AC9LV10C05 Year 9 Languages

AC9LV10C05 – Year 9 Languages: Creating text in Vietnamese

Strand

Communicating meaning in Vietnamese

Substrand

Creating text in Vietnamese

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• producing a range of texts for diverse audiences and purposes to convey own ideas on topics, for example, a multimedia presentation about the benefits of recycling or a speech about why they should be chosen to go on an exchange trip to Vietnam
• creating print, digital stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences that reflect Vietnamese attitudes, beliefs and values, such as Vietnamese New Year celebrations
• presenting about a social, environmental or cultural issue such as cyberbullying, using graphic organisers to display information and using appropriate referencing conventions
• writing a journal entry, or contributing to a school newsletter in Vietnamese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• creating own imaginative texts such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness
• composing own imaginative texts such as animated stories, games or short films, with different settings, characters and events, using a range of appropriate vocabulary and expressions, and audiovisual aids for effect
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creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Bánh Chưng Bánh Dày, Tết Nguyên Đán, Tết Trung Thu, Anzac Day or Harmony Day

Show 4 more elaborations

• composing spoken or written texts that reflect own perspectives on Vietnamese attitudes, beliefs and values, such as own view of traditional filial piety and value of education in the modern context
• creating a multimedia self-profile that captures elements of the experience of learning a second language or living across languages, communities and cultural traditions
• collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
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writing an autobiographical account to share with others, describing key milestones in own life such as a visit to family in Vietnam, a sporting event, music concert, getting a learner’s permit or a cultural celebration, for example, the personal experience of attending the Moon festival/Multicultural Day/ Tet Festival

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANVIEF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Vietnamese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Vietnamese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Vietnamese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Vietnamese, to evaluate how this learning influences their ideas and ways of communicating.