences, for example, gül, yüz, dolu, ben, aç and çay
  • experimenting with rhythm and tempo in recitation of poems and ballads, developing understanding of the function of stress and applying it to unfamiliar words and phrases in more complex sentences and texts
  • developing a glossary of ICT terms and using the terms in their own texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma, sanal alem

  VCTRU063 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU176

  Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles
  • creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures
  • understanding the different functions of a range of particles, such as:
    • が (topic marker)
    • を (object marker)
    • に (time, date, place, destination, for)
    • と (and, with)
    • で (location, action, means)
    • へ (direction, destination)
    • ～から ～まで (from,～as far as, distances)
  • describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時(ろくじ)に　うちで　兄(あに)と　ごはんを　食(た)べます。
  • using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない
  • using adverbs as formulaic expressions, for example, 早(はや)く、おそく
  • understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
  • using both affirmative and negative forms of particular grammatical elements in different tenses
  • creating cohesion and flow by using conjunctions, for example, だから、それで、それに
  • understanding how to indicate politeness using ご and お prefixes, for example, お名(な)前(まえ)、先生の　ごかぞく
  • using counter classifiers: ～時、～分、～つ、～まい、～本
  • using superlatives, for example, 一ばん　好きです

  VCJAU176 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIU169

  Understand and use elements of Vietnamese grammar to organise and elaborate on ideas and opinions, such as direct/indirect speech and verbs to express modality

  Elaborations

  • differentiating interrogative forms with tag questions and using them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
  • recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
  • recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm thế/vậy! may suggest surprise or irony
  • constructing a range of sentences in affirmative, negative, interrogative and imperative forms for different purposes
  • understanding the use of được and bị for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
  • understanding and using verbs to express modality such as nên (‘should’), cần (‘need to’) and phải (‘must’), for example, Các em nên chăm học. Chúng ta cần không khí để thở, thức ăn để ăn và nhà để ở. Học sinh phải mặc đồng phục khi đi học
  • using 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, to relate ideas, opinions, actions and events
  • using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
  • exploring homonyms encountered in texts, for example, bò (‘cow’ or ‘to crawl’), ăn (‘eat’ or ‘win’), đỗ/đậu (‘pass the exam’ or ‘bean’), bàn (‘table’ or ‘discuss’), lợi (‘benefit’ or ‘gum’), đen (‘black’ or ‘unlucky’)
  • recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, and using them in own spoken and written texts
  • explaining to peers the meaning of common idioms and proverbs, for example, tiền rừng bạc biển, mò kim đáy biển<; đói cho sạch, rách cho thơm

  VCVIU169 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU194

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for negation or conditional forms, and understand how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan
  • recognising that signers may include linguistic and gestural elements in a clause, that is, signers can tell, show or do both simultaneously
  • noticing, with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and fully-lexical signs in the same utterance
  • understanding the different functions of a range of NMFs, such as those used for questions, topicalisation, negation or conditional forms
  • distinguishing between yes/no questions and wh- questions and statements and their corresponding NMFs
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS, or THEN or NMFs, for example by pausing between clauses
  • recognising that clauses can be linked equally or unequally where one clause depends on another

  VCASFU194 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC165

  Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view

  Elaborations

  • using simple and compound sentences and cohesive devices such as Al principio... y luego... porque... por otro lado. Lo importante es...; pienso que... to structure arguments and to explain or justify a position, for example, Pienso que debemos conservar los idiomas Indígenas porque reflejan las culturas
  • initiating and extending conversations and discussion, for example, by using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives such as pero, si, entonces, cuando and por eso
  • inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español muevo las manos más. Me gusta el ritmo del español hablado

  VCESC165 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU174

  Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system

  Elaborations

  • distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
  • using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda, versus ¿No compró nada en esa tienda?
  • recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
  • experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
  • recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección

  VCESU174 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIC057

  Interact with peers and the teacher to complete learning activities and to support their own and others’ learning by managing debate and discussion and checking understanding

  Elaborations

  • using more elaborated sentence structures and interactional strategies to support debate and to provide clarification, for example, अपनी बात के समर्थन में आप के पास कोई प्रमाण है? and to maintain cohesion and focus in discussion, for example, दूसरे शब्दों में; आपको नहीं लगता कि…; मेरा सुझाव तो यही है कि.......
  • contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, for example, ध्यान देने की बात... है कि; यह एक और दिलचस्प पहलू है……, जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृष्टकोण से देखा जाए तो यह कहना ग़लत नहीं होगा कि.... यह विवादास्पद है।
  • using evaluative language to acknowledge strengths in others’ arguments or to challenge their views in a courteous manner, for example, आपका कहना एकदम स्पष्ट और उचित है।; वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँl
  • reflecting on the usefulness and potential application of particular learning experiences, comparing their language and literacy development in Hindi and English

  VCHIC057 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU092

  Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features

  Elaborations

  • analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence
  • identifying the placement of time and place phrases; the use of conjunctions (for example, 和 to add information; 还是/或者 to offer or indicate choices); and the role of measure words, for example, 个、只
  • exploring the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明，(他) 是我的朋友 (zero subject/pronoun)
  • explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个星期去上海)
  • applying processes of discourse development by joining, contrasting and sequencing using 也、和、但是、就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions and subject pronouns

  VCZHU092 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU206

  Differentiate features and apply rules for expressing meanings in spoken and written modes in different contexts

  Elaborations

  • exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing
  • matching the use of 成语 and 俗语 to appropriate contexts, for example, 夕阳西下 is normally used in written language while 猪八戒照镜子——里外不是人 tends to be used in spoken contexts
  • analysing how language is used differently in public texts across different Chinese-speaking regions, for example, the use of traditional versus simplified character forms in overseas Chinese newspapers; word choices and ways of reporting on controversial issues
  • identifying variability in language used in different contexts, for example, interacting in the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language choices that reflect varying levels of formality as appropriate to context, and applying this to their own interactions (for example, 爷爷 and 祖父, 累死了 and 非常疲惫)

  VCZHU206 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU095

  Identify traditional phrases and contemporary terms in everyday language use and the role of technology in changing the way people communicate

  Elaborations

  • discussing contexts where 繁体字 and 简体字 are used in Chinese-speaking communities today and exploring the use of these scripts as an expression of local identity, for example, in Hong Kong and Taiwan, or in local temples, signs and newspapers
  • understanding the nature of and reasons for the simplification process by analysing and comparing characters in both systems (简体字 and 繁体字), for example, 门-門;国-國;这-這
  • appreciating the role of myths, legends and 成语 in contemporary language use, for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事, and discussing their intended meaning, and the cultural importance of classical language employed in contemporary contexts
  • discussing how languages influence each other, for example, how foreign concepts are represented in Chinese; interpreting the meanings of transliterations such as 可口可乐, translations such as 热狗, and hybrid forms such as 因特网
  • noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

  VCZHU095 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU014

  Develop understanding of the systematic nature of grammatical structures and features of Japanese used to perform particular functions, such as describing people, objects and places, and indicating quantity

  Elaborations

  • developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb:
    • subject は noun　です。
    • subjectは adjective　です。
    • subject は　objectを　verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example:
    • は (subject, topic marker)
    • が (subject, topic marker: ～が好(す)きです、 ～がいます/あります)
    • を (object)
    • に (time, destination)
    • へ (direction)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles such as かand ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
  • understanding the rules of verb conjugation, for example, ～ます、 ～ましょう、 ～ました、 ～ません、 ～ませんでした
  • understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
  • describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。
  • using a range of verbs related to daily activities, for example, 行(い)きます、 見(み)ます、 たべます、 かきます、 よみます、 ききます、 はなします、 します
  • understanding and responding to formulaic expressions that use て form, such as 見(み)て　ください。 トイレに　行(い)っても　いい　ですか 。
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • knowing how to count 一(いち)～千(せん)
  • using common counters and classifiers such as ～人、 ～さい、 ～がつ、 ～時(じ)
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき
  • building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example,
    おなまえは？、ごかぞく　
  • understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

  VCJAU014 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU184

  Understand and use grammatical forms and structures such as suffixes for tense, honorifics and polite style marking, and auxiliary verbs and particles, using appropriate metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • extending the use of case markers and particles to express the genitive case (소라의 생일이에요), a time frame (아침부터 저녁까지 서핑했어요), the instrumental case (색연필로 그림을 그려요) and the directional case (왼쪽으로 가세요), and to use a nominal connective –와/과 (불고기와 김치를 먹어요)
  • learning how to modify a noun by using an adjectival form of the premodifying descriptive verb suffixed by –(으)ㄴ, for example, 좋은 생각, 착한 사람
  • expressing future plans using –(으)ㄹ 거예요, for example, 한국에 갈 거예요
  • expressing intention or conjecture using –겠–, for example, 파티에 참석하겠어요, 비가 오겠어요
  • asking for or offering suggestions using –(으)ㄹ까요?, for example, 무엇을 살까요? 이 책을 읽을까요?
  • connecting clauses using conjunctive suffixes (clausal connectives) such as –어/아서, –지만, –(으)면 to express events or ideas in different relationships
  • identifying time references expressed by forms and structures of verbs such as –었/았– and –(으)ㄹ 거예요 and learning how to use them in two-clause sentences, for example, 김치가맛있었지만 조금 짰어요; 학교에 가서 공부할 거예요
  • using basic complex-verb structures such as –어/아 주다, –고 있다, –(으)ㄹ 줄 알다, –(으)ㄹ수 있다 and –어/아 보다 as set phrases in their –어/아요 form to express complex ideas, for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 먹을 수 있어요, 읽어 보세요
  • learning how to construct noun phrases out of verbs using a suffix –기 and using it with case markers or particles, for example, 한국어를 배우기가 쉬워요
  • extending the use of polite language to honorific particles and humble/honorific words, for example, 할머니께 선물을 드렸어요; 할아버지, 진지 드세요
  • understanding and developing metalanguage for parts of speech relating to grammatical functions such as naming (학교, 연필), referring to people or objects (나/저, 이것/저것/그것), qualifying things (예쁜 꽃) and expressing actions, states or qualities (먹어요, 좋아요)
  • comparing how the case of a noun or pronoun is identified in Korean and English sentences, for example, 저는 사과를 먹어요 versus ‘I eat apples’

  VCKOU184 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU175

  Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

  Elaborations

  • conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
  • using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
  • using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
  • using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
  • using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
  • expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
  • joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
  • using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
  • indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

  VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCVIC164

  Translate and interpret texts, compare own translation of a range of texts with others’, and explore differences and strategies to overcome challenges in translation

  Elaborations

  • interpreting and translating a range of texts from English to Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the possible reasons for differences and similarities, selecting the most appropriate translation and negotiating adjustment if necessary
  • discussing and amending inaccurate translations of public signs or notices in Vietnam and in Australia
  • identifying and discussing strategies for translating difficult words and concepts or instances of non-equivalence, such as expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the meaning of a word, for example, ‘a strong person’ (một người mạnh khỏe) versus ‘strong tea’ (trà đậm); ‘hot weather’ (thời tiết nóng nực) versus ‘a hot issue’ (vấn đề gây tranh cãi) or ‘a hot zone’ (khu vực nguy hiểm)
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • observing peers working as interpreters in the classroom in different contexts, identifying challenges in language mediation and exploring strategies to overcome these challenges

  VCVIC164 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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