Course Title: Post-beginner listening and speaking skills for casual conversation
Part B: Course Detail
Teaching Period: Term2 2012
Course Code: GEDU5461
Course Title: Post-beginner listening and speaking skills for casual conversation
School: 360T Education
Campus: Brunswick Campus
Program: C2166 - Certificate II in Spoken and Written English
Course Contact : Jennifer Chamberlain
Course Contact Phone: +61 3 9925 9476
Course Contact Email:jennifer.chamberlain@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 60
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
This course/modules covers some of the skills required to be an effective language learner. It develops the skills requried to understand and paricipate in short casual conversations on everyday topics.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CSWEIIB Post-beginner listening and speaking skills for casual conversation |
Element: |
Demonstrate understanding of a casual conversation |
Performance Criteria: |
1.1 Identify the context/topic. 1.2 Identify explicitly stated information. |
Element: |
Participate in a short casual conversation |
Performance Criteria: |
2.1 Participate effectively in a short casual conversation for approximately 1 minute. Some errors may occur but these must not interfere with intended meaning. 2.2 Open conversation or respond to opening appropriately 2.3 Sustain dialogue, eg ask questions, respond to questions, make statements/comments, recount events. 2.4 Use interaction strategies, eg clarifying, seeking/providing feedback. 2.5 Close conversation or respond to closing appropriately. 2.6 Use grammatical structures appropriately. 2.7 Use appropriate vocabulary, eg for giving simple compliments, commenting on the weather. 2.8 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 1-1+
Details of Learning Activities
This module is part of CSWE II which is an integrated program. This means that you will study this module with several other modules throughout the course.
This modules applies to students identifying skills to be effective language learners.
Evidence may be gathered through, eg.
- verbal and/or written questioning
- teacher observation of satisfactory performance
- observed role plays
Teaching Schedule
This is a 20 week program:
Program dates: 16th July- 14th December, 2012
Term break: Fri 21st September - 5th October, 2012
Public Holiday: 6th November, 2012 (Melbourne Cup Day)
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
References
Other Resources
TEXTS AND EQUIPMENT
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 perfomance. the criteria allows the learner to participate activley in the assessment process. The learner is givien as many opportunities as practicable to achieve each outcome.
Feedback:
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 (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessments may be gathered through, eg.
- verbal and/or written questioning
- teacher observation of satisfactory performance
- observed role plays
Assessment Matrix
Course Overview: Access Course Overview