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

More documents

Recommendations

Info

Sample activities • In pairs or groups, learners listen to a tape of people recounting their own experiences. They identify the general gist of each, discuss which are most effective in terms of clarity of speech and how easy to follow, then listen to these again, identifying together some features of effective spoken narratives. • Listen to some interrupted taped extracts of familiar exchanges (e.g. doctor/patient, teacher/parent, parent/child, supervisor/worker, two friends). Identify the context and predict what might follow; give reasons for their predictions. Listen to the rest of the exchange to check; from the exercise formulate how listeners can pick up clues to general meaning. • Use a computer to listen to the weather forecast on the local radio station to find out what the local weather will be like for the following day. • Listen for detail in some taped descriptions of people, places, events, weather. Select from a pool of illustrations those that match the details in the descriptions heard. • Identify situations where listening for detail is important. In pairs, practise listening for detail: one person listens to a short tape of relevant instructions or explanation (e.g. how to book a saver ticket in advance of a journey, changes to times for a class/event); they relay these to their partner as accurately as possible; both listen to the tape to check, then change roles for the next one. • Listen to descriptions of some jobs (e.g. on tape, by the teacher, by other learners). Discuss in pairs or in a group and decide what the main duties of the jobs are. • Discuss how speakers might emphasise their main points for listeners; listen to a short presentation (by a visitor, the teacher, or on tape, e.g. on an interesting visit, a community project). Listen for intonation, emphasis, repetition; identify the main points and compare judgements. • Visit a news web site with a speech facility (e.g. Annanova.com) and find out the three main news stories. • Follow simple staged instructions accompanied by a demonstration to complete different practical tasks, e.g. enlarging an image on a photocopier, copying a document to a floppy disk on a PC. • In pairs, one person watches a short video clip of a TV cook or gardener giving an explanation of a process/action (e.g. why it is better to take eggs out of the fridge some time before using them, why you need to prepare the ground before planting potatoes). Watcher repeats the explanation to the other person as accurately as possible; both watch together to check. • Give learners clear instructions related to their learning tasks. Ask them to check their understanding in pairs by comparing what each has understood, and to identify any points of uncertainty to be clarified with the teacher. • Watch some short video clips from different TV programmes (documentaries, drama, soaps) where a person expresses feelings or opinions in an accessible way. Discuss what feelings or opinions are conveyed, and how (e.g. by language, intonation, gesture, facial expression). • In pairs, role play some simple situations, identified as safe by the group, where one person expresses their opinion on a subject important to them (e.g. changes to some opening hours, to a payment system, to the school day). The other listens and summarises what they think the speaker feels and believes. The speaker judges how well the listener has understood. Speaking and listening 27
28 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including straightforward information, short narratives, explanations and instructions speak to communicate information, feelings and opinions on familiar topics engage in discussion with one or more people in a familiar situation to establish shared understanding about familiar topics in straightforward familiar formal exchanges connected with education, training, work and social roles Listen and respond SLlr/E2 Skills, knowledge and understanding Adults should be taught to: 6 respond to straightforward questions – understand that an adequate response will depend on the type of question (e.g. simple yes/no, specific information) – understand ways of making appropriate positive and negative responses to questions – give clear responses that the listener can follow Skills, knowledge and understanding Adults should be taught to: 1 speak clearly to be heard and understood in straightforward exchanges – understand that the speaker should take account of the needs of the listener, by speaking to others clearly, audibly and intelligibly – know and follow some principles for clear effective one-to-one exchanges 2 3 make requests and ask questions to obtain information in everyday contexts – understand that questions need to be framed so as to suit the context and the nature of the information sought – know and use various politeness forms appropriate to the context to obtain information from others express clearly statements of fact, and short accounts and descriptions – understand that meaning must be expressed clearly for the listener to follow, and act on if necessary – understand that the amount of information and the style of account or description will depend on the context Example Speak to communicate SLc/E2 4 ask questions to clarify understanding – know and use some strategies to clarify and confirm understanding, e.g. ask for information to be repeated, ask follow-on questions Respond appropriately to questions about familiar things, e.g. from an assessor observing a learning task, from a supervisor about what went well or badly on a task. Example Speak clearly in an effective short exchange (e.g. to a colleague back from their holiday, explaining which jobs have been completed while they were away; to a counter assistant, giving the reasons for wanting to change some goods). Obtain some straightforward information, e.g. from their line manager on how to book holiday dates, from a travel adviser about a particular holiday. Describe symptoms clearly to a doctor. Give an account of problems with a car to the person who is going to mend it. Recognise when clarification is needed and ask appropriate follow-on questions, e.g. when placing an order in a store, opening a building society account, when asking directions to a ward on visiting someone in hospital.
Page 1 and 2: core curriculum Adult Literacy incl
Page 3 and 4: ii The Adult Literacy Core Curricul
Page 6: Foreword Improving the nation’s l
Page 9 and 10: 2 The Adult Literacy Core Curriculu
Page 17 and 18: 10 The Adult Literacy Core Curricul
Page 27 and 28: Speaking and listening Speaking and
Page 29 and 30: 22 The Adult Basic Literacy Skills
Page 33: 26 The Adult Literacy Core Curricul
Page 61 and 62: The Adult Basic Skills Reading Core
Page 85 and 86:
78 The Adult Literacy Core Curricul
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95:
Page 98 and 99:
Sample activities • Read a contin
Page 100 and 101:
Sample activities • Identify the
Page 102 and 103:
Sample activities • Practise the
Page 104 and 105:
Sample activities • In groups or
Page 106 and 107:
4.3 WHO ARE THE MORAL INFLUENCES? M
Page 109 and 110:
The Adult Basic Skills Writing Core
Page 111 and 112:
104 The Adult Literacy Core Curricu
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?