Search results

Result list

• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC677

  Listen for specific information, using question, preview and prediction strategies

  Elaborations

  • identifying key words based on learnt vocabulary and words used in questions
  • using support materials such as questions or print text excerpts to identify key words and sequence of information

  VCEALC677 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALA703

  Experiment with reading long, complex texts with support from the teacher

  Elaborations

  • choosing a range of texts, including fiction and non- fiction, on diverse topics and with a range of perspectives
  • identifying texts of interest based on comprehensible structure, challenging language and relevant topics
  • seeking advice from the teacher when selecting texts to read for pleasure or a specific purpose

  VCEALA703 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Speaking and Listening

  At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Speaking and Listening

• VCEALL689

  Construct a range of sentence types

  Elaborations

  • constructing statements, questions and commands with consistent accuracy
  • experimenting with tag endings on questions, for example ‘You didn’t tell him, did you?’, ‘It goes back here, doesn’t it?’

  VCEALL689 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALC678

  Contribute to effective group work

  Elaborations

  • contributing to the group by clarifying task goals, negotiating roles, requesting and responding to opinions, and suggesting action
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC678 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCEALC676

  Interpret the main idea in texts, with some support

  Elaborations

  • identifying the main idea based on organisational features of a specific text, such as the introduction or the conclusion in an essay
  • identifying key points and learnt topic vocabulary
  • using support to identify the main idea, such as prepared questions or background information

  VCEALC676 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC674

  Negotiate with peers and teachers in familiar informal and formal classroom situations

  Elaborations

  • negotiating with peers or teachers in a range of situations, such as when planning a project or exchanging information
  • asking clarifying questions in a variety of forms, such as ‘Do you mean that …?’, ‘Could you please explain …?’

  VCEALC674 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features