Course Title: Beginner listening and speaking skills for recounts

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5456

Course Title: Beginner listening and speaking skills for recounts

School: 360T Education

Campus: Brunswick Campus

Program: C1055 - Certificate I in Spoken and Written English

Course Contact : Jennifer Chamberlain

Course Contact Phone: +61 3 9925 9476

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 90

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


Course Description

This course/modules covers some of the skills required to be an effective language learner. This module covers the skills required to understand and give spoken recounts from a highly familiar context

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIJ Beginner listening and speaking skills for recounts


Demonstrate understanding of a spoken recount

Performance Criteria:

1.1 Identify topic

1.2 Identify sequence of events

1.3 Identify details of events


Tell a short recount

Performance Criteria:

2.1 Tell a recount of at least 30 seconds or more

       Some errors may occur but these must not interfere with intended meaning.

2.2 Use appropriate staging, ie orientation, sequence of events and optional reorientation

2.3 Construct simple independent clauses

2.4 Use conjunctions to join simple independent clauses, eg and, but

2.5 Use some past-tense action verbs

2.6 Construct simple noun groups, eg a good weekend, delicious food

2.7 Use time and location markers, eg first, then, yesterday, in, at

2.8 Use personal pronouns appropriately

2.9 Use vocabulary appropriate to the topic

2.10 Pronounce key vocabulary and formulaic expressions/utterances with sufficient sound clarity and stress to be intelligible to be interlocutor.

Learning Outcomes

The outcomes described in this unit relate to:
Performance criteria of 2 learning outcomes
The ISLPR (International Second Language Proficiency Ratings) descriptors 0+-1-

Details of Learning Activities

Evidence may be gathered through, eg

  • collection of learner documents
  • verbal and/or written questioning
  • teacher observation of satisfactory performance
  • checklists.

Teaching Schedule

This is a 20 week program:
Program Dates: 30 January -28 June 2012
Term break: Fri 30 March -Fri 13 April, 2012

Public holidays: Mon 12 March (Labour Day), Fri 6 April (Good Friday)Wed 25 April (ANZAC DAY) Mon 11 June 2012 (Queen’s Birthday)
Your program is made up of:
• Orientation
• Learning activities
• Guest speakers
• Excursions

All students will be inducted. The induction includes
AMEP handbook outlining student rights and responsibilities, grievance procedure and services information about student services, rights and responsibilities is contained in student diary.
Orientation to RMIT Libraries (library tour & on line catalogue introduction) and campus facilities

Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course learning materials are provided by the teachers
but it is recommended that you bring
• Display folder with plastic sleeves
• Notebook or loose leaf paper
Writing materials

Overview of Assessment

This course is part of a full-time integrated program. Learner performance is assessed against specific criteria that describe a standard of performance. The criteria allows the learner to participate actively in the assessment process. The learner is given as many opportunities as practicable to achieve each outcome.
Learner is clearly informed that assessment is taking place and feedback on performance is given for each assessment.
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 Disability Liaison Unit if you would like to find out more.

An assessment charter ( summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document:;ID=ln1kd66y87rc

Assessment Tasks

Assessments may be gathered through, eg

  • collection of learner documents
  • verbal and/or written questioning
  • teacher observation of satisfactory performance
  • checklists.

Assessment Matrix

Course Overview: Access Course Overview