Course Title: Participate in a range of straightforward interactions for study purposes

Part B: Course Detail

Teaching Period: Term2 2019

Course Code: GEDU6178

Course Title: Participate in a range of straightforward interactions for study purposes

School: 360T Education

Campus: City Campus

Program: C3403 - Certificate III in EAL (Further Study)

Course Contact: Baia Tsakouridou, Melanie Reynolds

Course Contact Phone: +61 3 9925 4488

Course Contact Email: baia.tsakouridou@rmit.edu.au; melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Caroline McEnroe 51.2

caroline.mcenroe@rmit.edu.au

 

 

 

           

Nominal Hours: 70

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

In this unit of competency, you will be introduced to skills and knowledge required to participate in a range of straightforward interactions for study purposes. This involves making straightforward interactions for verbal requests and suggestions, relating and responding to verbal instructions, and participating in group work and informal group discussions. 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU22641 Participate in a range of straightforward interactions for study purposes

Element:

1. Make verbal requests and suggestions in a study context

Performance Criteria:

1.1

Introduce the request or suggestion

1.2

Clarify the main reasons for the request or suggestion

1.3

Express reason, evidence or argument to support the request or suggestion

1.4

Clarify ambiguous points and seek advice

Element:

2. Respond to verbal instructions related to study tasks

Performance Criteria:

2.1

Clarify the purpose of the verbal instructions or questions

2.2

Respond appropriately to familiar imperative and question forms

2.3

Confirm the requirements of the instructions or questions and respond appropriately

2.4

Record key information as appropriate

Element:

3. Give instructions to complete a study related process or task

Performance Criteria:

3.1

Identify the purpose for the instructions and the outcome of the process or task

3.2

Convey the sequence and requirements of each step for successful completion of the process or task

3.3

Identify and meet needs of audience

3.4

Use non-verbal supports as appropriate

Element:

4. Prepare for group work

Performance Criteria:

4.1

List the key reasons for group work in further study

4.2

Identify advantages and disadvantages of group work

4.3

Confirm members of the group

4.4

List key responsibilities and expectations of group members in further study contexts

4.5

Identify strategies for dealing with problems within groups

Element:

5. Participate in an informal group discussion

Performance Criteria:

5.1

Use a range of strategies to initiate, maintain and manage an informal discussion

5.2

Use informal expressions to enter and exit from discussion

5.3

Express opinions and attitudes on a range of topics

5.4

Clarify misunderstandings and ambiguous points

5.5

Review the group discussion


Learning Outcomes


The outcomes described in this unit relate to:

The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Speaking 2+/3 and Listening 2+/3 and The Australian Core Skills Framework (ACSF) indicators of competence in Oral Communication at Level 3. 

 


Details of Learning Activities

This unit is part of Certificate III in EAL (Further Study) which is an integrated program. This means that you will study this unit with one other unit on the same day. This unit consists of 4 hours of Face to Face teaching which you are required to attend each week as well as Directed Study. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend to complete Directed Study, however you are expected to complete all Direct Study Required as this is usually preparation for your next class and you will be required to show evidence that the work has been completed in this unit. An outline of your Directed Study Required and Recommended is available on Canvas. 

The class content is available on Canvas.  

This unit in part covers the speaking and listening macro skills addressed in the certificate.
 

LISTENING

You will:

Listen to a range of audio texts for study purposes

take part in conversations and discussions

take notes from audio texts & guest speaker presentations

 

SPEAKING

You will:

  • work individually, in pairs and in small groups 
  • take part in formal and informal discussions
  • Use spoken English in out of class contexts
  • become familiar with academic discourse

The revision of important grammatical structures will be incorporated into each activity.


Teaching Schedule

Course dates:

Monday 8 July 2019 - Friday  8 November 2019

Mid-Semester Break:

Monday 2 September - Friday 6 September 2019  

Public Holidays:

Friday 27 September 2019 

 

This unit of competency is taught within an integrated program. It is clustered with VU22643 (LANG5868) Listen and Take Notes for study purposes to create Cluster 3 - Listening, Note taking and Speaking. 

 

Week

VU22641 Participate in a range of straightforward interactions for study purposes

 

VU22641VU22643
 1Orientation/Admin

Diagnostic Exercise (listening)  

Language of instruction 

Pronunciation: diagnostics

Grammar focus: parts of speech & imperatives

Vocabulary in context

1

2

4

5

1

 

 2

Language of instruction - sequencing, modals

Students participate in informal group & paired interactions to give & follow instructions

Listening - Note taking methods for reporting information  

Independent listening -  group discussion 

Pronunciation: difficult sounds identified from week 1

Vocabulary from listening text

Grammar focus:  modals, sequencers and conjunctions, sentence structure 

1

2

4

5

 

 

1

2

 3

Off site language in action - Victoria Market

Listen to audio visual material & take notes, examine vocabulary in context 

Participate in informal group interactions & discuss listening notes 

Language of instruction - Modals

Language of discourse (opinion, suggestion, belief, agreement & disagreement)

How to evaluate oral performances, factors for success and challenges

Pronunciation: key contextual vocabulary

Grammar focus: auxiliary verbs plus sentence structure & syntax

1

2

3

5     

 

 

1

2

 4 

Listen, take notes and discuss notes in groups.

Pronunciation stress and intonation.

First EAL Reader Book Club - group discussion of current EAL reading and how this helps with English study

Vocabulary for Assessment Task 1. 

Analyse & deconstruct AT1 One on One Meeting with Teacher

Preparing responses to questions for AT1

Techniques for evaluating oral performances

Grammar focus - Tenses (simple past & present perfect)

 

 2

3

 5

1

2

 5

Listen and take notes and discuss listening topic

Pronunciation timing and intonation

following instructions & asking questions

Grammar focus: Articles, modals of speculation

Vocabulary in context 

Assessment Task 1: One on One Meeting with Teacher

1

2

3

4

5

 

 

1

2

 6

 

Listen to audio texts and take notes.

Discuss & evaluate notes in informal groups

Pronunciation end of word sounds.

Vocabulary from audio text

Grammar focus - future tenses

Independent listening - group discussion

1

2

3

4

5

 

 

 

1

2

 7

Pre-teach vocabulary for aural text / Melbourne Museum

Listen, take notes and discuss (proof read) in groups

Pronunciation 

Grammar focus: sequencing & linkers (transition signals) plus typical grammar mistakes

Vocabulary in context

Off site language in action - Melbourne Museum 

1

2

4

5

 

           

 

1

2

 8

Group analysis of off site language in action - experience: what did we discover/learn?

Why work in groups? The rationale, advantages, disadvantages and solutions to problems

EAL Reader Book Club - group discussion of current EAL reading

Listen, take notes and discuss in groups

Grammar focus - typical grammar mistakes cont.,

Vocabulary in context

1

2

4

5

 

1

2

 

 9

Informal paired/small group Q&A - post break reflections from Term 1

What do we know about Victoria Parliament? Group and class discussion - topic specific vocab

Listen, take notes and discuss (proof read) notes - preparation for week 10 off site language in action listening & speaking practice

Vocabulary for external language practice (Parliament)

Grammar focus - verbs with prepositions and adverbs (Phrasal verbs)

Vocabulary in context

1

2

4

5

 

1

2

 10

Off site language in action - Victoria Parliament

Pronunciation - pacing and stress

Grammar focus: continuous tenses &/or conditional sentences

Vocabulary in context

Small group & class discussion to evaluate Parliament tour and knowledge gained

 

1

2

4

5

1

2

 11

Listen, take notes and discuss and develop notes in groups

Independent listening discussion group

Analysing group work

Reflect on any previous group work experience and solutions to problems

Introduce 'police' topic: what do we know about the police .. here & there? Small group discussions

Topic specific vocabulary

Grammar focus: gerund or infinitive & past tenses

Vocabulary in context

1

2

3

4

5

 

 

1

2

 12

Listen and take notes (police)

Guest speaker - Victorian Police Community Officer (if booking permits).  Listen and take notes, peer collaboration to build and edit notes

EAL Reader Book Club group discussion of current EAL reading

Grammar focus: relative pronouns and clauses

 

1

2

4

5

 

 

1

2

 

 13

Group discussion and evaluation of knowledge gained from Vic Police presentation

Pronunciation: stress and intonation

Grammar focus: consistent cohort errors

Deconstruct Assessment Task 2. Complete part 1 for direct study as preparation for steps 2 & 3 of assessment in class in week 14

Using open & closed question forms

Vocabulary in context

 

1

2

4

5

 

 

 

 

 

1

2

 


 

 14

 

Independent listening group discussion

Evaluating your performance in group discussions

Useful phrases for group discussions

Grammar focus: passive voice

Vocabulary in context

1

2

4

5

 

1

2

 

 15

Deconstruct Assessment Task 3 as preparation for assessment in week 16

Strategies for group work

Developing questioning skills (modals, open/closed questions, polite forms)

Grammar focus: Reported speech. 

Vocabulary in context

1

2

4

5

1

2

 16

Assessment task 3 Group Discussion 

EAL Reader Book Club - discussion of semester's favourite reading and how this has helped with English study.

 

Identify and evaluate course content, study skills developed and achievement in developing English language / Exit review

 

1

2

5

 

 

 

1

2

 17 Assessment resubmissions; finalise assessment  

  

**The teaching schedule maybe subject to change. Students will be advised via Canvas and in class should changes occur.


The course will be delivered weekly and content is available on Canvas

Your program is made up of:

  • Orientation
  • Learning activities
  • Mid semester review
  • Guest speakers
  • Excursions
  • Exit review

All students will be inducted. The induction includes:

  • Induction Booklet and presentation
  • Explore RMIT activity
  • Orientation to RMIT Libraries


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course, but it is recommended that you bring:

  • English/English Dictionary/thesaurus
  • Display folder with plastic sleeves
  • Highlighter pens
  • Notebook or loose leaf paper in folder
  • Headphones
  • Laptop computer
  • USB / flash drive


Overview of Assessment

This course is part of a full-time integrated program. You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by observation of performance in group discussion, verbal and written questioning. 

 

Feedback will be provided throughout the semester, in both oral and written form, through individual and group feedback on practical exercises and by individual consultation.

 

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Services if you would like to find out more. 

 

The Student Charter summarises your responsibilities as an RMIT university student as well as the responsibilities of the university. This can be found on the RMIT University website at: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/student-charter

 

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: https://www.rmit.edu.au/about/governance-and-management/policies/assessment-policy


Assessment Tasks

Assessment will take place throughout the unit. Your work is assessed on a satisfactory (S)/not yet satisfactory (NYS) basis – it is not graded. You will be given written and or oral  feedback on all assessment tasks. There will be individual and group projects completed both in and out of class. On achieving satisfactory (S) for all assessment tasks you will be deemed to have achieved competency in this unit (CA).


Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which unit, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.

Summative assessments:

Assessment Task 1: One on One Meeting with Teacher (Weeks 4-5)

In this assessment task students will: 

Meet with class teacher one on one to discuss and clarify the three assessment tasks for this cluster, justify the choice of RMIT You Tube clip and instruct teacher to view the clip online.  As a result of this exercise/assessment you will:

  • participate in an interview/discussion with the teacher regarding Assessment Tasks 2 and 3.
  • demonstrate speaking skills so that you can discuss and  explain and ask questions regarding Assessment Task 2 and 3.
  • demonstrate ability to give instructions to the teacher so that they can access and view your chosen RMIT You Tube clip

Assessment Task 2: Watch and take notes  (Weeks 13-14)

In this assessment task students will develop:

  • listening skills from a range of simple spoken texts for study purposes
  • an ability to identify main points & relevant details
  • an ability to recognise purpose of audio /visual texts
  • note taking skills

Assessment Task 3:  Group Discussion (Week 16)

In this assessment task, you will participate in an informal group discussion sharing information about RMIT YouTube clips chosen as part of Assessment Task 1 and from which notes were taken for AT2. You will use the Assessment task 2 notes to guide you. Completing this task will allow you to demonstrate your ability to participate in an informal group discussion  using language strategies such as repeating, re phrasing, summarising, questioning as well as non-verbal ways to show agreement/disagreement.

 

Formative assessments: ongoing observations, summaries and review of student work

Please note: Assessment tasks will include other courses (Units of competency) from the program.
 


Assessment Matrix

Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to the required skills and knowledge. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. To sucessfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject by achieving satisfacory (S) in each of the three assessment tasks.

You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT.

Other Information

Attendance
Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course. Assessment mostly takes place in class time.

Student Progress

Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Student program policy www.rmit.edu.au/policies/academicprogress
 

You will be asked to attend mid-semester and end of semester interviews with relevant teachers and the Program Co-ordinator. These interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress.
 

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Extension www.rmit.edu.au/students/assessment/extension

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity

Course Overview: Access Course Overview