AC9LV10EC04 Year 9 Languages

AC9LV10EC04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Vietnamese

Substrand

Mediating meaning in and between languages

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

interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• summarising and evaluating information obtained from a range of sources for a research project, for example, finding information about Vietnam from a cookbook and a documentary, and discussing similarities and differences in the information obtained
• accessing a range of digital and other texts such as books, webpages, documentaries, news items or interviews, to collate and present information about aspects of Vietnamese and Australian lifestyles, for example, creating a multimodal presentation on Vietnamese teenagers’ fashion and tastes in music
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compiling information through class surveys and other research to compare a range of perspectives on teenage interests and social or cultural issues, for example, researching attitudes to sport or cultural practices such as tết Trung thu, comparing perspectives and explaining possible reasons for differences
• listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
• listening to, and viewing short informative texts such as documentaries or news reports, and listing key words and points of information to be reused in their own newsflash or multimodal presentation
• responding to events and characters in imaginative texts by writing a diary entry or secure blog reflecting on an event in a story or film, or creating a new ending to a story
• collecting examples of good news/success stories related to their school, home or local community and sharing their findings in formats such as digital displays or newsletter contributions, for example, sporting achievements or successful fundraising

Show 3 more elaborations

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describing key messages, beliefs and values in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version of Cinderella and discussing the reasons behind similar and different moral attitudes, beliefs and values
• conducting surveys or structured interviews with classmates or online Vietnamese-speaking contacts in a secure online environment, comparing opinions and perspectives on community or personal issues, and reporting findings back to class
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viewing and listening to television series or songs, such as Xin Chào Việt Nam, Sài Gòn Đẹp Lắm and discussing aspects that are similar or different from their own cultures

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANVIE7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Vietnamese language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Vietnamese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Vietnamese to create texts. Students apply features and conventions of spoken Vietnamese to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Vietnamese, to discuss how this learning influences their ideas and ways of communicating.