Course Title: Give straightforward oral presentations for further study
Part B: Course Detail
Teaching Period: Term2 2018
Course Code: LANG5817
Course Title: Give straightforward oral presentations for further study
School: 360T Education
Campus: City Campus
Program: C3310 - Certificate III in EAL (Further Study)
Course Contact: Baia Tsakouridis and Bloss Robertson
Course Contact Phone: +61 3 99254488
Course Contact Email: baia.tsakouridou@rmit.edu.au, bloss.robertson@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Jacqueline Crothers 51.2
jacqueline.crothers@rmit.edu.au
Caroline McEnroe
Nominal Hours: 80
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 unit of competency describes speaking and listening performance outcomes, skills and knowledge required for further study by adult learners with language backgrounds other than English. In this unit you will focus on listening and speaking skills in English to participate in further study contexts whcih involve the presentation and discussion of ideas and information in straight forward formal presentations and group discussions.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU21499 Give straightforward oral presentations for further study |
Element: |
1 Prepare for a formal group interaction in a study context |
Performance Criteria: |
1.1 Determine the purpose of the group interaction 1.2 Clarify roles of each participant 1.3 Identify discussion topics/issues and prepare/plan for individual contribution 1.4 Confirm contribution with group participants 1.5 Present own contribution according to plan |
Element: |
2 Participate in a formal group interaction in a study context |
Performance Criteria: |
2.1 Present own contribution according to plan 2.2 Use a range of expressions and strategies to participate and to present information and ideas to others 2.3 Respond to requests for clarification and give explanations as required 2.4 Ask and respond to questions about the discussed topic or topics |
Element: |
3 Prepare an oral presentation based on a researched topic |
Performance Criteria: |
3.1 Clarify the topic, purpose, audience and other requirements of the presentation 3.2 Locate, select and evaluate research information from a range of sources 3.3 Use the processes of planning, drafting and editing to produce a plan of a structured presentation 3.4 Identify and access aids and supports appropriate to the planned presentation and confirm availability 3.5 Rehearse planned presentation to meet requirements and make appropriate adjustments |
Element: |
4 Give an oral presentation based on research |
Performance Criteria: |
4.1 Organise prepared materials 4.2 Use effective openings and closings in the presentation 4.3 Present information according to the presentation plan using strategies and language to engage the audience 4.4. Use prepared aids and supports effectively |
Element: |
5 Review performance in formal group interactions and oral presentations |
Performance Criteria: |
5.1 Seek feedback from the audience and or teacher on the effectiveness of the presentation or contribution 5.2 Conduct a review of performance according to relevant criteria 5.3 Discuss performance and any ideas from feedback on improving future contributions or presentations with a support person |
Learning Outcomes
The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of Speaking 2+ / 3 and Listening 2+ / 3 and
the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Oral Communication at Level 3.
Details of Learning Activities
This unit is part of Certificate III in EAL (Further Study) which is an integrated program. This means that you will study this unit with two other units on the same day. Your program consists of Face to Face teaching and Directed Study. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. An outline of your Directed Study is available on Canvas.
The class content is available on Canvas.
This unit in part covers the speaking and listening macro skills addressed in the certificate.
Examples of how you will practice and study the units:
LISTENING
You will:
• listen to a range of audio, film and documentary texts
• take part in conversations
• listen and take notes from listening tasks and guest speaker presentations
SPEAKING
You will:
• work in pairs and in small groups give informal mini presentations
• give a formal oral presentation
• take part in formal and informal discussions
Teaching Schedule
Course dates:
16 July - 23 November 2018
Mid-Semester Break:
Monday 24 September - Friday 5th October 2018
Public Holidays:
Monday & Tuesday 5th & 6th November 2018
This unit of competency is taught within an integrated program.This unit is clustered with VU21503 (LANG5809) Listen and Take Notes for Research and VU21500 (GEDU6044) Participate in a Range of Straightforward Interactions for Further Study. This is Cluster 1 - Give Oral Presentations and Note Taking.
| Week |
VU21499 Give straightforward oral presentations for further study |
VU21499 | VU21500 | VU21503 |
| 1 | Orientation/Admin/Assessment outline
Diagnostic Exercise Language of instruction Imperatives (modals) Pronunciation Diagnostics Grammar focus: parts of speech & imperatives Vocabulary |
1
2
|
1 2 4 5 |
1 2 |
| 2 |
Language of instruction - sequencing, modals Students participate in informal group interactions for instructions Listening - Note taking methods for reporting information Pronunciation Difficult sounds identified from week 1 Vocabulary from listening text Grammar focus: modals, sequencers and conjunctions, sentence structure |
1
2 5 |
1 2 4 5
|
1 2 |
| 3 |
Listen to audio visual material & take notes, Language of instruction - Modals, imperatives Language of discourse (opinion, suggestion, belief, agreement & disagreement) How to evaluate oral performances, factors for success and challenges Participate in informal group interactions: discuss listening notes, Pronunciation key contextual vocabulary Explain Requirements for and deconstruct page 1-3 of Assessment Task 5: Giving and Responding to Instructions Grammar focus: auxiliary verbs |
1
2 5 |
1 2 3 5
|
1 2 |
| 4 |
Instructions, practise for assessment Listen, take notes & discuss notes in groups Pronunciation stress and intonation Vocabulary for assessment task Techniques for evaluating oral performances Assessment Task 5: Giving and Responding to Instructions Grammar focus: Tenses simple past & present perfect |
1
2
|
2 3
|
1 2 |
| 5 |
Continue with Assessment Task 5: Giving and Responding to Instructions Listen and take notes and discuss listening topic Review group interactions & group work skills Review personal performance of assessment Give & Follow instructions Pronunciation timing and intonation Grammar focus: Articles, modals of speculation |
1
2 3 5 |
1 2 3 4 5
|
1 2 |
| 6 |
Presentation skills Listen to audio texts and take notes. Discuss & evaluate notes in informal groups Review & evaluate group work skills Pronunciation end of word sounds Vocabulary from audio text Grammar focus: future tenses |
1 2
|
1 2 4 5
|
1 2 |
| 7 |
Pre teach vocabulary for aural text Listen & take notes (individual & group task) Group research skills Mini presentation, practice for Assessment 6 Pronunciation - review from presentation Grammar review sequencing & linkers, Typical grammar mistakes |
3
4 5 |
1 4 5
|
1 2 |
| 8 | Mid-Semester interview & Portfolio of evidence |
5
|
1 2
|
|
| 9 |
Select groups and topics for Assessment 6 oral presentation Start research on topics Listen and take notes on a model presentation Techniques for presentations Review requirements for Assessment Task 6: Oral Presentations and Group Interactions Grammar focus: verbs with prepositions/adverbs |
1
3 |
1 2 3 4 5
|
1 2 |
| 10 |
Analysing Group work - reflect on previous experience and solutions to problems Practise presentation skills Pronunciation Pacing of presentation and key vocabulary Continue with researching topics for presentation (Assessment 6) Grammar focus: continuous tenses |
1 2 3 4 5 |
1 2 4
|
1 2 |
| 11 |
Assessment Task 6: Oral Presentations and Group Interactions Listening and take notes (on week 13 guest speaker topic) Evaluating presentations - peer and self evaluations Grammar focus: gerund or infinitive |
1
2 3 4 5 |
4 5
|
1 2 |
| 12 |
Listening and taking notes (week 13 guest speaker topic) Evaluation of presentation - peer and self evaluation Research information on topic of guest speaker for Assessment 8 Vocabulary for guest speaker presentation Grammar focus: relative pronouns and clauses |
2 5 |
1 2 4 5
|
1 2
|
| 13 |
Assessment Task 8: Guest Speaker Listening and Note Taking Working in groups to evaluate notes Vocabulary from presentation Grammar, word groups on topic in presentation Distribute and deconstruct Assessment Task 10: Group Oral presentation Grammar focus: consistent cohort errors |
1
|
4 5
|
1 2
|
| 14 |
Select groups and topics for Assessment 10 Research information on assigned topics Working in groups. Strategies for group work & defining roles. Referencing and citing references (Harvard style) Relevant vocabulary and pronunciation for presentation Grammar focus: passive voice |
1
2 3
|
1 2 5
|
1 2
|
| 15 |
Group plan for presentation for Assessment 10 Practise Presentation - group recordings Continue research on topics Pronunciation and vocabulary for presentation Grammar focus: reported speech
|
1
2 3
|
1 2 5 |
1 2 |
| 16 |
Assessment Task 10: Group Oral Presentations Analysis of presentations & feedback on own and group performance Evaluate Pronunciation skills, grammar and vocabulary from presentations
|
4 5 |
1 2 5
|
1 2 |
| 17 |
Excursion Identify & evaluate course content,, study skills developed & English language development achieved. Opportunity for additional evidence if required Exit interviews - future plans and end semester function |
5 |
1 2 5 |
2 |
**The teaching schedule maybe subject to change. Students will be advised via Canvas and in class should changes occur.
The course will be delivered weekly and content is available on Canvas
Your program is made up of:
- Orientation
- Learning activities
- Mid semester review
- Guest speakers
- Excursions
- Exit review
All students will be inducted. The induction includes:
- Induction Booklet and presentation
- Explore RMIT activity
- Orientation to RMIT Libraries
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this course, but it is recommended that you bring:
• Dictionary/thesaurus
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper in folder
• Headphones
• Laptop computer
Overview of Assessment
This course is delivered as part of a full time intergrated program.You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by at least two class oral presentations.
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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 manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Summative assessments:
Assessment Task 5 Giving and Responding to Instructions (Weeks 4-5)
This is a task which focuses on giving & following instructions. It involves, listening and following instructions, and giving instructions in an academic context. You will work in small groups to plan and develop instructions for an assigned task using appropriate grammar and vocabulary. You will then be assessed on both giving and responding to instructions through teacher observation.
Assessment Task 6: Oral Presentations and Group Interactions (Weeks 10-11)
This assessment task focuses on listening to a text and taking notes, analysing group work, researching and planning a presentation. This will be presented in class. You should evaluate your presentation and it will also be evaluated by your peers. The topics covered in the presentations will be discussed in groups.
Assessment Task 8: Guest Speaker, Listening and Note Taking (Week 13)
This is a task which focuses on listening and note taking skills. It involves listening to a guest speaker, note taking, summarising, vocabulary and grammar development. Students will share notes from their presentation and participate in small group discussion and express opinions with evidence and examples.
Assessment Task 10: Group Oral Presentation (Weeks 14 - 16)
This assessment will involve giving a presentation on a designated topic in groups groups. Students will be required to research and prepare a presentation for small audience. They will also evaluate the presentation and identify areas for improvement.
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (Units of competency) from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Assessment Matrix
Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. To sucessfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject on at least two occasions.
You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT
Other Information
Attendance
Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course. Assessment takes place in class time.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Student program policy www.rmit.edu.au/policies/academicprogress
You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Extension www.rmit.edu.au/students/assessment/extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview