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

Part B: Course Detail

Teaching Period: Term2 2020

Course Code: GEDU6178

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

School: 375T Vocational Design and Social Context

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

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 (cluster). This cluster consists of 4 hours of Face to Face teaching which you are required to attend each week as well as complete directed study. This cluster will have a minimum of 2 hours directed Study per week (however, two hours of Directed Study Required and one hour of Directed Study Recommended is ideal). 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. The Directed Study Recommended is there for you to further develop your skills and although not compulsory, we recommend that this too is completed. 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. 

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

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.  

 

Teaching Schedule 

Course dates: Monday 6 July – Friday 6 November

Mid-Semester Break:     Mid-semester break 31 Aug-4 Sept 2020

Public Holidays: Friday 25 September & Tuesday 3 November 2020 

 

Week 

VU22641 Participate in a range of straightforward interactions for study purposes 

  

VU22641 

VU22643 

 1 

Orientation/Admin 

Diagnostic Exercise (listening)  - note taking method 1 for recording information (Cornell)

Language of instruction  

Pronunciation: diagnostics 

Grammar focus: parts of speech & imperatives 

Vocabulary in context 

2

  

 2 

Pronunciation: difficult sounds identified from week 1 

Language of instruction - sequencing, modals 

Informal group interactions to give & follow instructions 

Listening - Note taking (Cornell) & summary writing from notes

Independent listening  #1- Group discussion 

New vocabulary (from Cornell listening text) 

Grammar focus:  modals, sequencers and conjunctions, sentence structure 

 

  

  

 3 

 

Pronunciation: key contextual vocabulary 

Off site language in action #1- Victoria Market 

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

Participate in informal group interactions & discuss listening notes  

Summary writing from notes 

Stress in speech

Language of instruction - Modals 

Grammar focus: auxiliary verbs plus sentence structure and syntax

5      

  

  

 4 

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

Summary writing from notes

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

Why work in groups? Examining the rationale, advantages, disadvantages 

Grammar focus - Tenses (simple past & present perfect)

 

  

 2 

 5 

 5 

Listen and take notes and discuss listening topic 

following instructions & asking questions 

Group work - Solutions to problems 

Tone in speech

Vocabulary in context  

Grammar focus: Articles, modals of speculation 

  

  

 6 

 Pronunciation end of word sounds. 

Pre-teach vocabulary for aural text / Immigration  Museum 

Listen to audio texts, take notes, peer review & summary writing from notes 

Vocabulary from audio text 

Independent listening #2 - group discussion  

Grammar focus - future tenses

  

  

  

 7 

Off site language in action #2 –Immigration Museum 

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

Summarising in groups from notes

 Intonation in speech

Vocabulary in context 

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

  

            

  

 8 

 

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

Aspects of working in groups - revisited

Listen, take notes, discuss in groups & summarise notes

Vocabulary in context 

Grammar focus - typical grammar mistakes cont.,

 

  

  

 

Mid-Semester Break Monday 31 August - Friday 4 September 2020

  

 9 

Question forms: Informal paired/small group Q&A - post break reflections from term 1 

EAL Reader Book Club #2 - group discussion of current EAL reading 

Vocabulary in context 

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

  

 1

2

4

5

 1

2

 10 

  Evaluating audio texts for study purposes    Vocabulary in context    Independent listening  #3- Group discussion    Grammar focus: continuous tenses &/or conditional sentences    Analyse & deconstruct AT1 One on One Meeting with Teacher 

 11 

Introduce 'Police' topic: 'What do we know about.... the Police - here & there'? Group discussion    Topic specific vocabulary   EAL Reader Book Club #3 - group discussion of current EAL reading    Do AT1 One on One Meeting with Teacher   Vocabulary in context   Grammar focus: gerund or infinitive & past tenses 

  

  

 12 

Police clip; take notes, build notes & create a summary from notes   Evaluating audio texts for study purposes 

Formulate questions for guest speaker (week 13) - using open & closed question forms

Vocab in context

Grammar focus: relative pronouns and clauses

 

  

  

  

 13 

 Guest speaker - Victorian Police Community Officer - listen, take notes, peer collaboration to build and edit notes

Group discussion and evaluation of knowledge gained from Vic Police presentation 

Evaluating a live presentation for study purposes

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

Vocabulary in context 

Grammar focus: consistent cohort errors

  

  

  

  

  

  

 
 

  

 14 

  EAL Reader Book Club #4 - group discussion of current EAL reading    How to evaluate your performance in group discussions   Useful phrases for group discussions    AT2 steps 2 & 3 of assessment in class     Vocabulary in context    Grammar focus: passive 

  

  

 15 

 

Deconstruct Assessment Task 3 as preparation for assessment in week 16 

Strategies for group work 

Independent listening #4 - Group discussion & evaluating performance in group discussions

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

Vocabulary in context 

Grammar focus: Reported speech.  

 16 

 

Assessment Task 3 Group Discussion  

Independent listening  #4- Group discussion 

Identify and evaluate course content, study skills developed and individual achievement in developing English language over the semester 

Exit review questionnaire & next semester plans

  

  

  

  

 

 17 

Finalise assessments and results; assessment re-sits; 

  

  

   

**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 
  • Office 360
  • 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 11) 

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 
  • ability to ‘build’ notes through proofing and editing with peer(s) 
  • 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 and to evaluate your individual performance in order to make improvements. 

  

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

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 successfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject by achieving satisfactory (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