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• VCEALL794

  Spell words accurately using a range of strategies

  Elaborations

  • spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
  • referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling

  VCEALL794 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL749

  Produce extended speech, using connectives and signal words

  Elaborations

  • extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
  • using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’

  VCEALL749 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL754

  Use existing vocabulary knowledge to determine the meaning of new words

  Elaborations

  • using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
  • checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions

  VCEALL754 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALC778

  Write extended factual texts conveying a variety of aspects of topics from across the curriculum

  Elaborations

  • writing extended factual texts reflecting the structure and language of the text type
  • writing a range of texts used across the curriculum areas (such as a historical essay, information report, procedure, explanation), with reference to templates and models
  • incorporating information from two or three sources used in class

  VCEALC778 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALL774

  Demonstrate a broad technical vocabulary across the curriculum areas

  Elaborations

  • reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
  • responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
  • creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms

  VCEALL774 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C4 description

  The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical...

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

• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC738

  Understand the point of view and message of an unfamiliar speaker, with minimal support

  Elaborations

  • applying knowledge of text structures, such as introduction or topic sentences, to predict key messages and recognise repeated points
  • using information from support materials, such as relevant background knowledge provided beforehand, to identify main topics and key words

  VCEALC738 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALL757

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL757 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL752

  Use extended topic-related verb groups

  Elaborations

  • choosing from a wide range of action, saying, sensing and relating verbs to express precise meaning, for example ‘construct’, ‘produce’, ‘appreciate’, ‘prefer’
  • using extended verb groups, for example ‘about to start packing up’, ‘would not want to be noticed’
  • expressing more complex verbs using elaborated tenses, for example ‘hadn’t noticed’, ‘we’re getting hungry’
  • expressing modality through words such as ‘may’ and ‘might’

  VCEALL752 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features