VU23530 - Give and respond to complex spoken texts

Unit code:VU23530Study level:TAFE

Nominal hours

Location

Footscray Nicholson
St Albans
Sunshine
Werribee

Prerequisites

(Or equivalent to be determined by unit coordinator)
Co-requisites
(Corequisite units must be studied concurrently with this unit)

Overview

This unit describes the performance outcomes, skills and knowledge required by EAL learners to critically interpret and give complex extended spoken texts. It also includes giving and responding to detailed spoken multi-step instructions for complex processes or procedures.
The outcomes described in this unit relate to:

the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of indicators of Competence in Oral Communication at Level 4, and
the ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of ISLPR Speaking 3 / 3+ and Listening 3 / 3+.
This unit applies to EAL learners needing to develop their speaking and listening skills in English in different contexts. The contexts in which these skills may be applied are varied and can include social and community life, everyday commerce and recreation, workplaces, and vocational or study-related fields.

Assessment

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit's learning outcomes & performance criteria requirements, including the setting of work-based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

apply critical analysis to respond to two complex, extended spoken texts
plan and give one complex, extended spoken presentation on a selected topic or issue using appropriate register and style for the audience and context
respond to one set of complex spoken instructions and plan and give one set of detailed, sustained and complex spoken instructions for one selected process or procedure.

Students will also be expected to demonstrate the following knowledge:

vocabulary and expressions for topics related to different contexts including common collocations and phrasal verbs
compound sentences and complex sentences with subordinate clauses
complex verb tenses and verb forms, such as active and passive forms with different tenses such as present and past continuous, present perfect, past perfect such as is being given, has been given, had been given, future and the imperative
modal forms with different tenses, such as could have, may have had
question forms using a range of verb forms
adjectives, adverbs, adverbial phrases and prepositional phrases to describe information and expand or modify ideas
discourse markers, such as therefore, thus, accordingly, subsequently, consequently
conjunctions including subordinating and coordinating, such as although, because, unless, before, since to link sentences and ideas.
Sociolinguistic and Cultural Knowledge:
relationship of register and style to context of spoken discourse
common idioms or colloquial expressions
English varieties such as localised expressions or terminology
meaning making strategies such as:

cues for inferred meaning, such as logical, contextual
paralinguistic such as pause, stress, use of silence, facial expression
use of fact and opinion, irony, understatement, exaggeration in spoken texts
use of tone, intonation and stress to influence meaning in spoken language.

Required reading

The qualified trainer and assessor will provide teaching and learning materials as required in the form of workbooks produced by Victoria University and/or via the Victoria University e-learning system.