AC9LV4C04 Year 3 Languages

AC9LV4C04 – Year 3 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Vietnamese

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 3 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

develop strategies to comprehend and adjust Vietnamese language in familiar contexts to convey cultural meaning

Elaborations

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identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, Cháu chúc ông bà sống lâu trăm tuổi, ‘bushwalking’, ‘the outback’
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understanding how language choice reflects politeness and respect, for example, understanding that Vietnamese-speaking children greet their grandparents by saying Con chào ông bà, not Tôi chào ông bà
• learning to use print and digital dictionaries, for example, to assist comprehension by finding unknown words in texts
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observing different ways of showing politeness in different contexts, for example, requesting with làm ơn, cảm phiền, giùm; thanking with cám ơn, chân thành cảm ơn, thành thật cảm ơn, cảm ơn nhiều; bending when passing people, folding arms and/or nodding while greeting people
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recognising how the meaning of words change according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’, as in trà đá; or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
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explaining when to use formal and informal language in greetings and farewells, for example, Xin chào, bạn khỏe không?/Chào bạn, bạn khỏe không and Chào tạm biệt/ chào bạn nhen
• recognising Vietnamese naming traditions, for example, family name first, followed by their middle name, and then their given name

Show 3 more elaborations

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making adjustments to language use when interacting with family and friends, for example, using personal pronouns that relate to a person’s position in the family or to family relationships, chị/cô/bà, anh/ông, anh Hai, chị Ba, cô Tư …
• creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
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alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/ (What’s the time, Mr Wolf?) and Oẳn tù tì, ra cái gì, ra cái này/ (Rock, Paper, Scissors)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANVIEF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Vietnamese language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language, and basic syntax to create texts. Students imitate sounds, tones, pronunciation and intonation patterns of spoken Vietnamese. They demonstrate understanding that Vietnamese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Vietnamese and make comparisons between Vietnamese and English. They understand that the Vietnamese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).