Search results

Result list

• VCEALL416

  Use basic and some complex verb forms accurately

  Elaborations

  • applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
  • using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
  • forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)

  VCEALL416 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL472

  Combine simple sentences using common conjunctions

  Elaborations

  • combining simple sentences using a range of coordinating and subordinating conjunctions, for example ‘We need trees so we should not cut them all down’, ‘Riding motorbikes can be dangerous, but people still like to do it because it is exciting’

  VCEALL472 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL447

  Apply knowledge of letter–sound relationships to deduce the pronunciation of new words

  Elaborations

  • sounding out new words using letter–sound patterns and individual letters
  • breaking words into syllables and phonemes to identify familiar letter patterns and read new words

  VCEALL447 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL479

  Gather and present information both in text and visually using an appropriate software application

  Elaborations

  • typing original or copied texts accurately, including a range of punctuation and symbols
  • using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
  • using functions to format and edit images and tables, with guidance

  VCEALL479 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL470

  Maintain appropriate tense throughout a text

  Elaborations

  • maintaining reasonable consistency of present and past tenses across multiple paragraphs
  • expressing a range of negatives accurately, such as ‘I have never eaten …’, ‘He does not like to …’

  VCEALL470 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL417

  Use longer descriptive phrases

  Elaborations

  • forming noun groups that incorporate a range of elements, such as ‘frightening old haunted house’, ‘very long, hot week’
  • using qualifiers in comparisons, for example ‘She is a lot taller than her friend’, ‘It is not quite as hot as yesterday’
  • forming negative comparisons accurately, for example ‘less healthy’, ‘not as expensive as’
  • using a range of adverbial phrases to give detail about place (‘under a shady tree’), time (‘for a long time’), accompaniment (‘with her best friend’) and manner (‘in a graceful way’)

  VCEALL417 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL440

  Interpret the purpose and organisational features of different text types

  Elaborations

  • identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
  • comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art

  VCEALL440 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL449

  Read on when encountering unfamiliar words

  Elaborations

  • reading on to support fluency and to help deduce the meaning of unfamiliar words
  • returning to unfamiliar words later to check meaning and pronunciation

  VCEALL449 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL474

  Use a range of key vocabulary appropriately

  Elaborations

  • using varied vocabulary accurately in texts such as explanations, information reports or descriptions
  • labelling detailed diagrams or filling in tables using key vocabulary
  • recording key vocabulary systematically, for example using a word map or labelled diagram

  VCEALL474 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL421

  Employ a range of vocabulary to convey shades of meaning

  Elaborations

  • using a range of vocabulary to convey shades of meaning in conversations or presentations, such as ‘good’, ‘fine’, ‘terrific’, ‘excellent’
  • incorporating vocabulary learnt from classroom activities and texts

  VCEALL421 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL441

  Understand the cohesion of ideas between and within paragraphs

  Elaborations

  • locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
  • reordering sentences in a paragraph to follow a logical order of ideas and language
  • sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
  • understanding items referred to by pronouns, and tracing these references through a text

  VCEALL441 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL443

  Follow the meaning of complex sentence patterns

  Elaborations

  • reordering a jumbled sentence so that it makes sense
  • explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’

  VCEALL443 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL471

  Write using extended descriptive phrases

  Elaborations

  • writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
  • applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
  • using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’

  VCEALL471 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL448

  Follow direct and indirect speech

  Elaborations

  • understanding the punctuation used to indicate direct speech
  • creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech

  VCEALL448 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL422

  Use pronunciation and a range of non-verbal features to convey meaning and enhance communication

  Elaborations

  • modelling intonation, volume, stress and pacing on the speech of others such as the teacher, peers, performers or presenters
  • adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis when recounting news
  • attending to clear enunciation, accurate pronunciation and appropriate stress and intonation when speaking in classroom situations

  VCEALL422 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL478

  Use a range of punctuation marks consistently and correctly

  Elaborations

  • using a range of punctuation, such as full stops, question marks, exclamation marks, commas and apostrophes, consistently and correctly
  • using commas consistently to separate items in a list, and sometimes to separate clauses or indicate pauses

  VCEALL478 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL413

  Adapt speech to suit a variety of registers

  Elaborations

  • listening to and observing situations to understand the register and topic
  • formulating appropriate ways of expressing a message to suit the situation, for example using formal or informal expression, technical or everyday vocabulary

  VCEALL413 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features