Expressing and developing ideas Noun groups are expanded by adding Teach word order to EAL/D students adjectives. In English, we prefer an in the context of the sentences they Understand that nouns represent for adjectives in noun groups are reading and writing. people, places, things and ideas, and (for example, a beautiful red balloon can be, for example, common, Ask students to words on rather than a red beautiful balloon). proper, concrete and abstract, and sentence strips, then cut and This preference for opinion adjectives that noun groups can be expanded rearrange them in the right order. before factual ones is innate for using articles and adjectives Pay attention to EAL/D students’ use native English speakers because of (ACELA1468) of articles in writing and explain their sense of the language. their errors to them, not simply In English, the articles are a, an, the correct them. particularly challenging for EAL/D Notice unusual use of articles in texts students in all phases of English that students are reading and talk language learning as their usage in about their use in that context. English is particularly complex and sometimes arbitrary. For example, the use of the article the to refer to both the specific cat next door’ ‘the and the general whale is the ‘the largest mammal’ and its arbitrary use (for example, the Earth, but not the Mars). In some languages, the article the is used before a person’s name (for example, The Josh). Expressing and developing ideas Visuals are not culturally neutral and When explaining meanings, be often require as much explanation as of the language used, to ensure that Identify visual representations of words. the explanations don’t use characters’ actions, reactions, speech vocabulary more complicated than and thought processes in narratives, the word or concept under and consider how these images add examination. to or contradict or multiply the meaning of accompanying words (ACELA1469)
Expressing and developing ideas Understand that nouns represent people, places, things and ideas, and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives (ACELA1468) Noun groups are expanded by adding adjectives. In English, we prefer an for adjectives in noun groups (for example, a beautiful red balloon rather than a red beautiful balloon). This preference for opinion adjectives before factual ones is innate for native English speakers because of their sense of the language. In English, the articles a, an, the are particularly challenging for EAL/D students in all phases of English language learning as their usage in English is particularly complex and sometimes arbitrary. For example, the use of the article the to refer to both the specific ‘the cat next door’ and the general ‘the whale is the largest mammal’ and its arbitrary use (for example, the Earth, but not the Mars). In some languages, the article the is used before a person’s name (for example, The Josh). Teach word order to EAL/D students in the context of the sentences they are reading and writing. Ask students to words on sentence strips, then cut and rearrange them in the right order. Pay attention to EAL/D students’ use of articles in writing and explain their errors to them, not simply correct them. Notice unusual use of articles in texts that students are reading and talk about their use in that context. Expressing and developing ideas Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) Visuals are not culturally neutral and often require as much explanation as words. When explaining meanings, be of the language used, to ensure that the explanations don’t use vocabulary more complicated than the word or concept under examination.
EALD-English-Pre-primary-to-Year-10.DOCX