About this resource:
By the end of Year 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 sao về vấn đề này? Tại sao bạn nghĩ như vậy?, and offer and justify their own opinions. They make enquiries (for example, Mẹ định tổ chức sinh nhật con như thế nào?) and suggestions (for example, Chúng mình tham gia biểu diễn văn nghệ trong trường đi!), to solve problems, make decisions and organise events and services. They use verbs such as nên, cần and phải to give advice or express their attitudes on topics of discussion. They make comparisons and state preferences using bằng, hơn and nhất. They rephrase statements or provide examples to clarify meaning, and elaborate on or justify ideas. When interacting, they use appropriate Vietnamese pronunciation and intonation patterns in a range of sentence structures. Students locate, analyse and compare information on topics of shared interest from a variety of texts, and convey information and ideas using modes of presentation selected to suit their audience and purpose. They share their responses to different imaginative texts by expressing opinions about the ways characters and events are represented and by explaining themes, messages and the storyline. They create texts with imaginary places, events, people and experiences in a range of forms, 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). They manipulate a range of structures to express their own perspectives on experiences, events and issues. They use a variety of sentence types (affirmative, negative, interrogative, imperative and exclamatory) to express attitudes, opinions or emotions. They translate texts from Vietnamese into English and vice versa, using simple strategies to overcome challenges, and compare their versions with others’. They produce multimodal bilingual resources for the school and the wider community, providing annotations and commentaries to assist meaning. They reflect on the importance of language and behaviour in intercultural communication and how being a speaker of Vietnamese contributes to their own sense of identity.
Students analyse the use of punctuation and tone markers in different sentence types, including affirmative (for example, Em ăn cơm), negative (for example, Em không ăn cơm), interrogative (for example, Em ăn cơm không?), imperative (for example, Ăn cơm đi!) and exclamatory, for example, Em ăn nhiều cơm quá! They identify the meaning of Vietnamese homonyms (for example, hay may mean ‘usually’ or ‘interesting’) depending on the context. They analyse the structure and linguistic features of different types of texts and explain how these features are influenced by each text’s context, audience and purpose. They identify variations in language use between written and spoken texts and explain how language choices depend on the participants, relationships and purpose of the exchange. They identify the impact of social, cultural and intercultural influences on language, and use and explain Vietnamese words that have emerged through contact with other languages (for example, cà rốt, cà phê, căn-tin), and from globalisation and technological advances, such as toàn cầu hóa, công nghệ thông tin, nhật ký điện tử, nói chuyện qua mạng. They explain how cultural ideas and perspectives are embedded in language use and communication styles, for example, the importance of politeness and respect in Vietnamese language and culture.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/e86f552c-1be9-48ab-8562-1c0b493ec8bc.rdf