Course Title: Intermediate listening and speaking skills for discussions

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5489

Course Title: Intermediate listening and speaking skills for discussions

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 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 module/course covers the skills required to understand and participate in spoken discussions in order to function in community, work and further studies contexts. The discussion would be on oone issue or topic of relevance to the learners.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIIIF Intermediate listening and speaking skills for discussions

Element:

Demonstrate understanding of a spoken discussion

Performance Criteria:

1.1 Identify the topic

1.2 Identify the speakers' viewpoint

1.3 Identify supporting evidence which supports speakers' viewpoint

Element:

Participate in discussion

Performance Criteria:

2.1 Participate effectively in a discussion

2.2 Express a viewpoint and substantiate viewpoint with supporting evidence, agree/disagree

2.3 Use appropriate interactive strategies to sustain discussion, eg provide feedback, seek clarification

2.4 Use vocabulary and grammatical structures appropriate to setting and register

2.5 Pronounce key vocabulary and utterances with suffiecient sound clarity and stress to be intellibible to the interlocutor, or respond to requests for clarification

2.6 Use pausing, stress and intonation to communicate meaning

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

  • verbal an/or written questionaing
  • audio and/or video recordings to assess performance
  • observation by classroom teacher
  • 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.
 


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 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.
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

verbal an/or written questionaing
audio and/or video recordings to assess performance
observation by classroom teacher
checklists
 


Assessment Matrix

Course Overview: Access Course Overview