This unit describes the skills and knowledge required by EAL learners with little or no formal education to communicate basic personal information and needs. It focuses on participating in basic conversations, and responding to basic requests for personal information.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:
VU22586

Assessment

Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills and knowledge: - a small number of basic common high frequency verbs, nouns and adjectives related to immediate personal needs, information and interests; - a limited number of formulaic expressions; - basic interrogative forms; - basic time expressions related to immediate personal needs and information; - letters of the alphabet; - basic modal can; - small number of very common high frequency simple tense forms; - limited basic high frequency connectives to talk about immediate personal needs, information and interests; - basic adjectives to describe objects and express basic likes and dislikes; - common adjectives after be; - regular plural forms, such as I have two sons; - simple paralinguistic features to interpret and convey meaning, such as body language in communicating likes and dislikes; - pronunciation of a limited range of words and phrases can be understood with some effort by the listener; - very limited use of tone and intonation to convey meaning; - appropriate forms of address, such as use of first names or titles Mr, Mrs; - basic common polite expressions, such as please, thank you, sorry, and; - two to four digit numbers related to personal information, such as flat/house number, birth date or number of children.

Where to next?

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