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Elaboration (5) ACLVIU117

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

Elaboration (1) ACLVIU121

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

Elaboration ACLVIC113

interpreting/translating greetings and other learnt words and phrases from Vietnamese into English, for example, cảm ơn (thanks), tạm biệt (goodbye), chào (hello), xin lỗi (sorry)

Elaboration (7) ACLVIU117

exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)

Elaboration ACLVIC107

making simple requests using Làm ơn and expressing thanks with Cảm ơn

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

Elaboration (3) ACLVIC106

expressing thanks, for example, Cảm ơn bạn, offering wishes, for example, Chúc bạn sinh nhật vui vẻ, and apologising (Xin lỗi)

Elaboration (1) ACLVIU118

using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh

Elaboration ACLVIC108

using Vietnamese for everyday classroom routines such as roll call (Dạ, Dạ có or Em chào thầy/cô)

Elaboration (6) ACLVIU117

noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ

Elaboration (3) ACLVIU118

recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa

Elaboration (1) ACLVIC116

identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)

Elaboration ACLVIU118

noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’

Elaboration (2) ACLVIC106

using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước

Elaboration (4) ACLVIC108

using context-appropriate language to show politeness when interacting with the teacher, for example, Thưa cô, Thưa thầy, Dạ, có. Vâng ạ. Xin lỗi cô em tới trễ. Xin phép cô cho em vào lớp

Elaboration ACLVIC109

identifying familiar words or concepts related to familiar people, for example, Ðây là ba. Ðây là mẹ và chị, or everyday objects, for example, Đây là cái nhà. Đây là cái cổng. Đây là chiếc xe

Elaboration ACLVIC114

creating bilingual identity cards that contain personal information, for example, Đây là tôi. Tôi có mắt màu đen. Tôi có tóc ngắn/‘This is me. I have brown eyes. I have short hair’

Elaboration (6) ACLVIU118

recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?

Elaboration (1) ACLVIU122

identifying elements of Vietnamese cultural representation, such as flags, sporting emblems or cultural items (for example, áo dài, nón lá and xích-lô) in paintings or pictures of landscapes, folk tales or movies, and making comparisons with those of …

Elaboration (7) ACLVIU118

using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu

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