Bachelor of Arts in English as an Additional Language (BA EAL)
& Graduate Certificate in EAL (GCertEAL)
Advanced Spoken English
Course Number EAPL 7412
Course Information Booklet
Two monologues do not
make a dialogue.
Jeff Daly
I just wish my mouth had
a backspace key.
Author Unknown
If you keep your mouth shut you
will never put your foot in it.
Austin O'Malley
A: Welcome to Advanced Spoken English (ASE)
Level and credits
This course is placed at NZQA Level 7 (3rd year of a bachelor’s degree).
It is worth 15 credits.
Course aim: To develop students’ proficiency in spoken English, both productive and
receptive, for academic, professional and social/community purposes. This will equip
them for employment, leadership, life-long learning and personal development.
Learning outcomes: By the end of this course students will be able to:
1) Speak confidently and appropriately in a range of frequently used genre, including
prepared and unprepared speech on a variety of topics.
2) Apply a wide range of vocabulary and idiomatic expressions in own speaking.
3) Identify and critically examine phonological features of own and others’ speech, both
native and non-native speakers, and apply pronunciation skills to communicate orally at
an advanced level.
4) Critically examine genres of speaking and the role of context and audience.
5) Perform discourse and conversation analysis on a wide range of spoken genres,
examining schematic structure, turn-taking, discourse marking, role of context and
audience and lexico-grammatical patterning.
6) Carry out small-scale enquiry-led research, applying critical and independent thinking
to speaking.
Course co-ordinator and lecturer:
Steve Varley
Email: svarley@unitec.ac.nz
Phone: 815 4321 ex 8851
Course content
Theory without practice is empty; practice without theory is blind.
Theory: The theoretical aspects of the ASE course include concepts and readings
about discourse analysis, conversational analysis and pragmatics. Understanding
how language is constructed in different contexts and from different linguistic
perspectives will contribute to your production of language. As well, we look at
practical and linguistic theories that underpin speech acts, utterances and more
formal spoken genres such as presentations and speeches. ASE is about your
application of these theories to your own speaking and listening.
Phonology: In order to be an effective speaker, you need to be aware of your own
voice, accent and pronunciation. Voice and accent are a part of you, and contribute to
your identity. We aim to make you more aware of phonology (the study of spoken
1
sounds) so that you can speak as intelligibly as possible. We look at how such
phonological features as linking, pitch and intonation affect your speaking, your
‘understandability’ and more specifically the functions of what you say. The weekly
phonology sessions in the computer lab will help you to develop your phonological
knowledge through increased ‘noticing’. You will need to apply your understanding of
phonetic aspects in all spoken assessments.
Leadership: The ASE course has a theme of Leadership. Because you are Third
Year BA EAL students or Graduate Certificate students operating at the same level,
you may well be tomorrow’s leaders. Leadership is always in the media with elections,
sporting heroes, political and economic crises and many other examples. Our
exploration of Leadership helps to provide subject content for some of our work and
also allows you to consider critically the aspects of leadership needed in your current
or future field.
Set Texts
All students should purchase
Paltridge, B. (2004). Making Sense of Discourse Analysis. Gold Coast: Antipodean
Educational Enterprises
As this book is currently out of print, copies of this text are available to buy from the
Unitec Copy Centre. Give the Copy Centre staff the name of your course and the name
of the text.
Other useful references, which you can find in the Unitec library include:
Brown, A. (2005). Sounds, Symbols and Spellings. Singapore: McGraw-Hill.
Carter, R. & McCarthy, M. (1997). Exploring Spoken English. Cambridge: CUP.
De Silva Joyce, H. & Hilton, D. (2003). We are what we talk. Sydney: AMES.
O'Dell, F., & McCarthy, M. (2008). English collocations in use Advanced. Cambridge:
Cambridge University Press.
Paltridge, B. (2006). Discourse Analysis. London: Continuum.
Paterson, K., Caygill, C., & Sewell, R. (2011). A handbook of spoken grammar. Surrey:
Delta Publishing.
Thorne, S. (2008). Mastering Advanced English Language (2nd ed.). New York: Palgrave
Macmillan.
Note that the library also has a useful reference section, including various types of
dictionaries. The Language Learning Centre is a great place to watch videos/DVDs to
notice aspects of conversation and discourse for this course. As well, the Language
Learning Centre is full of self-study resources. You will be expected to access material
that will support your specific needs in relation to portfolio work.
2
Assessments
Assessment
One
Two
Three
Type
Weighting
Speaking Portfolio
Speaking tasks throughout the semester, both
prepared and unprepared, and your reflections 50%
on them.
Final Theoretical Exam
Applied Discourse Analysis tasks
25%
Final speaking examination (Viva)
An interactive interview with an examiner, where
you are required to speak in three different 25%
genres
Workload
This is a 15 credit course. Each credit is worth ten learning hours. You are expected to
do 150 hours of learning as follows:
Classroom study: 14 weeks x 5 hrs = 70 hrs
Self study: 14 weeks x 5.7hrs = 80 hrs
Please consider when you will schedule self-study time each week. It can be used to
prepare readings for class, to do vocabulary homework and to work on portfolio tasks.
Reading
There are readings associated with each topic in this course. You need to
read on a regular basis, usually as a way of increasing your awareness of aspects of
discourse analysis, semantics, pragmatics, phonology, leadership and other key
components of this course. It is vital that you keep up with your readings. They are an
essential part of your learning and of your workload. You will be expected to have done
the reading for the week and come to class prepared to discuss your understanding of
the excerpt/chapter.
Online component
ASE uses Moodle to complement the face-to-face part of the class. Many of our course
materials are on Moodle, and your speaking portfolio will be hosted online.
Student Support
Te Puna Ako is a student support centre located near the library. You are encouraged to
make use of the expertise that is available in this unit at no charge. Your BA EAL/GCert
handbook will give you additional information about support services and counselling.
Working Outside the Classroom and Contact with Fluent Speakers
Speaking is a skill that you apply in the real world. We hope that your increased
awareness about speaking can be transferred into your own life. Remember to maximise
conversations with native and non-native speakers in English. As you do this, become
more conscious of your own speaking. This process of becoming more ‘conscious’
supports your learning.
3
B: Lecture, Assessment and Readings Schedule
Wk
Session 1,
3 hours, Classroom
Session 2,
2 hours, computer lab
Assessment Events
1
Introduction to the course
Phonology 1 - overview
Forum 1 (Introduction)
2
Lexico-Grammatical Analysis 1
Phonology 2 – weak forms
Speaking task 1
(Weak forms practice)
3
Conversational Analysis 1
Phonology 3 - linking
Speaking task 2
(linking practice)
4
Conversational Analysis 2
Conversational Analysis 3
Forum 2
(Telling a story))
5
Lexico-Grammatical Analysis 2
Phonology 4 - intonation
Speaking task 3
(Intonation practice)
6
Leadership 1
Lexico-grammatical Analysis 3
Forum 3
(Analysing a TV programme)
7
Leadership 2
Leadership 3
Speaking task 4
(Speech openings and closings)
Leadership 5
Speaking task 5
(Prepared speech)
8
Leadership 4
Prepared Speeches given
Mid-semester break (Semester One)
9
Lexico-Grammatical Analysis 4
Phonology 5 – review and
revision
Speaking task 5 (cont)
(Prepared speech)
Mid-semester break (Semester Two)
10
Pragmatics 1
Extended discourses – exam
requirements
11
Pragmatics 2
Pragmatics 3
12
Lexico-Grammatical Analysis 5
Phonology 6 – putting it all
together
13
Revision 1
(VIVA)
Revision 2
(Discourse Analysis)
14
Study week
Study week
15
Study/exam week
Study/exam week
Forum 4
(Giving your opinion)
Speaking task 6
Overall Pronunciation Task
VIVA assessment
Discourse Analysis Exam
4
Detailed Lecture Content
Introduction
Associated Readings
Paltridge (2004), ch 1
Introduction to the course
Overview of discourse analysis & genre
Introduction to collocations
Phonology
Brown (2005), ch 2
2
Overview of English phonology
Intro to recording process
Intro to speaking portfolio
Stressed syllables, weak forms
3
Linking
4
Intonation & emphatic stress
5
Review and revision
6
Putting it all together – analysis of a text (news item)
1
Lexico-Grammatical Analysis
1
2
3
4
5
Differences between speaking and writing
Grammatical features of spoken language
Lexical features of spoken language
Register: How we say it
Analysis of TV talent show
Goh and Burns (2012), ch 4
More lexical features of spoken language
Analysis of social conversation
Putting it all together – analysis of a text
Thornbury and Slade (2006),
Ch 2 continued
Carter & McCarthy (1997)
Introduction
Thornbury and Slade (2006),
Ch 2
Thorne (2008), ch 18
Conversational Analysis
2
Introduction to conversational structure: Turn-taking, backchannelling, adjacency pairs, insertions, topic changes,
openings and closings
Schematic structure of different genres
3
Putting it all together – analysis of a text (anecdote)
1
Paltridge (2004), ch 5
Paltridge (2004), ch 6
Pragmatics
2
Speech Acts: inviting, requesting, instructing, announcing
Direct & Indirect acts – illocutionary meanings
Politeness maxims, conversational implicature
3
Putting it all together – analysis of a text (TV advertisement)
1
Paltridge (2004), ch 2
Paltridge (2004), ch 3
Leadership
1
Introduction – vocabulary, leadership styles, types of leaders
Bollard & Deal (2010), ch 17
2
Political leadership – analysis of formal leadership address
King (1963) speech
3
Analysis of TED talks
4
Persuasive language
5
Presentations: Group analysis of leadership addresses
Thorne (2008), ch 17
5
C: Description of Summative Assessments 1, 2 and 3.
Summative Assessment 1: Speaking Portfolio
Weighting:
Date:
Location:
50%
Weeks 1-12
In class time
Aim:
To develop students' proficiency in spoken English for academic, professional and
social/community purposes by focusing on form and function.
Detailed Speaking Portfolio Description
The speaking portfolio consists of 6 speaking tasks in your own portfolio forum and
participation in 4 class forums over the semester. Many of these tasks will be done during
class time, but you will need to spend some out-of-class time preparing, analysing your
work, and responding to teacher feedback. You may be required to repeat a task until
you are able to produce target feature(s) appropriately. Your postings on the forum,
including your comments on your classmates work will contribute to your portfolio mark.
It is important that you realise that you must take responsibility for your portfolio and
for doing the different tasks. One important aspect in this respect is that the work must be
ongoing. To assist in this, you should post the initial task within a week of it being
allocated in the lab. If you post after this time, your teacher will not give feedback on that
topic.
This portfolio is an electronic portfolio. You will post each task online and along with each
task, you will be required to post a reflection, answering certain questions (see below).
Make sure your recording and your reflection are in the same posting rather than
in separate postings. Your teacher will then respond to your task and your reflections,
and you are required to respond to any further questions or requests for repetition of your
teacher.
For some of the tasks, there is a follow up task that you have to do. Often you are asked
to find another example of spoken text to emulate. Such texts should be language in
natural extended discourse, rather than an exercise from a textbook or online. You also
need a recording so that you can hear the language and practice before you record it
yourself. Finding a transcript for a TV show, film or TED talk is ideal. If you have difficulty
finding material, go to the Language Learning Centre and ask for help.
After four tasks have been completed, your teacher will give you an indication of how well
you are doing on your portfolio. The final grade will be awarded after all speaking tasks
and forums have been completed.
6
Speaking portfolio outline
Forum 1: Introduction
See Moodle for task details. You must post your own contribution and then respond to
two other students.
Task One: Weak Forms Practice in Connected Speech
You will record a text in which there are a lot of weak forms. You need to pronounce each
of the instances of weak forms in a weak way. You also must ensure that you pronounce
each polysyllabic word with the correct stress pattern.
Reflection questions:




Were you aware of weak forms in English before today’s lesson?
During the noticing exercise, how easy or hard was it to hear the model speaker
using weak forms?
How easy or hard was it for you to make the weak forms in this text?
Do you think you’d like to speak like this in your everyday speech?
Follow up:
After you have got the practice task right (teacher says it is OK), find another spoken text
(about 30 seconds, with transcript), and mark in where all the weak forms occur. Then
record yourself saying the text just like the model speaker does.
Task Two: Linking practice
You will record a text in which there are several examples of words that are linked
together. You need to pronounce each of these correctly linked.
Reflection questions:




Were you aware of linking in English before today’s lesson?
How easy or hard is it for you to understand words that are linked together?
How easy or hard is it for you to link words together in your own speech?
Do you think you’d like to speak like this in your everyday speech?
Follow up:
After you have got the practice task right (teacher says it is OK), find another spoken text
(about 30 seconds, with transcript), and mark in where all the links occur. Then record
yourself saying the text just like the model speaker does.
7
Forum 2: Telling a story
See Moodle for task details. You must post your own contribution and then respond to
two other students.
Task Three: Intonation & Emphatic Stress practice
You will record a text that conveys strong emotions by using a wide range of intonation
patterns and emphatic stress. Try to mimic the speaker’s intonation patterns as best as
you can.
Reflection questions:


How well were you able to mimic the model speaker’s intonation patterns?
Do you usually speak with a wide range of intonation patterns?
Follow up:
After you have got the practice task right (teacher says it is OK), find another spoken text
(about 30 seconds, with transcript), and mark on the transcript some of the intonation
patterns. Then record yourself saying the text just like the model speaker does.
Forum 3: Analysing a TV programme
See Moodle for task details. You must post your own contribution and then respond to
two other students.
Task Four: Presentation openings and closings
Watch 3 short TED talks, and post on your portfolio which talks you listened to.
http://www.ted.com/talks This page gives you a chance to choose different events,
lengths and topics. Choosing 3 minutes will give you short talks. However, if you wish,
you can listen to 6 minute presentations or longer, particularly if you want to focus on
specific subject areas.
What did you enjoy about these 3 presentations?
How did each speaker open and close the presentation?
How do these speakers make use of accompanying material?
What would you like to emulate in your own leadership presentation?
If you wish, you can record yourself giving the introduction to your speech, or practising
some of the linkers that you plan to use. Your teacher will give feedback on this.
8
Task Five: Prepared Speech
You will record your speech and post the recording in your moodle forum. Your
classmates and teacher will give you live feedback on the day.
Reflection questions:




Did your speech go as you had planned it?
How did you feel when you spoke in front of the class?
What were the most important pieces of feedback from your classmates and
teacher?
What will you do differently next time you give a speech?
Forum 4: Giving your opinion
See Moodle for task details. You must post your own contribution and then respond to
two other students..
Task Six: Overall Pronunciation Task
You will record a news item. This is an opportunity to practise all the features of English
pronunciation that have been introduced throughout the semester. These are:

Weak forms

Contrastive and emphatic stress

Word linking

Mimicking accents

Intonation
Reflection questions:



Which features of pronunciation do you think you performed well?
Which features were difficult for you?
After you finish this course, how are you planning to continue working on your
pronunciation
Remember that your contributions to the forum are an important part of your
portfolio mark. Having access to what other students talk about can help your own
understandings and developing knowledge. You must listen to other students and
comment on their postings.
9
D. Summative Assessments
Advanced Spoken English EAPL 7412 Assessment 1: Speaking Portfolio (50% weighting)
Name: _____________________ Student ID ___________________ Total marks
Criteria
Task Fulfilment (25%)
 All recordings are done
 Work is submitted on time
 Interacts with classmates and gives thoughtful feedback to peers
 Peer/teacher comments are responded to
Target Features (50%)
 Target features have been identified and practised, and improved
as much as possible, such as
 Pronunciation features (stress, weak forms, linking, intonation,
individual sounds)
 Spoken vocabulary range
 Spoken syntax
 Discourse/genre features (tone/register, structure)
 Content
 Fluency
Reflections/Responses (25%)
 Reflections show depth of analysis & critical thinking
 Responses to feedback are appropriate and show ability to learn
from others
 Any required continued work is identified, and a strategy is devised
Excellent
Good
/100
Grade: A B C D
Satisfactory
Partially adequate
or inadequate
25 - 20
19 - 17
16 - 13
12 - 0
50 - 40
39 - 33
32 - 25
24 - 0
25 - 20
19 - 17
16 - 13
12 - 0
Comments:
10
Summative Assessment 2: Discourse Analysis Exam
Weighting:
Date:
25%
Week 15
Aim:
To enable students to show their knowledge of discourse analysis, in an
applied task. Students will analyse a video recording, and analyse features of
speaking we have studied in the course.
Analysis tasks include
 identifying genre, field, tenor and mode of text
 identifying specific phonological features such as linking, weak forms,
different intonation patterns
 identifying lexico-grammatical features such as fillers, fixed
expressions, repair, vague language, hedging, ellipsis
 identifying conversation features such as adjacency pairs and next
speaker selection
 identifying pragmatic features such as speech acts
Summative Assessment 3: Speaking Examination: Viva
Weighting:
Date:
Location:
Time Allocated:
25%
Week 15
In class, by appointment
12 minutes per viva
Task: You will participate in a three-stage speaking interview or “Viva” with
two tutors. One tutor will be the interlocutor and the other the assessor. You
will be required to give a variety of fluent and creative responses.
Part 1: Description and Speculation (1-2 minutes)
You will respond to visual stimulus material, such as a photograph, cartoon,
advertisement or poster. You will describe the content of the stimulus material
and assess its purpose and effectiveness.
Part 2: Information Elicitation (2-3 minutes)
You will take part in a role play with your interlocutor in which your purpose is
to elicit as much information as possible.
The role play will occur within an academic, professional or community
context and will require appropriate functional language to suit the situation.
The register of your language and your lexicogrammatical choices need to be
appropriate.
Part 3: Opinion and Argument (5 minutes)
You will take part in a values-based discussion with your interlocutor. You will
be given the chance to select from 1 of 3 cues.
11
Summative Assessment 3: Viva (25%) Marking Criteria
Name: _________________ Total
/100 Grade: A B C D
Performance
Performance in Part 1 (Description and Speculation)
 Responds to stimulus material naturally
 Produces language appropriate to the task fluently
/10
Performance in Part 2 (Information Elicitation)
 Responds to stimulus material naturally
 Produces language appropriate to the task fluently
/10
Performance in Part 3 (Opinion and Argument)
 Responds to stimulus material naturally
 Produces language appropriate to the task fluently
/10
Native Speaker Features
Native Speaker Features: Word Level
 Words are pronounced clearly with appropriate word stress and
prominence
 Syllabification and stress-patterning are used correctly
/10
Native Speaker Features: Sentence Level
 Speaker effectively uses a range of phonetic features such as
sentence stress, intonation, pausing, pitch, elision and linking
/10
Native Speaker Features: Discourse Level
 Utterances follow clear and appropriate schematic structures
 Appropriate discourse markers and connectives mark transitions
between utterances and stages
/10
Native Speaker Features: Fluency
 Speaking demonstrates skill in paraphrasing, ellipsis, selfclarification, repetition and backchannelling
 Tentative language, vague language and fillers are used
appropriately
Vocabulary, Grammar and Generic Application
Lexicogrammatical and Idiomatic choices
 Words are well-chosen and precise
 Appropriate range of words, phrases and idioms
Grammatical Accuracy
 Utterances are accurate in form
 Collocations and dependent prepositions used accurately
 Self-correction skills are used
Generic Content of Spoken Texts
 Clear demonstration of understanding of the three genre tested
 Content of spoken texts is appropriate, authentic and natural
 Effective matching of function and form
 Creative, innovative responses
12
/10
/10
/10
/10
E. Vocabulary worksheets
Fixed Expressions Exercise 1: Change Idioms to Plain English
Read the expressions below through with your partner and discuss what they
might mean.
1.
A: I met your boss today. He’s a real jerk.
B: You can say that again!
2.
A: Keith, there’s something I need to get off my chest.
B: What’s bothering you? Tell me.
3.
A: The fight was horrible. One man kept punching the other again and
again and again–
B: OK. That’s enough. I get the picture.
4.
A: You should get a girlfriend who’s beautiful AND kind.
B: Easier said than done.
5.
A: Doctor, what’s the bottom line?
B: If you don’t quit smoking, you’ll die within a year.
6.
A: Dad, can I have another ice cream cone?
B: Don’t push your luck, kid.
7.
A: Why are you hiding from your brother?
B: He has it in for me. He knows I lost his football.
8.
A: Can I invite my brother?
B: Sure. The more the merrier.
The examples above all come from
http://www.englishcurrent.com/idioms/esl-idioms-intermediate-advanced/
13
Fixed Expressions Exercise 2: Change Idioms to Plain English
Read the expressions below through with your partner and discuss what they
might mean.
1.
A: Are you listening?
B: I’m all ears.
2.
A: He’s such a nice guy.
B: I know – a real chip off the old block.
3.
A: Shall we go out to dinner to celebrate?
B: Actually I’m a bit hard up at the moment.
A: That’s OK – my shout.
4.
A: Shall we go out to dinner to celebrate?
B: Actually I’m a bit hard up at the moment.
A: Yeah, I’m in the same boat.
5.
A: I’ve just lost all of my essay on my laptop.
B: Oh no! Does that mean you have to start from scratch?
6.
A: Do you remember Mrs White from when we were at school.
B: Her name certainly rings a bell.
7.
A: It might rain on the night of the party. And the venue is a bit out of
the way. I don’t think many people will come.
B: Don’t be such a wet blanket!
8.
A: You really need to start pulling your weight in the team.
B: I’m so sorry. I’ll put a lot more effort in from now on.
14
Fixed Expressions Exercise 3: Change Idioms to Plain English
Read the expressions below and try to write them in an un-idiomatic way to
show the meaning.
1. The opposition party dismissed the government's proposal out of
hand.
2. What are you up to?
3. I take my hat off to all those people who worked hard to get the
contract.
4. Charlie's in hot water again, he forgot to lock up last night.
5. Their big ambition in life was to choose the right moment to sell their
shares and then make a killing.
6. The one thing a public figure hates is when he loses face in front of all
his admirers.
7. I give you my word it will never happen again.
8. I wish you would stop talking and hear me out.
9. That little boy has ants in his pants.
When you have thought about the meaning and tried to write it in ordinary English, then
have a look at this website. http://www.english-test.net/esl/english-idiomaticexpressions.html
There are lots of idiomatic expressions for you to practice and you will find an answer for
each of the above under the different headings listed below. As well, there are more
expressions round each of these ideas, if you would like to learn some more idioms.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hands on
English Grammar Prepositions
Call it a day
Water expressions
Expressions with make
Losing it
Word of Mouth
Idioms with prepositions
Clothing Idioms 1
15
Fixed expressions exercise 4: Binomials
Choose the appropriate 'pair phrase' to complete the sentence.
ins and outs
up and about
collar and tie
bits and bobs
cloak and dagger
ups and downs
pins and needles
high and low
spick and span
song and dance
sick and tired
1. I love reading suspenseful _____________________ novels.
2. When I called the computer company all I got was a
_________________________. The problem wasn't resolved.
3. She's __________________________ of her boss. I think she's looking for
a new job.
4. As soon as you learn the ________________________ of the business,
you'll be very successful.
5. I keep all the _________________________ in that drawer over there.
6. Don't worry, you'll be _________________________ within 10 days.
7. It's a formal dinner, very much a _______________________ affair.
8. He likes to keep his house _______________________.
9. Of course all marriages have their _____________________, but they are
worth the effort.
10. I've got _______________________ in my legs from sitting for so long.
11. I’ve been hunting _____________________ for my book. Where is it?
16
Fixed Expressions exercise 5: Kiwi slang
Put the kiwi-isms in the box into the gaps in the following sentences. Note
synonyms in standard English under the sentence.
a bit of a dag
sparkie
capping
uni
Wally
OE
rellies
tea
1. Alistair’s off on his big _______________ in January. He’ll be away for
a couple of years, I think.
2. I’ve got _______________ coming to stay this weekend – need to give
the house a big clean.
3. We’re supposed to be going out after _______________ this evening.
4. Do you know a good _______________ ? I need to get some new
lights put in.
5. Let’s invite Bob round for dinner. He’s _______________ - everyone’ll
like him.
6. The next _______________ for Unitec graduates is on September 17
at the Town Hall.
7. He never went to _______________ but he still ended up with a good
job.
8. She’s such a _______________ - always saying the wrong thing and
getting into trouble.
Two websites for NZ colloquial vocab and idioms are given below. Remember that
fashions change however. Use these websites as a reference, rather than as a list of
expressions you should learn!
http://www.nz-immigration.co.nz/lifestyle/slang-words.html
http://www.chemistry.co.nz/kiwi.htm#faggedout
Also, check out the following resources at the library:
 Kiwi conversation the 'Shortland Street' way : a video/workbook
resource for teachers and students / Lynn E. Grant & Gaylene A. Devlin.
[Auckland, N.Z.] : School of Languages, Auckland Institute of Technology,
1996. 427.993 GRA

Listening to New Zealand : Advanced / Deborah Corbett with Pornsawan
Brawn. Surry Hills, N.S.W. : NSW AMES, 2003. "The texts include casual
conversations as well as interviews, oral presentations and complex
transactions. They are based on authentic discourse offering highly realistic
New Zealand language"--Back cover.

"New Zild" - a documentary about New Zealand English 427.993 NEW
17
F. Questions to help reflect on pictures
Choose 3 appropriate questions for your picture.
What kind of language will they elicit?
1. What can you see in the picture?
2. What do you think is happening in the picture?
3. What do you think happened before this picture
was taken?
4. What do you think is going to happen next?
5. What kind of mood does the picture create? How
does it do this?
6. What is the purpose of the photo?
7. How effective is the photo?
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G. ASE student profile
(Detach and give to tutor, week 1)
Family Name
First Name
Preferred Name
NZ Resident or
International Student
Suburb you live in
Phone Number
E-mail
Country of Origin
First Language
Other Language(s)
(Highest) Education
including BA
Work Experience
Previous Study in
NZ
Previous Study at
Unitec/ in the BA
IELTS Results?
Mobile tools you
own eg. iPad
Future Plans eg.
stay in NZ, work
choices, return to
own country
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