Course Title: Listen and take notes for study purposes

Part B: Course Detail

Teaching Period: Term1 2021

Course Code: LANG5868

Course Title: Listen and take notes for study purposes

School: 375T Vocational Design and Social Context

Campus: City Campus

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

Course Contact: Melanie Reynolds

Course Contact Phone: +61 3 9925 4059

Course Contact Email: melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Caroline McEnroe

caroline.mcenroe@rmit.edu.au 

Nominal Hours: 45

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 develop listening and note-taking skills from straightforward spoken texts relevant to study purposes. 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU22643 Listen and take notes for study purposes

Element:

1.Assess information from spoken texts for study purposes

Performance Criteria:

1.1

Confirm purpose and prepare forlistening to a text

1.2

Clarify the topic and audience of the text

1.3

Assess the usefulness of the text for the study purpose

1.4

Identify main ideas and relevant details in the text

1.5

Identify speaker’s strategies in presenting the material

Element:

2. Write notes from spoken texts for study purposes

Performance Criteria:

2.1

Use a range of commonly recognised methods for recording information relevant to purpose

2.2

Review notes with a support person for accuracy and clarity

2.3

Adjust notes according to review


Learning Outcomes


The outcomes described in this unit relate to:

The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. 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 (VU22641/GEDU6178) on the same day (cluster). This cluster will have a minimum of 2 hours required directed Study per week (however, two hours of Directed Study Required plus 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 Directed Study 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 
  • 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 VU22641 (GEDU6178) Participate in a range of straightforward interactions for study purposes to create Cluster 3 - Listening, Note taking and Speaking.  

Course dates: Monday 8 February - Friday 11 June 2021

Mid semester break (Easter): Thursday 1 April - Wednesday 7 April  2021

Public Holidays: Monday 8 March 2021 (Labour Day), Monday 26 April 2021 (ANZAC Day),

 

Teaching Schedule 

 

Week 

VU22643 Listen and take notes for study purposes 

  

VU22641 

VU22643 

 1 

Orientation - How this Cluster will work

How to listen & factors that affect listening

Formal, neutral & informal language 

Pronunciation: word stress 

Grammar focus: Parts of speech & imperatives 

Vocabulary in context 

1

2

1

 2 

Using a dictionary - pronunciation and silent letters

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

Informal group interactions to give & follow instructions 

Independent listening  #1- Group discussion 

New vocabulary (from Cornell listening text) 

Grammar focus:  modals, sequencers and conjunctions for giving clear instructions

Learning Activity 1: Introduce Yourself deadline

2

3

5

1

2

 3 

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

Pronunciation: pausing, intonation & word stress

Summary writing from notes 

Language of instruction - Modals 

Grammar focus: auxiliary verbs plus sentence structure and syntax

1

2

1

2

 4 

*Off site language in action #1- Victoria Market 

 

Grammar focus - Tenses (simple past & present perfect)

1

2

5

-

 5 

Take notes (mind maps) and discuss listening topic 

Following instructions & asking questions 

Question intonation and sentence stress in speech

Vocabulary in context  

Grammar focus: Articles, modals of speculation 

1

2

3

1

2

 6 

Pronunciation end of word sounds. 

 

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

1

2

5

1

2

 7 

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

1

2

1

2

 8A

Cluster 3 does not have a class Mon-Wed week 8A  
          Mid-Semester Break Thursday 1 April - Wednesday 7 April 2021  

8B

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

Pre-teach vocabulary for aural text / Immigration  Museum

Analyse & deconstruct AT1 One on One Meeting with Teacher 

Listening for accent, tone, levels of formality

Evaluating audio texts for study purposes

Vocabulary in context 

Grammar focus - typical grammar mistakes cont.,

1

2

3

1

9

*Off site language in action #2 –Immigration Museum 

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

Group work - Solutions to problems 

Vocabulary in context 

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

1

2

4

1

 10 

Vocabulary in context  Group analysis of off site language in action experience - what did we discover/ learn?  Independent listening  #3- Group discussion    Grammar focus: continuous tenses &/or conditional sentences    Do AT1  Meeting with Teacher51

 11 

Introduce 'Police' topic: 'What do we know about.... the Police - here & there'? Group discussion    Topic specific vocabulary & using vocabulary in context Listening for gist, recognising attitudes,  Interpreting meaning: facts & speculation Taking notes: abbreviations, symbols and shorthand                                                                                           Grammar focus: gerund or infinitive & past tenses 

1

2

1

2

 12 

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

checking your notes for facts

Vocab in context

Grammar focus: relative pronouns and clauses

 
5

1

2

 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

2

5

1

2

 14 

How to evaluate group discussions

Useful phrases for group discussions    AT2 steps 2 & 3 of assessment completed in class     Vocabulary in context    Grammar focus: passive 

1

5

1

2

 15 

Deconstruct Assessment Task 3 as preparation for assessment in week 16 

Strategies for group work 

Register: asking for information politely. Giving general information

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

Vocabulary in context 

Grammar focus: Reported speech.  

(Assessment Task 2 possible re-submission)

1

2

4

-

 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 smemester 

Exit review questionnaire & next semester plans 

51

 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 portfolio of evidence, notes, observation and discussion. 

 

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 (Week 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 Assessment Task 2. 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, rephrasing, 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 Appeals, Reasonable Adjustment and Extensions 

Students can appeal assessment decisions using these forms:  

https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals   

Students may be able to access reasonable adjustment such as an extension of time or a smaller group if appropriate. Students should contact the assessor at least one week prior to the assessment if they wish to be considered for reasonable adjustment.  

https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/adjustments-to-assessment  

www.rmit.edu.au/students/assessment/extension 


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 the program Coordinator. An assessment matrix will be available on Canvas. 

Other Information

Attendance 

This course will be delivered using a blended approach; face to face classes and online, synchronous 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. 

 

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 may be asked to attend mid-semester and end of semester interviews with relevant teachers and the Program Coordinator. 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 

 

Recognition of Prior Learning​/RCC/Credit Transfer

Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and/or Credit Transfer may be available depending on your previous work and life experiences, formal, informal or non formal learning, completed accredited qualification/s ​or completed units. Please discuss this with the Program Coordinator.

https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

Course Overview: Access Course Overview