Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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Sample activities • With teacher or another learner identify some situations in their own life where listening for the gist of explanations is important, e.g.: the reasons for some sort of change at work; the purpose of an activity in a training session; accounts of plans, events, experiences by family members or friends. • Practise listening and responding appropriately to short face-to-face explanations, e.g. listen to their teacher explain the importance of non-verbal communication and apply the principles to their own behaviour when listening. • Use simple case studies, with their teacher taking on the role of information giver and learners listening for specific details that will provide information on where, when, who, what and how. For example: in a hospital outpatients, people are waiting for X-rays, ECGs, to see a particular consultant, book a new appointment, etc.; learners listen for their own announcement and act on it. As a group, they identify and discuss key words and what to do if relevant details are missed. • Practise listening for single items of information in simulated, taped, short announcements, e.g.: travel details concerning bus/flight numbers, train platforms/destinations; prices and quantities from a market trader; patients’ names and room numbers in a doctor’s/dentist’s waiting room. • In pairs or in a group, identify the sort of key words to listen out for in instructions, e.g.: put, place, push, pull, press, go to; on, over, under, next to, by, up, down. Practise listening to single-step instructions, e.g. how to: use equipment, turn on a PC, type their user name and password to log on to the network, use the photocopier to copy a single sheet. Learners demonstrate their understanding by carrying out the tasks. • In a group, learners listen to instructions from the teacher or on tape (e.g. concerning the safe use of cleaning equipment, when unused medicines should be taken or where they should be disposed of). The teacher checks understanding by asking where, when, how, why, what questions about the instructions and shows the group how to check their own understanding in this way, to identify any point they need to ask to be repeated. • Use the speakerphone to get into a building, following the instruction, e.g. Push the door when you hear the buzzer or Turn the handle now. • Discuss the different sorts of personal information people might be asked for and identify some questions. In pairs, practise listening to and giving information in familiar situations: one person asks or plays the tape of some simple questions (e.g. as a doctor’s receptionist/patient; as a head teacher; a child’s parent; as a post-office counter assistant/a customer) to the other, who responds; then change round. Compare and discuss. • In pairs or groups, practise listening and responding to personal introductions in straightforward situations provided by the teacher, e.g.: as learners being introduced to a new class; as a parent being introduced to their son’s/daughter’s new girlfriend/boyfriend. Speaking and listening 23
24 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including simple narratives, statements, questions and single-step instructions speak to communicate basic information, feelings and opinions on familiar topics engage in discussion with another person in a familiar situation about familiar topics in simple and familiar formal exchanges connected with education, training, work and social roles Speak to communicate SLc/E1 Skills, knowledge and understanding Adults should be taught to: 1 speak clearly to be heard and understood in simple exchanges – understand that effective communication depends on both speaker and listener, and the speaker must be aware of the needs of the listener – be able to organise what is said so that the listener can follow, and speak loudly and clearly enough to be heard 2 3 4 make requests using appropriate terms – understand that the manner in which requests are made can vary depending on how well the speaker knows the listener – know and use some politeness conventions for making successful requests ask questions to obtain specific information – understand that the question needs to fit the purpose – know how to frame simple questions in order to get the information required make statements of fact clearly – understand the importance of speaking clearly for the listener – understand that context may affect how a statement of fact is said, e.g. the tone of voice for emphasis Skills, knowledge and understanding Adults should be taught to: 1 speak and listen in simple exchanges and everyday contexts – understand that communication is a twoway, interactive process – understand that non-verbal signals as well as spoken language contribute to communication between people Example Engage in discussion SLd/E1 Explain a straightforward purpose clearly and appropriately in the context of work, leisure or study, e.g. to the teacher, explaining general aims for a job at the end of the course, to an elderly relative explaining how to re-heat a cooked meal. Ask for help with a task in an appropriate manner, e.g. to put a suitcase on a rack, lift a buggy off a bus, find a place, complete a form. Ask for specific information, e.g. about the cost of two or three types of the same product in a shop, about bus or train times from a station booking office. Give factual information about themselves to another in a clear manner, e.g. when enrolling on a course, arriving for a dental appointment. In this section, it is expected that elements from both Listen and respond and Speak to communicate will be used as well as those shown below Example Talk to a colleague about a task (in employment or voluntary work). Greet familiar visitors, e.g. to the workplace, community centre, play group, learning centre.
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