Can be placed atop of one another là gì năm 2024

At this level, children are developing awareness of their social worlds and of their membership of various groups, including the Vietnamese class and community. They are further developing literacy capabilities in both Vietnamese and English, as well as biliteracy capabilities. They benefit from multimodal, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

Vietnamese language learning and use

Learners interact with family and the wider Vietnamese-speaking community, and at school with their peers and the teacher in a variety of communicative activities. Specific language-learning skills such as memory and communication strategies are developed. Learners primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. They use Vietnamese in everyday interactions such as seeking advice, asking for help and clarifying information or ideas, for example, Thưa cô, chữ ‘Việt’ đánh vần thế nào ạ? Làm ơn giúp tôi trả lời câu này. Thưa cô ‘lễ phép’ là gì ạ? They participate in discussions such as sharing information about their routines and leisure activities, and their feelings about themselves and their home, friendships and interests. They explore Vietnamese language and culture through experimentation with Vietnamese rhymes (đồng dao, vè) and proverbs (tục ngữ). They listen to and view children’s songs, music performances, television shows and films, and use their imagination to create simple texts such as songs, dialogues and stories. They understand the function of basic grammatical features and sentence structure, and apply this understanding when describing actions, people and objects in simple texts such as messages, notes and emails to friends and relatives.

Contexts of interaction

The contexts in which students interact in learning and using Vietnamese are primarily the classroom, school and home. They have access to wider communities of Vietnamese speakers and resources through out-of-classroom activities and the use of virtual and digital technology. They work both independently and cooperatively, further developing their sense of personal as well as group identity, and of the cultural and intercultural significance of family relationships.

Texts and resources

Learners develop biliteracy skills through interacting with a range of spoken, written, visual and multimodal texts. Texts such as recipes, weather reports and family profiles show how language is used in different ways and for different purposes.

Features of Vietnamese language use

Learners explore Vietnamese sounds and spelling strategies to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They compare the formation of Vietnamese and English nouns, verbs, adjectives, adverbs and prepositions to extend their vocabulary, and use simple sentences to provide information about places (Nhà tôi ở gần trường học), people (Mẹ tôi có mái tóc dài), events (Hôm qua là Tết Trung thu) and time (Tôi đi ngủ lúc 9 giờ tối). They begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between such features in English and Vietnamese. Comparing the structures and patterns of Vietnamese with those of English helps learners understand both languages, assisting in the development of their biliteracy skills.

Level of support

This stage of learning involves extensive support through scaffolding. Teachers model what is expected, introduce language concepts and resources needed to manage and complete tasks, and make time for experimentation, drafting and redrafting, providing support for self-monitoring and reflection. Support includes a range of spoken, written, visual and interactive resources, such as puppet plays, songs, video clips and digital games.

The role of English

Learners use Vietnamese in classroom routines, social interactions, learning tasks and language experimentation and practice. Vietnamese and English are used for discussion, explanation and reflection, as learners become aware of the interdependence of Vietnamese language and culture and make comparisons with other languages and cultures. They discuss and begin to explore connections between culture and language use, and the significance of certain traditions and practices, for example, the use of ông, bà, ba, mẹ, anh or chị to address older people or siblings in Vietnamese rather than addressing them by their first names as in English.

Years 3 and 4 Content Descriptions

Socialising

Share with peers and the teacher information and experiences relating to self, family and friends

[Key concepts: self, family, friends; Key processes: exchanging, describing] (ACLVIC123 - Scootle )

Participate in collaborative tasks that involve planning and simple transactions

[Key concept: collaboration; Key processes: participating, contributing, transacting] (ACLVIC124 - Scootle )

Participate in everyday classroom activities by seeking clarification, advice and help from others

[Key concept: participation; Key processes: advising, requesting] (ACLVIC125 - Scootle )

Informing

Locate and organise information relating to familiar contexts from a range of spoken, written, digital and visual texts

[Key concepts: routines, pastimes; Key processes: identifying, listening, viewing, reading, organising] (ACLVIC126 - Scootle )

Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal

[Key concepts: time, home, neighbourhood; Key processes: presenting, selecting] (ACLVIC127 - Scootle )

Creating

Respond to imaginative texts such as fables, folk tales, songs and stories by identifying favourite elements and making simple statements about settings, characters and events

[Key concepts: setting, ideas, character, event; Key processes: responding, identifying] (ACLVIC128 - Scootle )

Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports

[Key concepts: imagination, experience; Key processes: creating, performing] (ACLVIC129 - Scootle )

Translating

Translate and interpret words and expressions in simple Vietnamese and English texts, noticing similarities and differences or non-equivalence of words and expressions

[Key concept: equivalence; Key process: comparing translations] (ACLVIC130 - Scootle )

Create simple bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and the school community

[Key concept: representation; Key processes: selecting, translating] (ACLVIC131 - Scootle )

Reflecting

Reflect on their experiences as Vietnamese background speakers when interacting in English and Vietnamese, identifying differences in language use and behaviours

[Key concepts: culture, language, behaviour; Key processes: examining, connecting] (ACLVIC132 - Scootle )

Systems of language

Develop knowledge of nouns, adjectives, verbs and adverbs to describe actions, people and objects, and express possession

[Key concepts: verb forms, adjectives; Key processes: noticing, applying] (ACLVIU135 - Scootle )

Recognise the features and purpose of a range of familiar texts such as stories, greeting cards, recipes, advertisements and posters

[Key concepts: audience, text structure; Key processes: identifying, comparing, classifying] (ACLVIU136 - Scootle )

Language variation and change

Explore how language use varies according to the age, gender and relationship of participants and the context

[Key concept: variation; Key processes: identifying, understanding] (ACLVIU137 - Scootle )

Recognise that languages change over time and influence one another

[Key concepts: loan words, dynamic systems, language variation; Key processes: observing, identifying] (ACLVIU138 - Scootle )

Role of language and culture

Make connections between cultural practices and language use, such as culture-specific terms or expressions in Vietnamese and English

[Key concepts: behaviours, practices; Key processes: identifying, making connections] (ACLVIU139 - Scootle )

Years 3 and 4 Achievement Standards

By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek clarification, assistance or advice in everyday classroom routines, for example, Làm ơn cho biết. When interacting, they use features of Vietnamese pronunciation, including tones, vowels and consonants. Students locate information relating to familiar contexts and present it in modelled spoken, written and visual texts. They respond to imaginative texts by identifying favourite elements and making simple statements about settings, characters or events, and create simple imaginative texts using formulaic expressions and modelled language. Students use common action verbs (for example, đi, ăn, ngủ, chơi, chạy, nói, cười, làm, học), adjectives (for example, đẹp, xấu, tốt, đen, đỏ) and adverbs (for example, nhanh, chậm, hay, giỏi), to create short, simple sentences about their routines and interests. They use vocabulary related to school, home and everyday routines. They use appropriate word order and personal pronouns in simple spοken and written texts, for example, Đây là con mèo con của tôi/anh/em/cháu. They translate and compare common Vietnamese and English expressions and create simple bilingual texts for classroom use. Students describe how language involves behaviours as well as words and share their experiences of communicating in Vietnamese- and English-speaking contexts.

Students identify the tones of the Vietnamese language and use tone markers when writing. They identify the features and purpose of a range of familiar texts. They provide examples of how language use varies according to the participants, social context and situation (for example, cho em/tặng bạn/biếu bà một món quà), and identify differences between ways of showing politeness in Vietnamese- and English-speaking contexts. They identify how languages change over time, providing examples of Vietnamese words borrowed from other languages such as English and French. They compare Vietnamese and English language use and cultural practices, identifying culture-specific terms and expressions.

Each other and one another khác nhau như thế nào?

- "Each other" chỉ dùng khi có hai người, còn "one another" được dùng khi có từ ba người trở lên. - Trong tiếng Anh hiện đại, hầu hết người ta thường dùng each other và one another giống nhau.

To one another là gì?

Each other và one another đều mang nghĩa "với nhau/cho nhau". Ví dụ: Ann and I write to each other/one another every week. (Ann và tớ viết thư cho nhau hàng tuần.)