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AC9LV10EU02: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LV10EU02 Year 9 Languages

AC9LV10EU02 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

select and use structures and features of the Vietnamese grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

  • • understanding and applying punctuation in writing, or adhering to punctuation conventions in reading, such as full stops, commas, exclamation marks, brackets, apostrophes, speech marks and question marks
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    understanding and applying spelling rules for special cases, for instance, the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề

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    applying Vietnamese phonic and spelling knowledge to pronounce and infer spelling of unfamiliar words, for example, words containing consonant clusters kh, ng, ngh, nh, diphthongs and triphthongs such as oi, ôi, ơi, oe, oai, ươi, ương, uyên, or new words encountered in interactions and texts in Vietnamese, for example, determining the spelling of the unfamiliar word người from that of the known word mười

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    using adjectives and verbs to express and convey emotions and attitudes from a personal perspective, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, thú vị, buồn chán; thích, thương, kính phục, ghét, đồng ý, ủng hộ, phản đối, hấp dẫn, thú vị, tiện lợi, hữu ích

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    connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc.

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    expressing a range of plural forms, for example, hàng ngàn, hàng triệu, vô số

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    understanding the use of được and bị in Vietnamese, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh.

Show 5 more elaborations
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    differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, comparing Em thích ăn cơm chiên không? with Em thích ăn cơm chiên phải không?

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    recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, comparing Hôm nay Lan đi học sớm with Hôm nay Lan đi học sớm thế!, which may suggest surprise or irony

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    understanding and using Vietnamese verbs such as nên, cần and phải to express modality, for example, Em nên chăm học. Chúng ta cần giữ gìn văn hóa Việt Nam. Học sinh phải mặc đồng phục khi đi học.

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    using a range of cohesive devices to sequence, add or connect ideas in texts such as thứ nhất, thứ nhì, đầu tiên/ trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên

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    recognising the features of alliteration and onomatopoeic words in Vietnamese and using them in own spoken and written texts, for example, vui vẻ, mát mẻ, lanh lợi, tử tế, ầm ầm, ào ào, Mùa thu thời tiết mát mẻ, dễ chịu; thác đổ ầm ầm, xe chạy ào ào vào thành ph

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.