Year 4

英语课程围绕着三个相互关联的语言，文学和扫盲。教学计划应平衡和整合所有三个线。这些方案共同致力于发展学生的知识，理解和技能，以聆听，阅读，观看，说话，写作和创作。英语学习以早年发展的概念，技能和过程为基础，教师将根据需要重新审视和加强这些。

在第3和4年中，学生在熟悉的环境和与课程其他领域学习有关的一系列环境中学习学习。他们与来自其他班级和学校的同龄人和老师在面对面和在线/虚拟环境中进行互动。

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.

第10年基础的文学文本范围包括澳大利亚文学，包括原住民和托雷斯海峡岛民人民的口头叙事传统，以及这两种文化群体的当代文学，以及经典和现代世界文学，包括来自和经典的文献。关于亚洲。

在独立读者中，在第3和4年代支持学生的文学文本描述了在熟悉的经历的框架内涉及多个页面的复杂事件序列，并涉及不寻常的事件。内容丰富的文本包括有关感兴趣的主题的复杂性和技术性日益增加的内容以及在课程其他领域正在研究的主题。这些文本使用复杂的语言特征，包括各种句子结构，一些陌生的词汇，大量的高频视觉词和需要进行语音解码的高频视力和单词，以及各种标点符号约定，以及支持和图表的插图和图表和图表和图表扩展印刷文本。

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

(source:www.australiancurriculum.edu.au)

Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different textsÂ

他们流利地阅读了包括各种句子结构，不熟悉的词汇，包括多音节单词。他们对特定类型的文本表达偏好，并回应他人的观点。他们在讨论中倾听并分享要点。

生产模式（说话，写作和创作）

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

(source:www.australiancurriculum.edu.au)