AC9LV8EU02 Year 7 Languages

AC9LV8EU02 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 7 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 knowledge of, and use structures and features of, the Vietnamese grammatical and writing systems to understand and create spoken, written and multimodal texts

Elaborations

• using punctuation conventions such as full stops, capital letters, exclamations marks and question marks
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applying Vietnamese spelling rules, including adding or changing initial consonants, vowels or tone markers to form new words, for example, ai, hai, cái, đi thi, hai tai, mười người, ba, no nê, nho nhỏ, gió to, tươi cười
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understanding and applying the rules of compound-word formation, for example, trường + học = trường học; xe + đạp = xe đạp, and using these rules to generate new words
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using adjectives in comparative and superlative forms, for example, già, trẻ, rộng lớn, nhỏ, chật, quan trọng, vui, buồn, mắc, rẻ, tốt, xấu and đẹp, đẹp hơn, đẹp nhất
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using conjunctions to join phrases and sentences, for example, Tôi và bạn, Bạn thích đi bơi hay đi xem phim? Tôi không thích đi bơi nhưng thích đi xem phim.
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expressing plural forms such as hai bạn, ba cái nhà, nhiều người
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using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, hôm nay, ngày mai, tuần rồi, tháng tới

Show 7 more elaborations

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using simple sentence structures such as affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Lớp bạn ở đâu?
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recognising and using appropriate words for personal pronouns and terms of address for diverse speakers in different contexts, for example, con, cháu, em, tôi, ông, bà, anh, and chị can be used to indicate both first and second person depending on relationships
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using some honorific words to express courtesy, for example, dạ, dạ có, dạ không, thưa
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exploring and using synonyms, for example, đẹp = xinh; vui đùa = vui chơi, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh, tối ≠ sáng, mắc ≠ rẻ
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experimenting with the use of prepositions such as trên, dưới, trong, ngoài, ở giữa, bên trái, bên phải, for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
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recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ của tôi, anh/chị của tôi, nhà/trường/lớp của tôi
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understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã ăn sáng rồi. Tôi sẽ ăn sáng lúc chín giờ. Tôi chưa ăn sáng. Tôi đang ăn sáng.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANVIE7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Vietnamese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Vietnamese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts. Students approximate tones, pronunciation and intonation in spoken Vietnamese. They demonstrate understanding that Vietnamese has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Vietnamese and English language structures and features, using metalanguage. They demonstrate awareness that the Vietnamese language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.