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• VCEALL561

  Attempt different verb forms, with some consistency

  Elaborations

  • using a range of common verb tenses for familiar verbs, such as present simple tense (‘walk’, ‘go’), present continuous tense (‘is walking’, ‘is going’) and regular and common irregular past tenses (‘walked’, ‘went’)

  VCEALL561 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• 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

• 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

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 achievement standards - Speaking and Listening

  At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C1 | Speaking and Listening

• 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

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness