Course Title: Give complex presentations for study purposes
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: GEDU6181
Course Title: Give complex presentations for study purposes
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C4399 - Certificate IV 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
Melanie Reynolds
51.2.02
Marcelle Damicoucas
51.2.02
marcelle.damicoucas@rmit.edu.au
Angela Fourtounis
51.2.02
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 in further study by adult learners with language background other than English. In this unit you will focus on advanced listening and speaking skills in English to participate in further study contexts which involve the presentation, discussion and evaluation of ideas and information in complex formal presentations and group discussions. This unit is delivered as part of an integrated academic preparation program.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22645 Give complex presentations for study purposes |
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Element: |
1. Participate in a sustained formal group interaction in a study context |
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Performance Criteria: |
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Element: |
2. Prepare an extended oral presentation on a researched topic |
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Performance Criteria: |
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Element: |
3. Give an extended oral presentation on a researched topic |
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Performance Criteria: |
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Element: |
4. Evaluate performance |
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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 Reading 3/3+ and Writing 3/3+ and The Australian Core Skills Framework (ACSF) indicators of Speaking and Listening competence at Level 4.
Details of Learning Activities
This unit is part of Certificate IV in EAL (Further Study) which is an integrated program. This means that you will study this unit with one other unit (VU22646/GEDU6182) on the same day (Spoken Discourse cluster). Your program consists of face-to-face teaching and directed study. Your Spoken Discourse cluster will have a minimum of four hours of directed study a week (two hours of Directed Study Required and two hours of Directed Study Recommended). You are not required to attend classes to complete the directed study, however, you are expected to complete all work given as part of the Directed Study Required and may be required to show evidence that the work has been completed. The Directed Study Recommended is there for you to further develop your skills and although not compulsory we recommend that it is completed as well.
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:
- watch & analyse presentations to identify verbal & non verbal skills & content required to give good presentations
- listen and identify language & discourse strategies required to engage in group study discussions
SPEAKING
You will:
- work in pairs and in small groups
- give informal & a formal oral presentation
- participate in formal and informal discussions
READING
You are encouraged to read a wide range of texts relevant to the study context. You will:
- locate relevant information from a range of sources in order to give an oral presentation on a given topic
Teaching Schedule
Course Schedule: Semester 1, 2020 | |||
Week |
Activity |
Elements VU22646 |
Elements VU22645 |
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Week 1
|
Introduction to Cluster 2, Assessment Tasks, expectations, attendance, Canvas. Introduction to Spoken Discourse - oral communication Pronunciation and intonation to identify individual problems and techniques to improve clarity Language of discussion formal/informal |
E1 |
E1 |
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Week 2
|
Spoken discourse for informal/formal interactions: Openings and closings Turn taking and interrupting Body Language Pitch, volume, stress and intonation |
E1
|
E1 E2 |
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Week 3
|
Spoken discourse for informal/formal interactions: Clarifying misunderstandings Elaborating on a point Questioning techniques |
E1
|
E1 E2 E3 |
Week 4 |
Prepare for Assessment Task 1 Assessment Task 1: Informal Conversation |
E2 |
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Week 5
|
Introduce Basics of Debating Listen to a sample Debate Role of each speaker Pronunciation Body language and non-verbal cues Group dynamics |
E1 E2 |
E1 E3 |
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Week 6
|
Preparing for a debate Language structures for discussions, sequencing and discourse marker Appropriate vocabulary Researching topics affirmative and negative Presenting a proposal Looking at pronunciation to identify problems and techniques to improve clarity |
E1 E2 E3 E4 |
E1 E2 E3 |
Week 7 |
Research given topics for debate Pronunciation/intonation of sentences and vocabulary Use of tone and body language, eye contact and hand gestures |
E1 E2 |
E1 E2 |
Week 8 |
Research topics for Debate, Looking at for and against Rebuttals Consolidating and practising debating techniques Tone stress and intonation for presenting arguments Recording information from research Appropriate language for agreeing and disagreeing |
E1 E2 |
E1 E2 E3 |
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Week 9A
|
Continue to research debate topics in groups Rebuttals Consolidating and practising debates in groups and giving feedback Evaluating tone and stress to present arguments effectively Easter Break: Thu 9 April – Wed 15 April |
E1 E2 |
E1 E3 |
Week 9B |
Continue to research debate topics in groups Rebuttals Consolidating and practising debates in groups and giving feedback Evaluating tone and stress to present arguments effectively
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E1 E2 |
E1 E3 |
Week 10 |
Looking at non-verbal cues to present information appropriate techniques for agreeing and disagreeing |
E1 E2 |
E1 E2 |
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Week 11
|
Final debate practise with feedback Consolidating feedback on performances in groups Looking at effective group work dynamics |
E1 E2 E3 E4 |
E1 E2 E3 |
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Week 12
|
Assessment Task 2: Debating (Prepare and participate in a Group Debate) Feedback and evaluation of performance |
E1 E2 E3 E4 |
E1 E2 E3 |
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Week 13
|
Skills Review - Oral Presentation Tutorial on Learning Lab http://emedia.rmit.edu.au/learninglab/content/oral-presentations Note strategies and structures to be used |
E1 E2 |
E1 |
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Week 14
|
Feedback skills - constructive feedback and protocols Mini oral presentations practice, use of discourse markers, body language, introductions, conclusions and summary to be included with question time Group meeting: Use Google slides or outlook sharepoint |
E1 E2 E3 E4 |
E1 |
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Week 15
|
Prepare for Assessment Task 3: Group Oral Presentation Google slides/outlook sharepoint Analyse models of effective and less effective PowerPoint presentations Youtube “Life after Death by Powerpoint” Group meeting: Create PowerPoint using a platform agreed to by group Oral Presentation Skills KAHOOT quiz |
E1 E2 |
E1 |
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Week 16
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Assessment Task 3: Group Oral Presentation Feedback on Assessment Task 3 Group evaluation discussion Additional evidence |
E1 E2 E3 E4 |
E1 |
Week 17 |
Finalise assessments assessment and results; assessment re-sits; end of semester exit interviews
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Course Dates
Semester 1: Mon 10 February-Friday 12 June 2020
Mid semester break: Thursday 9 April – Wednesday 15 April (inclusive)
Public Holidays: 9 March 2020 (Labour Day); 8 June (Queens Birthday)
**The teaching schedule maybe subject to change. Students will be advised via Canvas and in class should changes occur.
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 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 quizzes, notetaking, summaries and short answer responses, essays and research reports and groupwork.
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
Summative assessments:
Assessment Task 1: Informal Conversation (Week 4)
- This task involves participating in an informal discussion with a partner
Assessment Task 2: Debate (Week 12)
- This task involves doing an oral presentation in the form of a debate and presenting a point of view
Assessment Task 3: Group Oral Presentation (Week 16)
This task utilises research completed for your Research Report in Cluster 1 and involves planning and presenting a group oral presentation using a visual aid of 12-16 minutes. The task also provides opportunities for peer assessment and self evaluation.
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks may include other courses (Units of Competency) from the program.
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.
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.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Student program policywww.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