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• VCEALA431

  Understand the connection between text purpose and structure

  Elaborations

  • sorting and sequencing labels for the stages of different learnt texts, such as procedures and explanations
  • completing a table or Venn diagram to compare the features of two text types, for example a narrative and a blog

  VCEALA431 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• 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

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALC427

  Follow a series of task instructions with some detail in print or digital texts

  Elaborations

  • following the ingredients section in a simple recipe to retrieve the correct amount of each ingredient
  • assembling familiar equipment in the correct arrangement to conduct a simple science experiment

  VCEALC427 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC405

  Understand increasingly de-contextualised and more complex spoken language

  Elaborations

  • understanding teacher questions on familiar topics or themes and responding appropriately
  • comprehending most spoken information without support
  • preparing and presenting a short talk to a group or the class

  VCEALC405 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC406

  Understand a new topic delivered with extensive contextual and teacher support

  Elaborations

  • making links between the spoken information, written text and visual support to understand connections between ideas in the topic
  • paraphrasing or briefly explaining the topic, using key words and sequencing ideas to reflect the lesson

  VCEALC406 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• 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

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• 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

• VCEALC429

  Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level

  Elaborations

  • making connections between the text and own experience or other texts
  • suggesting the opinion of the author based on the ideas in the text
  • drawing a simple conclusion based on a factual text

  VCEALC429 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALA438

  Discuss a text by relating ideas in the text to personal experiences or previous learning

  Elaborations

  • explaining how understanding of ideas in a text is supported by personal experience or previous learning

  VCEALA438 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA410

  Identify and use features of formal and informal spoken texts

  Elaborations

  • understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain

  VCEALA410 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• 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

• 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

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL414

  Use appropriate sequence markers

  Elaborations

  • understanding sequence markers in spoken texts and using these to order written text or pictures
  • structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’

  VCEALL414 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | 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

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features