The Australian curriculum: EnglishShow curriculum details
The Australian Curriculum: English aims to ensure that students:
- learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
- appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
- understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
- develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
This resource contains extracts from the Australian Curriculum and is current as at 25 May 2011. © Australian Curriculum, Assessment and Reporting Authority 2010.
ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home
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English activities 
Activity 1: RelationshipsShow details
- Discuss the relationship between Phoung and Lily as one based on family ties. They are cousins, but are they friends? Ask students to identify their many similarities, as well as the differences in their personalities.
- Encourage students to explore the characters Lily and Phoung further by creating a Venn diagram (see Student Activity Sheet E3.1) based on the character traits of both girls.
- Discuss the outcomes of these investigations by asking students to share their ideas with the whole class. Highlight the following areas with the class:
- What are the personality differences between Phoung and Lily?
- What are the similarities in their personalities?
Activity 2: Family businessShow details
Subtheme(s): Chores, business and employment
- One of Lily and Phoung's tasks after school is to make rice-paper rolls for the family restaurant. As a class, discuss the reasons why the girls would be expected to do this task. Discuss what is meant by the term 'family restaurant'.
- Ask students if they are expected to work for their families, either in a business or at home. What chores are they expected to complete to support the family? List the class responses and note the commonalities of work they do. Identify if someone does the same or similar work to Lily and Phoung.
- Ask students to consider the question: What does family mean to you?
- Ask students to use the describing wheel in Student Activity Sheet E3.2 to write their ideas on what family means to them. Encourage students to focus on their own family and describe how their family members help each other. Ask students to share their describing wheel outcomes with others in the class.
Activity 3: Rice-paper roll recipesShow details
Subtheme(s): Celebrations; Food; Multiculturalism
- The rice-paper rolls in this clip are made with specific ingredients. Ask students to list the ingredients they see in the clip. Make a class list and add any key ingredients students may have missed. Locate Vietnamese recipes online, in a cookbook or by asking friends and family, and discover what ingredients are needed to make rice-paper rolls.
- Ask students to find and adapt recipes for rice-paper rolls.
- Students can create a procedural text highlighting the ingredients and method in making their own rice-paper rolls. Encourage students to adapt some of the ingredients to suit their own tastes; a student who is vegetarian may choose a selection of vegetables to fill their roll. Students should also be encouraged to create a name for their personalised roll. Conduct a master chef competition to see who creates the best roll.