Search results

Result list

• VCEALL314

  Use formulaic structures

  Elaborations

  • using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
  • using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’

  VCEALL314 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL446

  Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words

  Elaborations

  • using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
  • deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

  VCEALL446 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL423

  Self-correct and improve aspects of pronunciation that impede communication, and focus on correction

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL423 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL729

  Use a range of expressions to qualify opinions

  Elaborations

  • using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
  • writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
  • beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

  VCEALL729 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL450

  Self-correct a range of aspects of speech

  Elaborations

  • noticing errors with pronunciation, intonation and emphasis and attempting to correct these
  • seeking assistance or feedback from speech partners to formulate or confirm pronunciation

  VCEALL450 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL501

  Imitate and practise pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers
  • using word stress, rhythm and intonation in familiar interactions, for example using rising intonation for questions, and stressing key words for emphasis

  VCEALL501 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL132

  Use knowledge of letters and sounds to read a new word or locate key words

  Elaborations

  • matching a range of familiar spoken words with print words
  • recognising some common syllables and patterns within words, such as ‘in’, ‘on’, ‘–ing’
  • using initial letters and common letter patterns to decode new words, for example identifying rhyming words
  • identifying familiar patterns within new words to support pronunciation
  • suggesting, when asked, other words that might look or sound similar

  VCEALL132 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL262

  Use comprehensible pronunciation for a range of high-frequency words learnt in class

  Elaborations

  • developing comprehensible pronunciation through imitation and rehearsal
  • accurately pronouncing a range of high-frequency words used in classroom instructions, texts and interactions

  VCEALL262 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL558

  Sequence events chronologically using time markers

  Elaborations

  • using a small range of time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’

  VCEALL558 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL583

  Recognise words for everyday items and actions, and topic-specific vocabulary that has been taught

  Elaborations

  • recognising in an unfamiliar text topic-specific vocabulary that has been taught
  • recognising words commonly used in classroom speech, when printed on signs, on notices or in classroom texts

  VCEALL583 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL514

  Use features of the text to make predictions

  Elaborations

  • predicting the content of a text based on organisational features such as the title, headings, pictures, diagrams
  • looking at illustrations to make predictions about characters and events in stories

  VCEALL514 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL201

  Understand the sequence of events in a familiar text

  Elaborations

  • sequencing a short series of pictures or simple sentences to retell a familiar story

  VCEALL201 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL261

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • attending to intonation and tone to distinguish between questions, instructions and statements
  • recognising and imitating features of sounds and intonation in the speech of the teacher and peers, and in video or audio clips
  • expressing emotions through intonation, for example happiness or anger

  VCEALL261 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL442

  Understand and use the appropriate metalanguage to talk about the structures and features of a text

  Elaborations

  • labelling parts of a text, such as ‘chapter’, ‘index’, ‘orientation’
  • locating features that help to structure a text, for example highlighting and labelling pronouns or conjunctions

  VCEALL442 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL687

  Use time signals to link extended speech

  Elaborations

  • indicating the relationship between events by using time signals
  • using extended phrases to indicate time, such as ‘Before we started the experiment, we ...’, ‘At the end of this talk, I’ll …’

  VCEALL687 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL631

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on specific guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL631 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL560

  Choose correct syntactic forms for questions, statements and commands

  Elaborations

  • beginning questions with question words such as ‘who’, ‘what’, ‘when’, ‘how’
  • using auxiliary verbs with some accuracy to construct simple open, closed, positive and negative questions, for example ‘Do you like running?’, ‘Why can’t you eat that?’
  • constructing positive and negative statements using subject + verb, for example ‘I finished’ and ‘The bus arrived’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’

  VCEALL560 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL253

  Use simple conjunctions

  Elaborations

  • using a small range of simple conjunctions such as ‘and’ and ‘but’
  • formulating basic compound sentences with the most common conjunctions, for example ‘I caught a bus and then walked’

  VCEALL253 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features