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• Vietnamese - F–10 Sequence: Levels 3 and 4 description

  Students explore Vietnamese sounds and spelling strategies to further develop their speaking and writing skills. They compare the formation of Vietnamese and English nouns, verbs, adjectives, adverbs and prepositions to extend their vocabulary, and use simple sentences to provide information about...

  Level description | Languages | Vietnamese | F–10 Sequence

• VCVIC113

  Translate and interpret familiar Vietnamese words, phrases and expressions

  Elaborations

  • interpreting/translating greetings and other learnt words and phrases from Vietnamese into English, for example, cảm ơn (thanks), tạm biệt (goodbye), chào (hello), xin lỗi (sorry)
  • sharing familiar Vietnamese phrases and expressions with friends and interpreting their meaning, for example, Ngày mai gặp lại. Em tên gì? Em tên (là) Nam. Em bao nhiêu tuổi? Em bảy tuổi. Không có chi/gì
  • using Vietnamese and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • playing matching games with Vietnamese and English words from Big Books and picture books in print or digital form

  VCVIC113 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• Vietnamese - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

  Level description | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC005

  Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

  Elaborations

  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

  VCVIC005 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Vietnamese - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word...

  Level description | Languages | Vietnamese | 7–10 Sequence

• 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

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Vietnamese - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

• VCVIC133

  Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
  • mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
  • noticing how they communicate with one another, their family, teachers and other adults, identifying differences in behaviour in different contexts and with different people, and suggesting reasons for these differences

  VCVIC133 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCVIC011

  Reflect on own biography, including family origins, traditions and beliefs, considering how it impacts on identity and shapes intercultural communication

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences
  • identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example, một kỳ nghỉ, một cuộc thi tài, bạn tôi, gia đình tôi, một đội/nhóm
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese, for example, using the correct personal pronouns to address elderly people (thưa ông/bà/bác/chú/cô/dì), and shaking or not shaking hands depending on gender and age
  • comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

  VCVIC011 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIC128

  Respond to imaginative texts such as fables, folk tales, songs and stories by identifying favourite elements and making simple statements about settings, characters and events

  Elaborations

  • reading, viewing and listening to a range of fiction texts such as short stories, children’s fables (phim/truyện ngụ ngôn) and folk tales (truyện cổ tích), and retelling or summarising the basic plot and making statements about the setting and main characters using descriptive language
  • creating a timeline of the main events of a story using words, pictures or simple sentences
  • performing a scene from a text such as a Vietnamese folk tale, for example, Tấm Cám, Hằng Nga và Hậu Nghệ, using modelled language
  • discussing personal responses to imaginative texts, providing short statements about favourite elements such as characters, settings or events

  VCVIC128 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCVIC148

  Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms

  Elaborations

  • creating parallel lists of informal Vietnamese and English expressions for everyday interactions with teachers, friends and family in print and digital modes
  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
  • composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện (Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the right thing!)
  • creating subtitles for short video clips or slideshow presentations of intercultural experiences to share with the school community, such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events

  VCVIC148 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIC022

  Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types

  Elaborations

  • expressing opinions on an event or performance, such as a cultural celebration (lễ Vu lan, tết Trung thu, hội chợ Tết) or a Vietnamese concert, using different forms to record own views, for example, a diary entry or a letter to the editor
  • constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling system, reporting on a favourite band or song, or creating a virtual tour to introduce the school to Year 7 parents and students
  • conveying information and different perspectives on topics of interest such as peer pressure, the impact of technology, or a health or sustainability issue
  • conveying information to a Vietnamese audience to describe aspects of Australian environment and culture such as famous scenery and landmarks, celebrations, cuisine, or Aboriginal and Torres Strait Islander peoples’ histories and cultures
  • developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng động, thích thể thao/yêu thiên nhiên/say mê khoa học kỹ thuật không?

  VCVIC022 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIU013

  Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy...

  Elaborations

  • recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
  • using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
  • understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
  • exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
  • understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
  • using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
  • using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
  • exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
  • recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
  • using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
  • experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
  • recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
  • using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
  • joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
  • understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
  • understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
  • using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
  • understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
  • understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
  • understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
  • understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

  VCVIU013 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIU135

  Develop knowledge of nouns, adjectives, verbs and adverbs to describe actions, people and objects, and express possession

  Elaborations

  • exploring different types of nouns such as common nouns (bàn, tủ, mèo, chó), proper nouns (Hoa, Hải, Việt Nam), single nouns (gà, bò, bàn), and compound nouns (đất nước, nhà trường, học sinh)
  • expressing possessive cases by using của + noun/pronoun, for example, con mèo/cái bàn/căn phòng của tôi, cây thước/cái áo của bạn, and noticing cases when của can be omitted, for example, ba tôi, mẹ tôi, bạn tôi, nhà tôi, phòng ba mẹ tôi
  • creating plural forms of nouns by adding another word in front of the stem word according to context, for example, hai cái áo, những cái áo, nhà nhà, người người
  • understanding how time expressions are formed through the use of đang, đã, rồi, sẽ or hôm qua, ngày mai, for example, Tôi đang ăn. Tôi đã sống ở đây hai năm. Tôi ăn rồi. Ngày mai tôi (sẽ) đi coi phim
  • using adverbs to modify actions, for example, chạy nhanh, đi chậm, học giỏi, hát hay
  • experimenting with the use of prepositions (trên, dưới, trong ngoài, ở giữa), for example, Con chim bay trên trời means ‘The bird flies in the sky’, rather than the literal translation, ‘The bird flies above the sky’
  • understanding and applying appropriate word order in sentences, for example, recognising that adjectives follow nouns (áo trắng), and experimenting with word order to see how meaning changes, for example, Lan hay hát ≠ Lan hát hay
  • creating affirmative, negative and interrogative sentences, including closed and open-ended questions, for example, Tôi thích ăn cơm. Ba mẹ không thích tôi coi phim nhiều. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tạo sao mình phải uống nước nhiều?
  • noticing that interrogatives (khi nào, ở đâu, bao nhiêu) can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào?; Bao nhiêu tiền một nải chuối? or Một nải chuối giá bao nhiêu tiền?

  VCVIU135 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIC178

  Convey information, ideas and viewpoints from different perspectives, selecting appropriate modes of presentation to achieve specific purposes for particular audiences in relevant contexts

  Elaborations

  • producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, social group) and purposes (informing, reporting, explaining, promoting, persuading), to convey own ideas on topics such as balancing study and recreation, the benefits of recycling, or the impact of technology
  • writing informative and persuasive texts aimed at a particular audience and context, for example, a brochure promoting a holiday destination (for teenagers), a poster for a doctor’s surgery encouraging healthy eating (among children), a speech to promote healthy and sustainable lifestyles (among young people), a youth web page reviewing a new music or movie release, or an article warning people about environmental pollution or the dangers of cyber bullying
  • creating texts pitched to specific age or interest groups, making choices regarding vocabulary, structure, visual and cultural elements, for example, fashion/health advice for a youth forum, school information for new students, suggestions for ways to bridge the generation gap for a family magazine, or a request for donations to help save an endangered animal
  • justifying own views with quotes or text references, for example, Chúng ta không nên đánh giá con người qua bề ngoài bởi vì tục ngữ có câu ‘Đừng có trông mặt mà bắt hình dong’. Tôi nghĩ rằng nạn phá rừng đã gia tăng đến mức báo động vì thống kê cho thấy mỗi năm diện tích rừng trên thế giới giảm 20%
  • exploring social and cultural themes through modes of presentation that combine elements such as photos, videos and music to enhance effect of text

  VCVIC178 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC140

  Interact and socialise with peers and the teacher to exchange information and opinions related to daily life, school, friends, leisure and social activities

  Elaborations

  • interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy
  • sharing information and opinions with peers in class and in online communities about aspects of their lives, such as being a member of the Vietnamese community in Australia, and sustaining communication by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết? Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
  • describing and elaborating on details of experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
  • creating own versions of familiar texts, for example, cards for special occasions such as weddings, or greeting cards such as postcards for imagined special occasions

  VCVIC140 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | 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

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language