Course Title: Intermediate listening and speaking skills for complex instructions

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5491

Course Title: Intermediate listening and speaking skills for complex instructions

School: 360T Education

Campus: Brunswick Campus

Program: C3211 - Certificate III 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/module covers the skills required to understand and participate in interviews in order to function in community, work and further-studies contexts. They may include interviews for employment or study options.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIIIG Intermediate listening and speaking skills for complex instructions



Performance Criteria:

Demonstrate understanding of a set of instruction

1.1 Demonstrate understanding of a set of instructions
1.2 Use interaction strategies appropriate to complex spoken instructions, eg indicate comprehension check, clarify
1.3 Demonstrate understanding of markers of time, manner and place where appropriate
1.4 Demonstrate understanding of implicit commands
1.5 1.5 Demonstrate understanding of conditional clauses

Give Complex instructions in a spoken exchange

2.1 give a set of at least 8 instructions in a spoken exchange which are readily understood by the interlocutor
2.2 State purpose clearly before commencing the steps
2.3 Give instructions incorrect sequence if required
2.4 Respond to requests for clarification as required
2.5 Use conditional clause/s
2.6 Use imperative clauses including negatives, eg Turn off the machine if the red light is on., Never do this on a windy day
2.7 Use markers of time, manner and place, eg after that, as finely as possible in the bamboo steamer
2.8 Pronounce key words and utterances with sufficient sound clarity, stress and intonation to be intelligible to the interlocutor, or respond to requests for clarification
2.9 Use pausing to divide information, eg into thought groups and phrases

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+-2

Details of Learning Activities

Evidence may be gathered through

  • performance of a task or activity
  • verbal and/or writeen questioning
  • teacher observation
  • checklists
  • audio and/or video recording to assess performance

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

Assessment may be gathered through

  • performance of a task or activity
  • verbal and/or writeen questioning
  • teacher observation
  • checklists
  • audio and/or video recording to assess performance 

Assessment Matrix

Course Overview: Access Course Overview