Course Title: Give and respond to a range of straightforward instructions and informational texts
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: LANG5645
Course Title: Give and respond to a range of straightforward instructions and informational texts
School: 360T Education
Campus: Brunswick Campus
Program: C3231 - Certificate III in ESL (Access)
Course Contact : Baia Tsakouridou & 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
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 by adult learners with language backgrounds other than English. The focus of this unit is on listening and speaking skills in English to understand and convey detailed spoken information and to follow and give a set of verbal instructions.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VPAU503 Give and respond to a range of straightforward instructions and informational texts |
Element: |
1. Interpret an informational oral text. |
Performance Criteria: |
1.1 Identify the context, topic and purpose of and informational oral text. 1.2 Outline main ideas, opinions and attitudes expressed . 1.3 Locate supporting information or details. 1.4 identify the tone and register of the text, and eany inferred meaning. 1.5 Express an opinion about the ideas or issues raised. 2.1 Prepare to present talk, using appropriate structure and style 2.2 Use simple cohesive devices to give eplanation and express opinion. 2.3 uase strategies to deliver talk clearly demonstratin awareness of audience. 2.4 Reflect on won performance. 3.1 Identify the context and purpopse of the instructions. 3.2 Identifty sequence markers and other linguistic cues to explain the process or procedure. 3.3 Outline key steps, warnings or advice given by the speaker. 3.4 Reflect onthe effectiveness of the instructions. 4.1 Prepare to give verbal instructions for a formal 4.2 Present instructions coherently. 4.3 Speak clearly. 4.4 Demonstrate awareness of audience. 4.5 Reflect on own performance |
Learning Outcomes
This unit applies to participants using speaking and listening skills in English to perform effectively in informal and formal situations. The situations in which these skills are applied are varied, and can be related to social and community life, everyday commerce and recreation, study, workplace and vocational contexts. The contexts of the instructions and information will generally be familiar, but may involve communication with people outside of their own immediate circle, face to face and on the phone.
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+ and Listening 2+
- the Australian Core Skills Framework (ACSF). http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx. They contribute directly to the achievement of ACSF indicators of competence in Oral Communications at Level 3.
Details of Learning Activities
This unit is part of Certificate III in ESL (Access) which is an integrated program. This means that you will study this unit with several 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. This is a very important part of your program and we ask that you do 4-5 hours on your non attendance day and at least 1 hour each evening to cover all the units in the program. An outline of your Directed Study is published each week in the Weekly Program Delivery Plan.
This unit covers in part the reading and writing macro skills addressed in the whole certificate.
Give and respond to straighforward and instructional texts :-
You listen to short formal and informal talks
You will interpret short talks
You will give short talks
Listen to news items
listen to recorded information
Teaching Schedule
Teaching Schedule
Program Dates: Mon 6 February – Fri 15 June 2012
Term Break: Mon 9 April – 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)
Teaching Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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
Program Guide & Student Diary
Student Rights and Responsibilities
Explore RMIT ( an orientation to the university and its services)
Orientation to RMIT Libraries (library tour & on line catalogue introduction)
RMIT Online Systems Information Session
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.
Learning Resources
Prescribed Texts
References
Other Resources
There are no set texts in this course, but it is recommended that you bring English-English dictionary (We ask that you do not use a translation dictionary)
Thesaurus
Display folder with plastic sleeves
Highlighter pens
Notebook or loose leaf paper
Headphones (use your own or they can be purchased from the Carlton Library very cheaply)
USB (Memory stick)
Overview of Assessment
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:
- listening tasks,
- role play,
- presentation,
- peer review,
- reflective journal writing.
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://www.rmit.edu.au/kh6a31y2wi2hl.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=1n1kd66y87rc
Assessment Tasks
Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.
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 course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.
Assessment tasks:
Summative Assessments:
Give a short talk and demonstrate the use of a piece of equipment (eg:PC)
Give a short talk on a familiar topic
Demonstrate understanding of at least 2 short oral presentations
Formative assessments: ongoing observations, summaries and review of student work
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. You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT.
Course Overview: Access Course Overview