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

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


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


Demonstrate understanding of a casual conversation

Performance Criteria:

1.1 Identify the context/topic.

1.2 Identify explicitly stated information.


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


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 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.
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.

  • verbal and/or written questioning
  • teacher observation of satisfactory performance
  • observed role plays

Assessment Matrix

Course Overview: Access Course Overview