Handbook
(Module 3)
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Academic English Preparation 3
Module 3 Handbook
Contents page
Welcome to the AEP3 Course at ELS Sydney ............................................ Error! Bookmark not defined.
AEP3 Assessment ...................................................................................... Error! Bookmark not defined.
AEP3 Module 3 Course Overview.............................................................................................................5
AEP3 Module 3 Schedule .........................................................................................................................6
Learning Journal .......................................................................................................................................7
Writing a Case Study ..............................................................................................................................10
Paraphrasing...........................................................................................................................................19
Writing a List of Sources .........................................................................................................................21
General Presentations Signposts............................................................................................................23
Note-Taking ............................................................................................................................................25
AEP3 Course Objectives and Performance Criteria ................................................................................26
Assessment Criteria ................................................................................................................................29
AEP3 Module 3 Grammar & Vocabulary Tests .......................................................................................33
ELS Sydney Marking Scheme ..................................................................................................................34
ELS Sydney
Level 1, 17 O’Connell NSW 2000
Phone: +61 2 9283 1088 Fax: +61 2 9283 1760
Email sydney@els.edu
Website: www.sydney.els.edu
Universal Education Centre Pty Ltd, ABN 19 003 525 764
CRICOS Provider Code: 00053J
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Welcome to the AEP3 Course at ELS Sydney
We hope that you will find the AEP3 course both challenging and useful for your future study.
The AEP3 course at ELS Sydney is a demanding program of study that requires commitment. You
should be prepared to spend a considerable amount of time outside class working on assignments. In
addition, the course has the following requirements:
Attendance & Punctuality
You are expected to have 100% attendance and to arrive on time for each class. If you are absent or
late, you will lose marks from learning strategies.
Submitting Work & Plagiarism
You must complete all assignments. If you submit assignments late, marks will be deducted from
your assignments and in learning strategies.
You must hand in your OWN work. Do not copy from books, the Internet or other students’ work.
If you plagiarise, you will be given a warning and your assignment will not be marked.
AEP3 Organisation
AEP3 is a 10 to 20 week course divided into four 5 week modules.
AEP3 (10 to 20 weeks)
Module 1 (5 weeks) Module 2 (5 weeks) Module 3 (5 weeks) Module 4 (5 weeks)
AEP3 Assessment
AEP3 assessment has 5 tasks.
Task % of Overall Course Task % of Overall Course
Writing 30% Academic Listening 20%
Speaking 20% Learning Strategies 10%
Academic Reading 20%
Grading
AEP3 tasks get the following grades:
Mark AEP2 Grade
<50% D
50% -64% C
65% -74% B
75% + A
Graduating
To enter a university course requiring IELTS 6.0 you need to:
- Study 10 weeks of AEP3
- Get an overall B grade
- Get a minimum C grade for each assessment task
To enter a university course requiring IELTS 6.5 you need to:
- Study 10 weeks of AEP3
- Get an overall A grade
- Get a minimum B grade for each assessment task
To enter a university course requiring IELTS 7.0 you need to:
- Study 10 weeks of AEP3
- Get an overall A+ grade
- Get a minimum A grade for each assessment task
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AEP3 Module 2 Assessment Components
Course Materials
Textbooks:
Academic Connections 4
Focus on IELTS
All materials used in the program are provided by ELS Sydney. In addition, you require a
portfolio folder
It is also recommended that you have:
a plastic sleeve for Handbook
a memory stick to save assignments and homework tasks.
an A4 notebook
a vocabulary notebook
access to an on-line dictionary eg. http://www.dictionary.com/
http://www.oxfordlearnersdictionaries.com/
Check it out!
elsaep.weebly.com
It has the:
AEP3 Handbooks
and links for:
- IELTS Practice - Reading
- Academic Vocab - Grammar
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AEP3 Module 3 Course Overview
IT Skills
1. Word processing
2. PowerPoint
Tasks Assessed
1. A case study report
2. A case study report in-class test
3. A presentation
4. Participation in discussions
5. Critical thinking
6. Academic reading
7. Academic listening
8. Note taking- reading & listening
9. A PowerPoint presentation
10. Learning strategies
Grammar
1. Present simple
2. Past simple
3. Present perfect
4. Future simple
5. Contrast linkers
6. Quantifiers
7. Verbs/ nouns of change
8. Adverbs/ adjectives of degree
9. Modals of speculation and deduction
10. Speculation language
11. Language for drawing conclusions
12. Time phrases
13. Sequencers
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AEP3 Module 3 Schedule
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Learning Journal
A learning journal is a collection of your notes, observations, and thoughts over a period of study. Its
purpose is to improve your learning through writing and thinking about your learning experiences.
Your learning journal is personal and will reflect your personality and experiences.
Reflection is an important skill to develop, and requires you to think about how you personally are
relating to what is happening on your course.
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Example
Read the following example of a student’s learning journal entry. Label the different sections
with the labels in the box.
Learning AEP language is hard. Note taking skills are difficult for me in class.
When I studied in Korea, note taking was a copying job meant for students to
write down the notes that had been put up on the board by the teacher. No
matter whether the students could keep up with the teacher’s words or not,
they could still pass the exam as long as their notes matched those on the board
because that was what the exam would be about. In Australia, however, the
situation is totally different. Even though handouts are given at the lecture,
students have to pay attention and take notes in class as well because there will
be more information given by the teacher. Therefore, good note taking skills are
very important in Australia. So I must make my listening better so I can
understand lectures at college when I get there.
So, I think I need to do some more listening practice so I can improve my note
taking skills. I could do some on-line listenings at home or in the computer
room. I think I also must concentrate more doing a listening.
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Learning Journal Suggested Topics
Each week, choose a topic from the following list and write at least a page about it.
A situation in Australia where you were able to speak English
Habits or customs of Australians you have seen or met
A learning situation in AEP that is different from in your country
A cultural or local event you have experienced in Australia
A way you have improved your listening skills
A way you have improved your reading skills
A way you have improved your writing skills
A way you have improved your speaking skills
A way you have improved your vocabulary skills
A group work experience in AEP
Working with other students in AEP
Your weaknesses and strengths in AEP and your plans for improvement
Areas of AEP you find difficult or frustrating
Areas of AEP you enjoy
The similarities and/or differences between learning style in Australia and in your country
How much study you do outside of class
How you plan your study time
You are expected to write about a learning or cultural experience in your learning journal.
Please don’t write about meeting your friends, going shopping, or problems catching the bus;
your learning journal is not a diary!
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Writing a Case Study
What is a case study?
A case study is a description of a real life problem or situation which requires you to analyse
the main issues involved. The case study is written to identify problems that exist and to
suggest solutions to these problems.
There are three broad stages involved in a study assignment:
1. identify the key issues
2. conduct research
3. explain what has happened and why
Structure
Case study analyses are generally presented in a report-style format. They are usually
written for a professional audience (e.g. a client or manager) as well as your lecturer.
A case study should have:
• a logical structure
• sections with headings and subheadings.
Background
Bonds is an Australian clothing manufacturer mainly specialising in underwear. Bonds has been a part
of Australia’s popular culture over the decades and its trademark ‘Chesty Bond’ is recognised by
many Australians.
Bonds was established in 1915 by George Allan Bond, an American who came to Australia in the early
twentieth century and started importing women's hosiery and gloves. In 1917 he began
manufacturing hosiery and then underwear in Sydney. In 1932, Bond built Australia’s first cotton
The company went into liquidation in 1929 and a public company, Bonds Industries Limited, was
established. In 1987 the company was taken over by Pacific Dunlop, and it was then sold in 2001 to
form a separate entity, Pacific Brands Holdings Pty Ltd. In 2004 Pacific Brands Limited was listed as a
In 2006, Bonds manufactured 40% of its goods in Australia. The company produced nearly 17 million
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Key Issues
In 2008, the company's net loss was $150 million. This was said to be the result of the high costs of
local manufacturing. The company claimed that it could not compete with goods produced more
cheaply overseas and that efforts to make its facilities more cost efficient were not effective. If the
Strategy
In 2009, Bonds outsourced its manufacturing operations to China to take advantage of the lower
labour and production costs there. This led to 1,800 job losses across Australia in its manufacturing
workforce. These included textile cutters, dyers, clothing pattern makers, material handlers, and
sewing machinists.
Results
Benefits
The outsourcing of production to China had financial benefits for Bonds. The new strategy delivered
$150 million a year in cost savings and the company’s debt was cut from $811 million to $267m in
According to Chairman James MacKenzie, the move to China worked. If Bonds had continued to
manufacture its products in Australia, it would have gone out of business as production costs in
Australia increased.
Drawbacks
While there have been financial benefits to Bonds’ outsourcing, there have been several drawbacks.
Costs and quality have been issues. Firstly, the costs of production rose as wages in China’s garment
manufacturing provinces increased by over 100% in the six years after Bonds’ move. In addition,
there are additional freight costs from having to transport goods from China to Australia. Moreover,
profits from offshore manufacture are easily consumed by supply chain problems such as inadequate
quality, overestimating quantities needed and warehouse space for inventory. Indeed, reports
suggest there have been a number of quality control issues with garments arriving in Australia.
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Worker Exploitation
Another issue is workforce exploitation. Employees in the clothing industry in many countries are
paid very low wages, denied the right to organise trade unions, have very little job security and work
under highly exploitative and often dangerous conditions. An Oxfam report about labour rights
transparency among Hong Kong-based garment factories found several major problems with a
exploiting overseas workforces can have their reputations damaged and face consumer boycotts as a
result.
Consumer Backlash
Outsourcing manufacturing can also lead to a negative consumer response. After the initial
relocation of manufacturing to China, there was a consumer backlash against Bonds. Consumer
sentiment at the time is explained by one consumer who said that they had bought Bonds’ men’s and
ladies underwear for years, but would not buy Bonds anymore because the company had deprived
Conclusions
Notwithstanding the issues, outsourcing manufacturing seems to have been successful for Bonds and
According to Chairman James MacKenzie, in spite of rising wages and production costs in China, it
still made financial sense to remain as the company has moved its production factories further west
into China where the wages and production costs are lower. He did not see any future for Australia
Marketing
Despite an initial consumer backlash against the outsourcing, there have been no long term effects
on sales. This has in part been due to an astute marketing campaign. According to RMIT marketing
expert Con Stavros, Bonds has been brilliant at resonating with the customer, using high-profile
celebrity ambassadors such as tennis players and pop stars. This has ensured the brand remains one
that is viewed as contemporary, particularly as product ranges, distribution points and markets
inevitably change.
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Expansion
The move has improved the company’s profitability and has allowed it to expand its market by
opening its own stand-alone Bonds’ stores. Previously Bonds had only been a wholesale business
available in most major retailers in the country, but now there are 45 Bonds retail stores with plans
Future
compete effectively. The use of international labour markets through outsourcing along with the
development of international markets can be key to this. Bonds has embarked on both of these paths
900 words
Sources
Boston, J, Time to Re-Evaluate Chinese Manufacturing? PacBrands fails to deliver, crikey.com.au,
2011, <https://www.crikey.com.au/2011/03/17/time-to-re-evaluate-chinese-manufacturing-
pacbrands-fails-to-deliver>, viewed 20 September 2017.
Oxfam, Pacific Brands What’s the Problem with Pacific Brands?, oxfam.org.au, nd,
<https://www.oxfam.org.au/what-we-do/ethical-trading-and-business/workers-rights-2/pacific-
brands>, viewed 20 September 2017.
Sharp, A & Zappone, C, Pac Brands Exits Australian Manufacturing, smh.com.au, 2009,
<http://www.smh.com.au/business/pac-brands-exits-australian-manufacturing.html>, viewed 20
September 2017.
Wilson, K, 100 Years of Bonds- How Underwear Brand Became an Icon, heraldsun.com.au, 2015,
<http://www.heraldsun.com.au/business/100-years-of-bonds-how-underwear-brand-became-an-
icon/news-story>, viewed 20 September 2017.
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Vocabulary
Highlight these words in the article. Then with a partner, try to work out their meaning from looking
at how they are used in context. Finally, look up their meanings in a dictionary.
liquidation
entity
holdings
garments
net
freight
inventory
transparency
backlash
astute
resonating
wholesale
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Comprehension
Answer True, False or Not Given.
1. Bonds was started by an American.
2. Pacific Dunlop started Australia’s first cotton spinning mill.
3. In 2006, Bonds manufactured 60% of its products in China.
Choose the correct answer.
4. Bonds’ 2008 loss was because of:
a) Outsourcing to China.
b) Job cuts in Australia.
c) The high cost of manufacturing in Australia.
d) All of the above
5. According to the Bonds’ chairman:
a) Bonds could have successfully remained in Australia.
b) The move to China cost $150 million.
c) The move to China cut Bonds’ debt by $267 million.
d) If Bonds hadn’t moved to China, the company would have collapsed.
6. Bonds’ China outsourcing operations:
a) Have not been affected by wages rises in China.
b) Have not affected Bonds’ quality.
c) Were praised by Oxfam.
d) Stopped some people from buying Bonds’ clothing.
Answer the questions.
7. When does Bonds plan to return to Australia?
10. Who claims that Bonds has been very successful at creating a positive image with customers?
a) Mr Bond
b) Oxfam
c) A guy from RMIT
d) Bonds’ chairman
e) A Bonds customer
f) Chesty Bonds
11. In which shops can you buy Bonds clothing in Australia?
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Analysis
A) List the 5 main sections.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
1. _______________________________________
2. _______________________________________
3. _______________________________________
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Report Outline
Background
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Key Issues
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Strategy
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Results
Benefits
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Drawbacks
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Conclusions
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Paraphrasing
Paraphrasing is one way to use a text in your own writing without directly quoting source material.
Anytime you are taking information from a source that is not your own, you need to specify where you
got that information.
A paraphrase is...
Your own rendition of essential information and ideas expressed by someone else, presented in a new
form.
One legitimate way (when accompanied by accurate documentation) to borrow from a source.
A more detailed restatement than a summary, which focuses concisely on a single main idea.
A legitimate paraphrase:
In research papers, students often quote excessively, failing to keep quoted material down to a desirable
level. Since the problem usually originates during note taking, it is essential to minimize the material
recorded verbatim.
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of
quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the
final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted
material. So it is important to limit the amount of source material copied while taking notes.
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Write a paraphrase of this paragraph
Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those
killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of
head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head.
Notes
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Paraphrase
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Work in groups of three students. From the reading ‘Outsourcing: Managing Labor Needs’, one student
take notes on paragraph 8, the second student on paragraph 9, and the third student on paragraph 10.
Use your notes to tell the other students in your group about your paragraph. Write a paraphrase of your
paragraph. Share and critique the paraphrases in your group.
Notes
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Writing a List of Sources
A list of sources is required with your case study. It shows where you have got the information from
to write your case study such as journals, articles, books, and the Internet.
You should get into the habit of writing down references as you use books, journals, and the Internet.
You may not use all of them, but it will save you a lot of time and effort when you have finished
writing your case study.
The list of sources is arranged alphabetically by author's surname and placed at the end of your case
study.
A Book
You must record the following:
author’s surname(s) and initials. If there is no author, write the name of the organisation
responsible for the book; eg. TAFE.
title of book, in italics. Only use capital letters for the first letter of the title and for proper
nouns in the title
publisher
city of publication
year of publication.
Examples
Allen, J, Principles of Physical Education, Allen & Unwin, London, 1985.
If there are several authors, write all the names. If the book is edited, put (ed) after the name.
Examples
Black, C, Small, UR & Knott, Y, Strange Names Indeed, UEC Press, Sydney, 2011.
Dogger, L, (ed), A Collection of ESL Teacher’s Poetry, The Potty Press, Sydney, 2009.
author’s surname(s) and initials. If the article does not have an author, write the title of the
article.
title of article (in single quotation marks)
title of magazine or newspaper (in italics)
volume number (if available)
issue number (if available)
date (if available)
Examples
Williams, R, ‘Ideas for teaching reading’, ELT Journal, vol. 40/1, 1 April 2017.
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The Internet
You must record the following:
author – if the author is unavailable, write the title of the web page
title, in italics
publisher (if available)
year of publication – if the year is unavailable, write nd; however, check the very bottom of
the web page first
URL (Internet address) in angle brackets
date of viewing (day, month & year)
Examples
Lee, I, A guide for students, researchguide.com, nd, <http://www.researchguide.com>, viewed 16 July 2010.
Sources
Alcott, JR, Crowdsourcing, Allen & Unwin, London, 2017.
Crowdsourcing, Wikipedia.org, 2018, <http://en.wikipedia.org/wiki/Tennis>, viewed 20 October 2018.
Speier, K, Four Clever Crowd Sourcing Campaigns, mainstreethost.com, 2018,
<https://www.mainstreethost.com/fourclevercrowdsourcingcampaigns>, viewed 20 October 2018.
Exercise
Write down a list of sources for the sources you will use in your case study.
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General Presentations Signposts
Intros
Good morning everyone. My name’s _______ .
Introduce Topic
Today I’d like to talk to/speak to you about _______
Focus questions
But, before I begin/we start/we get under way, I’d just like to ask you a few questions
Outline
Well, I've divided my talk into ___ sections.
First/first up, I’m going to look at ______
After that, we’ll turn to ______
Following that/this, we’ll consider _____
Then, we’ll focus on _____
And finally, we’ll look at_____
There’ll be time for/ a chance to ask questions at the end.
OK, let’s get started.
Concluding
So, to sum up, today we’ve looked at ________.
We’ve talked about _________,
We’ve considered _________,
And we’ve discussed __________.
In my opinion … (give some general remarks about the topic)
Answering Questions
____ has asked me …
I’m afraid I don’t have that information with me at the moment. If you’d like to see me later, I’ll see
what I can do for you.
Closing
If there are no more questions, I’d just like to finish by saying how much I’ve enjoyed speaking with
you today. Thank you very much everyone.
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Post Presentation Reflection
during my presentation
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Note-Taking
Questions
1. When you were at university did you take notes?
2. What did you use your notes for?
Note-taking Techniques
Include main ideas.
Include important data such as figures & years.
Include references.
Use abbreviations and symbols.
Try not to use ‘small’ words such as articles, prepositions & auxiliary verbs.
Don’t write sentences.
Use clear headings & sub-headings.
Use indenting, underlining or highlighting for emphasis.
Organise your notes clearly by using ‘white’ space.
Write clearly.
4. Write a symbol next to each of the meanings below, and visa versa.
equal to/same as
≠
from … to/leads to/results in/causes
←
growth/increase
less than/fewer than
and/also/in addition/plus/positive
—
therefore/thus/so
∵
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AEP3 Course Objectives and Performance Criteria
The primary objective of AEP3 is to prepare you for study at University level.
Objective 1: Can use a range of strategies, learning techniques and research skills to achieve
tertiary study goals
Performance Criteria
Use online learning platform (Moodle)
Do preparatory work for ‘flipped’ classes
Complete assignments in class and set as homework
Submit work on time
Is punctual
Work with other students in pairs and groups
Participate in class discussions
Use a range of self-assessment strategies
Identify own learning needs
Accommodate cultural differences that result in various learning styles
Use a range of learning aids
Use a range of organisational skills
Employ a range of learning strategies to achieve goals
Show evidence of a range of research skills.
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Objective 9: Can apply a range of listening skills relevant to academic contexts
Performance Criteria
Predict information about an oral text
Use prior knowledge and personal experiences to help understand new information
Participate in discussions relating to prior knowledge and personal experiences
Note detail and specific information accurately from academic oral text types
Listen for sequential detail
Take notes in sequence
Produce written responses demonstrating an understanding of the overall meaning of academic
oral text types
Respond to questions arising from academic oral text types
Interact and participate effectively in pair and group discussions arising from academic oral text
types.
Objective 11: Can search and evaluate Internet sites for academic purposes
Performance Criteria
Use a variety of search engines to locate information relevant to academic tasks
Select a variety of key words to narrow search
Skim search results to choose most appropriate, relevant sites/pages for research purposes
Locate source of web pages to ascertain its validity as academic source
Skim web pages to locate key relevant information
Critically evaluate relevant information
Incorporate relevant information into in a text
Reference Internet information appropriately.
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Assessment Criteria
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Journal Assessment
Assessment considers the following factors:
Ability to make critical observations
Ability to set & record learning goals
Ability to reflect on learning experiences
Ability to reflect on Australian customs & behaviour
Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thoughtful completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0
Criteria Mark
Extended & thoughtful completion of all tasks. 5.0
Thorough completion of all tasks 4.0
Satisfactory completion of all tasks. 3.5
Some tasks incomplete. 3.0
Most tasks incomplete. 2.0
Not submitted 0
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Speaking Assessment
Students are tested in groups of 3-4 students. Several days before the test, groups are assigned.
Groups are allocated by the teacher. Students are not able to choose their groups. Students are given
an individual mark.
Format
Part Time Task Focus
3- 4 mins Provide personal information about Tests ability to provide basic personal
1
general topics. information on general topics.
4- 5mins Talk with other one or two other Tests ability to interact with other students,
2 students relating to an allocated topic. give and ask for opinions and work towards
completing a task together.
4- 5 Answer questions relating to topic in Tests ability to discuss and give opinions
3
part 2. relating to a theme.
Grading
A+ -The student always demonstrates ability in this area all the time
A -The student demonstrates ability in this area about 80% of the time.
B -The student demonstrates ability in this area about 60% of the time.
A+ A B C D
C -The student shows some ability in this area, but not consistently.
D -The student does not demonstrate control over this objective. Frequent errors obscure
communication.
Task Identifies inconsistencies and ask for clarification
Achievement Responds appropriately and in a detailed manner 20 16 14 12 8
Can perform Core class speaking objectives
Grammar Uses clear sentences; errors rarely interfere with meaning
Incorporates a full range of grammatical forms, as appropriate 20 16 14 12 8
Easily constructs compound and complex sentences, as appropriate
Fluency Can produce lengthy sentences with ideas that flow well
20 16 14 12 8
Can easily sustain discussions on specific topics from authentic material
Pronunciation Pronunciation is clear and understandable
20 16 14 12 8
Stress and intonation patterns aid communication
Vocabulary Wide vocabulary range allows precision and details
20 16 14 12 8
Can use some idioms and collocations
Presentation Assessment
Students are given an individual presentation assessment on a topic they have researched and
prepared. Depending on the task, the presentation is between 10 and 15 minutes and done
individually or in a group.
Grading
A+ -The student always demonstrates ability in this area all the time
A -The student demonstrates ability in this area about 80% of the time.
B -The student demonstrates ability in this area about 60% of the time.
A+ A B C D
C -The student shows some ability in this area, but not consistently.
D -The student does not demonstrate control over this objective.
Frequent errors obscure communication.
Content and Content is detailed and well explained
Visuals Focus is maintained
25 20 18 15 10
Extensive research is evident
Visuals are thoughtful, engaging and relevant
Grammar and Uses clear sentences; errors rarely interfere with meaning
Vocabulary Incorporates a full range of grammatical forms, as appropriate
Easily constructs compound and complex sentences, as appropriate
25 20 18 15 10
Wide vocabulary range allows precision and details
Can use some idioms and collocations
Signpost language used accurately
Fluency and Can produce lengthy sentences with ideas that flow well
Pronunciation Can easily sustain discussions on specific topics from authentic material
25 20 18 15 10
Pronunciation is clear and understandable
Stress and intonation patterns aid communication
Presentation Uses eye contact
Skills Uses natural gestures
25 20 18 15 10
Engages with audience
Does not read presentation
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Learning Strategies Assessment
Students are assessed on their overall learning strategies. These include:
Attendance and Punctuality (2 marks)
Class Participation (3 marks)
- Participation in group work, discussions, adherence to EOP
Independent learning (2 marks)
- Preparation for ‘flipped’ classes, study for tests,
completion of homework tasks and journal
Consultation with teachers (2 marks)
- Willingness to do independent work on areas of weakness
Meeting deadlines (1 mark)
Attendance measurement:
Achieved 95-100% attendance throughout the AE course +2
Achieved 90-94% attendance throughout the course +1
Achieved 85-89% attendance throughout the course 0
Achieved 80-84% attendance throughout the course -1
AE Course attendance under 80% Automatically fail course
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AEP3 Module 3 Grammar & Vocabulary Tests
Over the five weeks of the course you will need to complete the grammar and vocabulary exercises
listed below IN YOUR OWN TIME.
You should do the exercises in the suggested weeks as they have been scheduled to fit in with your
written assignments. Every 2 weeks, your teachers will ask to see your progress and you will be
tested on the units.
Module 3
Weeks 1 & 2
Grammar
Handbook: Case study
FOI: Units 11-12
Vocabulary
Making Connections: Unit 3 Readings 1-2
FOI: p. 117.
Weeks 3 & 4
Grammar
Handbook: Case study
FOI: Units 13-15.
Vocabulary
Making Connections: Unit 3 Readings 3-5
FOI: p. 137, p.157
Answer to paraphrasing
The use of a helmet is the key to reducing bicycling fatalities, which are due to head injuries 75% of
the time. By cushioning the head upon impact, a helmet can reduce accidental injury by as much as
85%, saving the lives of hundreds of victims annually, half of whom are school children.
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ELS Sydney Marking Scheme
no topic sentence /
TS
think about your topic sentence
join up ideas
CS
CS Comma Splice
I went home, I did some work.
RO
RO Run On
I went home I did some work.
F
F Sentence fragment
When I went to school.
The text does not match the topic of the paragraph.
U Paragraph Unity
infml
infml Informal word
There was a big increase.
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