US66249 - NVC - Mod3:Second Language (N3,Cr20,M3) - Rhens Consulting Training Institute

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119472 Accommodate audience and context needs in oral communication

Module 1. Interact successfully in oral/signed communication. 13 Lessons

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1.1 Contributions to group work are appropriate to the task and nature of the group, and promote effective communication and teamwork.

1.2 Interviews successfully establish a relationship appropriate to the context, and provide a non-threatening opportunity for participants to share information.

1.3 Responses to the ways others express themselves are sensitive to differing socio-cultural contexts.

2.1 Key words/signs, pace and pause, stress, volume and intonation or sign size, pace, rhythm and non-manual features (NMFs) are used in appropriate ways to reinforce the message.

2.2 Body language is appropriate to context and topic, and reinforces main ideas and points of view.

2.3 Formal communications are planned in writing/signing, and plans are detailed, complete, and realistic with respect to time allocation and content.

2.4 Visual aids are appropriate to topic and context, and enhance the presentation and the transfer of information and understanding.

2.5 Techniques are used to maintain continuity and interaction.

3. Identify and respond to manipulative use of language.

3.1 Facts and opinions are identified and distinguished.

3.2 Omission of necessary information is noted and addressed.

3.3 The implications of how the choice of language structures and features, specifically tone, register, style and point of view affect audience interpretations of spoken/signed texts are explained.

3.4 Distortion of a contributor`s position on a given issue is explored with specific reference to what has been selected and omitted.

US 119457 Interpret and use information from texts

Module 1: 1. Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts. 9 Lessons

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1.1 Unfamiliar words/signs are identified. Their meanings are correctly determined by using knowledge of syntax, word-attack skills/sign parameter/analysis skills, and contextual clues.

1.2 Different options for the meanings of ambiguous words are tested, and selected meanings are correct in relation to the context.

1.3 Main ideas are separated from supporting evidence and paraphrased or summarised.

1.4 The purpose of visual and/or graphic representations in texts are recognised and explained.

2.1. Use strategies for extracting implicit messages in texts.

2.2. Techniques are explored and explained in terms of purpose and audience.

2.3 Promotion of, or support for, a particular line of thought/cause is identified and explained with reference to selection or omission of materials.

3.1 Instructions and requests are acted upon.

4.1 The choice of words/signs, language usage, symbols, pictures and tone/sign size and pace is described in terms of how a point of view is shaped or supported.

US 119467 Use language and communication in occupational learning programmes

Module 1: Access, use and manage suitable learning resources. 18 Lessons

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1.1. Access, use and manage suitable learning resources.

1.2 Learning resources are used effectively and managed through appropriate selection and cross-referencing of information and acknowledgement of sources.

2.1 Learning strategies are formulated by selection of specific tried techniques.

2.2 Answers pertaining to relevant questions are synthesised and contextualised.

2.3 Texts are read/view for detail, interpreted, analysed and synthesised for a given context.

2.4 Learning takes place through communicating with others in groups or as individuals.

3.1 Occupational learning materials are organized and used for optimum learning.

3.3 Technical language/ terminology is engaged with and clarification sought if needed.

4.1 Conduct research and analyse and present findings.

4.2. Information is sifted for relevance.

4.3. Research findings are analysed and presented in the appropriate format.

5. 1. Lead and function in a team.

5.2 Responsibilities in the team are taken up and group work conventions are applied in learning situations.

5.3 Conflict management and negotiating techniques are practised in diverse contexts.

5.4 Team work results in meaningful products, outcomes or goals.

6. 1. Reflect on how characteristics of the workplace and occupational context affect learning.

6.2 Features of the occupational environment are described and discussed.

6.3 Ways in which these features affect learning processes and/or application of learning are described and discussed.

US 119465 Write/present/sign texts for a range of communicative contexts

Module 1: Write/sign for a specified audience and purpose. Part 1 12 Lessons

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1.1. Write/sign for a specified audience and purpose. Part 1

1.2. Write/sign for a specified audience and purpose. Part 2

1.3. Write/sign for a specified audience and purpose. Part 3

1.4.The purpose for writing/signing, the target audience and the context are clear in relation to the learning task or activity.

1.5 The text-type, style, and register selected are appropriate to audience, purpose and context.

1.6. Language appropriate to socio-cultural sensitivities is selected and used in an appropriate manner without compromising own values or arguments.

2.2. Critical thinking skills are used as strategies for planning.

2.1. Use language structures and features to produce coherent and cohesive texts for a wide range of contexts.

2.2 The use of paragraph conventions and links between paragraphs in texts, promotes coherence and cohesion in writing/signing. Their use is explained with reference to logical progression, cause and effect and/or contrast.

2.3 The overall structure of a piece of writing/signing is controlled and the conclusion is clearly formulated.

3.1. Draft own writing/signing and edit to improve clarity and correctness.

3.2. Logical sequencing of ideas and overall unity are achieved through redrafting.

US66249 – NVC – Mod3:Second Language (N3,Cr20,M3)

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