LANG332 – Level 3 (Employment) - Reading
Module code
LANG332
Module title
Level 3 (Employment) - Reading
Prescription
This module aims to develop reading skills to meet applied needs of students at a CEFR low B2 level. They will begin to develop more independent and broad-ranging reading skills on contemporary topics in applied contexts.
Programmes
- EL1803
NZQA Level
Level 3
NZQA Credits
15
Delivery method
- Web-Supported
Learning hours
- Total learning hours
- 150
Resources required
- Learning Outcomes
- Demonstrate understanding by reading and applying information of extended descriptions and/or reports on reasonably familiar topics in an employment context.
Follow extended instructions for specialised or technical tasks.
Locate, integrate, and use several pieces of information from different online reference sources including charts, diagrams, tables and/or flow charts in an employment context. - Content
- Range
-a range of vocabulary relating to an employment context
-longer texts which contain some complex structures.
Register
-a range of features which indicate the purpose of a text.
Text structure
-text that demonstrates purpose through layout conventions, signs and symbols
-organisational features in texts to locate information
-text that demonstrates organisational, lexical and grammatical features
-meaning taught through discourse markers including sequence markers.
Grammar
A list of grammar and language functions can be found in the Overview of Content for LANG333.
Topics
A list of possible topics is included in the syllabus document and can be found at http://www.cityandguilds.gr/el/En_Lang_Cer/Written_Exams_IESOL/AssessmentGuide/Documents/IESOL_qualification_handbook_Oct2009_v02.pdf - Assessment Criteria
- The portfolio is comprised of multiple assessment tasks, not tests alone. To pass this module, students must attempt and pass all summative assessment tasks
- Teaching and Learning Strategy
- Key approaches to instruction include selection of authentic and semi-authentic language models; clear contextualisation and effective presentation of new language; varied interaction – individual, pair, group, whole-class activities; information-gap activities; task-based activities; integration of skills; focus on accuracy and fluency; effective treatment of errors; valid and reliable assessment; integration of current technologies
