AC9LV2U01 Year 1 Languages

AC9LV2U01 – Year 1 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 1 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

recognise and imitate the sounds, tones and rhythms of Vietnamese

Elaborations

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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
•
recognising sounds that are specific to Vietnamese, for example, ă, â, ê, ô ơ, u, ư, d, đ
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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 Vietnamese is a tonal language that uses 5 tone markers, and that pitch changes affect the meaning of words, for example, ma, mà, má, mả, mã and mạ
• developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
•
understanding that Vietnamese language only has single syllables, but it has compound words, for example, Nguyên pronounced as one syllable Nguyen not Ngu-yen
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listening to simple texts and identifying where tone changes the meaning of a word, for example, on an interactive whiteboard, selecting where tone changes the meaning of words in Tâm ca cả ngày được ăn cả con cá. Bạn con bán cái bàn.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANVIEF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Vietnamese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning. They recognise tone marks and use familiar words and modelled language to create texts. They copy letters and tone marks to make words. Students imitate the sounds, tones and rhythms of spoken Vietnamese. They demonstrate understanding that Vietnamese has rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Vietnamese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).