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• VCEALL154

  Use a small range of basic verb forms accurately

  Elaborations

  • using common simple past tense forms with the suffix ‘–ed’ consistently, though overgeneralising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
  • using common irregular past tense verbs, such as ‘went’, ‘said’, ‘had’
  • using a range of simple tenses with varying accuracy, such as ‘Yesterday teacher talking about cooking’, ‘I go to beach Saturday’
  • maintaining simple past tense consistently across a short text such as a recount
  • using more complex tenses inconsistently, for example ‘I have never eat it before’, ‘We caught the train then walk to the park’
  • using some common imperatives appropriately, such as ‘Draw …’, ‘Stop’, ‘Mix the …’, ‘Cook the ...’
  • expressing simple negative constructions accurately, for example ‘I do not like …’

  VCEALL154 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL728

  Use verb forms appropriate to text type

  Elaborations

  • using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
  • controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
  • controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)

  VCEALL728 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL075

  Demonstrate some control of basic verb forms

  Elaborations

  • using a range of common action verbs (‘sit’, ‘eat’, ‘play’), sensing verbs (‘want’, ‘like’) and relating verbs (‘be’, ‘have’)
  • controlling simple past tense for common verbs, including some regular verbs (such as ‘played’, ‘liked’) and some common irregular verbs (such as ‘went’, ‘was’, ‘saw’)
  • using inconsistent use of tense within a sentence, for example ‘I went to the park and playing footy’
  • expressing negatives in the most basic forms, for example ‘I no like’

  VCEALL075 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL205

  Use some high-frequency adjective–noun and verb–adverb combinations

  Elaborations

  • describing illustrations using short noun phrases and verb phrases, such as ‘big ball’, ‘run fast’

  VCEALL205 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL518

  Identify some high-frequency adjective–noun and verb–adverb combinations

  Elaborations

  • identifying adjectives next to nouns, and adverbs next to verbs, such as ‘big ball’ and ‘run fast’, with support such as questions or guidance from a teacher
  • matching illustrations to short noun phrases and verb phrases

  VCEALL518 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL310

  Use simple sentences and phrases with correct subject–verb–object pattern

  Elaborations

  • writing with some errors with agreement, such as ‘I read book’, ‘She watch video’

  VCEALL310 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL074

  Use some common noun–verb and adjective–noun combinations

  Elaborations

  • writing simple adjectives and verbs as single words or part of short phrases, for example ‘tall tree’, ‘He runs’
  • using simple adjectives to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL074 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL496

  Produce short, simple non-standard utterances showing subject–verb relations

  Elaborations

  • constructing statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’
  • adding some elaboration to statements using objects and adverbs, such as ‘He sick today’, ‘Students go zoo’, ‘I no like bananas’, ‘It lay the egg on the leaf’

  VCEALL496 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL019

  Construct simple subject–verb–object sentences that mostly use present tense

  Elaborations

  • constructing basic sentences using subject–verb–object word order, but with non-standard word forms, for example ‘We buy house’
  • constructing short, simple statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’

  VCEALL019 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA261

  Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

  Elaborations

  • knowing that a clause is basically a group of words that contains a verb
  • knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances

  VCELA261 | Curriculum content | English | Level 3 | Writing | Language

• VCEALL602

  Experiment with different tenses and use some common irregular past tense verbs correctly

  Elaborations

  • using a small number of common irregular past tense verbs accurately, such as ‘went’, ‘bought’, ‘woke’
  • matching simple present and past tense verbs to time words, such as ‘Today I have …’, ‘Last week we went …’, ‘They always sit …’
  • experimenting with more complex tenses, with varied accuracy, for example elaborated tenses (‘I have been to …’), negatives (‘They didn’t had …’)

  VCEALL602 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL204

  Use simple present and past tense verb forms to talk about ongoing, current and past actions

  Elaborations

  • locating action verbs in a text, with support
  • matching action verbs to images

  VCEALL204 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCELA262

  Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

  Elaborations

  • identifying different types of verbs and the way they add meaning to a sentence
  • exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
  • exploring the use of relating verbs in constructing definitions and descriptions
  • learning how time is represented through the tense of a verb and other structural, language and visual features

  VCELA262 | Curriculum content | English | Level 3 | Writing | Language

• VCELA273

  Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

  Elaborations

  • exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context

  VCELA273 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA292

  Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

  Elaborations

  • creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

  VCELA292 | Curriculum content | English | Level 4 | Writing | Language

• VCELA351

  Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

  Elaborations

  • knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
  • knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
  • knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
  • knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
  • knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

  VCELA351 | Curriculum content | English | Level 6 | Writing | Language

• VCELA383

  Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns

  Elaborations

  • observing and discussing how a sense of certainty, probability and obligation is created in texts

  VCELA383 | Curriculum content | English | Level 7 | Writing | Language

• VCELY258

  Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

  Elaborations

  • exploring how different types of verb groups, for example, action commands in procedures, saying verbs in narratives and relating verbs in information reports, are used to make meaning in different types of texts

  VCELY258 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy