Course Title: Listen and take notes for study purposes
Part B: Course Detail
Teaching Period: Term2 2019
Course Code: LANG5868
Course Title: Listen and take notes for study purposes
School: 360T Education
Campus: City Campus
Program: C3403 - Certificate III in EAL (Further Study)
Course Contact: Baia Tsakouridou, Melanie Reynolds
Course Contact Phone: +61 3 9925 4488
Course Contact Email: baia.tsakouridou@rmit.edu.au; melanie.reynolds@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Caroline McEnroe 51.2
caroline.mcenroe@rmit.edu.au
Nominal Hours: 45
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
In this unit of competency, you will be introduced to skills and knowledge required to develop listening and note-taking skills from straightforward spoken texts relevant to study purposes.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22643 Listen and take notes for study purposes |
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Element: |
1.Assess information from spoken texts for study purposes |
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Performance Criteria: |
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Element: |
2. Write notes from spoken texts for study purposes |
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Performance Criteria: |
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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 ISLPR Speaking 2+/3 and Listening 2+/3 and the Australian Core Skills Framework (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 one other unit on the same day. This unit consists of 4 hours of Face to Face teaching which you are required to attend each week 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.
LISTENING
You will:
Listen to a range of audio texts for study purposes
take part in conversations
take notes from audio texts & guest speaker presentations
SPEAKING
You will:
- work individually, in pairs and in small groups
- take part in formal and informal discussions
- Use spoken English in out of class contexts
- become familiar with academic discourse
The revision of important grammatical structures will be incorporated into each activity.
Teaching Schedule
Course dates:
Monday 8 July 2019 - Friday 8 November 2019
Mid-Semester Break:
Monday 2 September - Friday 6 September 2019
Public Holidays:
Friday 27 September 2019
This Unit of Competency is taught within an integrated program. It is clustered with VU22641 (GEDU6178) Participate in a range of straightforward interactions for study purposes to create Cluster 3 - Listening, Note taking and Speaking.
| Week |
VU22643 Listen and take notes for study purposes
|
VU22641 | VU22643 |
| 1 | Orientation/Admin
Diagnostic Exercise (listening) Language of instruction Pronunciation: diagnostics Grammar focus: parts of speech & imperatives Vocabulary in context |
1 2 4 5 |
1
|
| 2 |
Language of instruction - sequencing, modals Students participate in informal group interactions for instructions Listening - Note taking methods for reporting information Independent listening - Group discussion Pronunciation: difficult sounds identified from week 1 Vocabulary from listening text Grammar focus: modals, sequencers and conjunctions, sentence structure |
1 2 4 5
|
1 2 |
| 3 |
Off site language in action - Victoria Market Listen to audio visual material & take notes, examine vocabulary in context Participate in informal group interactions & discuss listening notes Language of instruction - Modals Language of discourse (opinion, suggestion, belief, agreement & disagreement) How to evaluate oral performances, factors for success and challenges Pronunciation: key contextual vocabulary Grammar focus: auxiliary verbs plus sentence structure and syntax
|
1 2 3 5
|
1 2 |
| 4 |
Listen, take notes and discuss notes in groups. Pronunciation stress and intonation. First EAL REader Book Club -group discussion of current EAL reading and how this helps with English study Analyse & deconstruct AT1 One on One Meeting with Teacher preparing responses to questions for AT1 Techniques for evaluating oral performances Grammar focus - Tenses (simple past & present perfect) |
2 3 5 |
1 2 |
| 5 |
Listen and take notes and discuss listening topic Pronunciation timing and intonation following instructions & asking questions Grammar focus: Articles, modals of speculation Vocabulary in context Assessment Task 1: One on One Meeting with Teacher |
1 2 3 4 5
|
1 2 |
| 6 |
Listen to audio texts and take notes. Discuss & evaluate notes in informal groups Pronunciation end of word sounds. Vocabulary from audio text Grammar focus - future tenses Independent listening - group discussion |
1 2 3 4 5
|
1 2 |
| 7 |
Pre-teach vocabulary for aural text / Melbourne Museum Listen, take notes and discuss (proof read) in groups Pronunciation Grammar focus: sequencing & linkers (transition signals) plus typical grammar mistakes Vocabulary in context Off site language in action - Melbourne Museum |
1 2 4 5
|
1 2 |
| 8 |
Group analysis of off site language in action experieince - what we discovered/ learned Why work in groups? The rationale, advantages, disadvantages and solutions to problems EAL Reader Book Club - group discussion of current EAL reading Listen, take notes and discuss in groups Grammar focus - typical grammar mistakes cont., Vocabulary in context |
1 2 4 5
|
1 2
|
| 9 |
Informal paired/small group Q&A - post break reflections from term 1 What do we know about Victoria Parliament? Group and class discussion - topic specific vocab Listen, take notes and discuss (proof read) notes - preparation for week 10 off site language in action listening and speaking practice Vocabulary for external language practice (Parliament) Grammar focus - verbs with prepositions and adverbs (Phrasal verbs) Vocabulary in context |
1 2 4 5
|
1 2 |
| 10 |
Off site language in action - Victoria Parliament Pronunciation - pacing and stress Grammar focus: continuous tenses &/or condiitonal sentences Vacabulary in context Small group and class discussion to evaluate Parliament tour and knowledge gained |
1 2 4 5 |
1 2 |
| 11 |
Listen, take notes and discuss (proof read) notes in groups Independent listening discussion group Analysing group work Reflect on any group work experience and solutions to problems Topic specific vocabulary Grammar focus: gerund or infinitive & past tenses Vocabulary in context |
1 2 3 4 5
|
1 2 |
| 12 |
Listen and take notes (police) Guest speaker - Victorian Police Community Officer - listen and take notes, peer collaboration to build and edit notes EAL Reader Book Club - group discussion of current EAL reading Grammar focus: relative pronouns and clauses
|
1 2 4 5
|
1 2
|
| 13 |
Group discussion and evaluation of knowledge gained from Vic Police presentation Pronunciation: stress and intonation Grammar focus: consistent cohort errors Deconstruct Assessment Task 2. Complete part 1 for direct study as preparation for steps 2 & 3 of assessment in class in week 14 Using open & closed question forms Vocabulary in context
|
1 2 4 5
|
1 2
|
| 14 |
Independent listening -group discussion Evaluating your performance in group discussions
Useful phrases for group discussions Vocabulary in context |
1 2 4 5
|
1 2
|
| 15 |
Deconstruct Assessment Task 3 as preparation for assessment in week 16 Strategies for group work Developing questioning skills (modals, open/closed questions, polite forms) Grammar focus: Reported speech. Vocabulary in context |
1 2 4 5 |
1 2 |
| 16 |
Assessment Task 3 Group Discussion EAL Reader Book Club - discussion of semester's favourite reading and how this has helped with English study
Grammar focus: Sentence structure and syntax. Identify and evaluate course content, study skills developed and achievement in developing English language / Exit review
|
1 2 5
|
1
|
| 17 | Assessment resubmissions; finalise asssessment |
**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:
- English/English Dictionary/thesaurus
- Display folder with plastic sleeves
- Highlighter pens
- Notebook or loose leaf paper in folder
- Headphones
- Laptop computer
- USB / flash drive
Overview of Assessment
This course is part of a full-time integrated 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 portfolio of evidence, notes, observation and discussion.
Feedback will be provided throughout the semester, in both oral and written form, 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 coordinator or the Equitable Learning Services if you would like to find out more.
The Student Charter summarises your responsibilities as an RMIT university student as well as the responsibilities of the university. This can be found on the RMIT University website at: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/student-charter
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: https://www.rmit.edu.au/about/governance-and-management/policies/assessment-policy
Assessment Tasks
Assessment will take place throughout the unit. Your work is assessed on a satisfacory (S)/not yet satisfactory (NYS) basis – it is not graded. You will be given written and or oral feedback on all assessment tasks. There will be individual and group projects completed both in and out of class. On achieving satisfactory (S) for all assessment tasks you will be deemed to have achieved competency in this unit (CA).
Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which unit, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.
Summative assessments:
Assessment Task 1: One on One Meeting with Teacher (Weeks 4-5)
In this assessment task students will:
Meet with class teacher one on one to discuss and clarify the three assessment tasks for this cluster, justify the choice of RMIT You Tube clip and instruct teacher to view the clip online. As a result of this exercise/assessment you will:
- participate in an interview/discussion with the teacher regarding Assessment Tasks 2 and 3.
- demonstrate speaking skills so that you can discuss and explain and ask questions regarding Assessment Task 2 and 3.
- demonstrate ability to give instructions to the teacher so that they can access and view your chosen RMIT You Tube clip
Assessment Task 2: Watch and take notes (Weeks 13-14)
In this assessment task students will develop:
- listening skills from a range of simple spoken texts for study purposes
- an ability to identify main points & relevant details
- an ability to recognise purpose of audio /visual texts
- note taking skills
Assessment Task 3: Group Discussion (Week 16)
In this assessment task, you will participate in an informal group discussion sharing information about RMIT YouTube clips chosen as part of Assessment Task 1 and from which notes were taken for Assessment Task 2. You will use the Assessment Task 2 notes to guide you. Completing this task will allow you to demonstrate your ability to participate in an informal group discussion using language strategies such as repeating, rephrasing, summarising, questioning as well as non-verbal ways to show agreement/disagreement.
Formative assessments: ongoing observations, summaries and review of student work
Please note: Assessment tasks will include other courses (Units of competency) from the program.
Assessment Matrix
Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to the required skills and knowledge. 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 by achieving satisfacory (S) in each of the three assessment tasks.
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 mostly 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 the Program Co-ordinator. These 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