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

More documents

Recommendations

Info

Sample activities • Investigate how to recognise when questions are being asked, and the type of response they invite. In pairs or in a group, listen to a tape of questions with different structures and intonations, e.g. where, when, why, who, what questions; have you, did you, are you, will you; so you will/won’t/might/can’t. Identify some patterns and see which invite open and which closed responses, and recognise the sorts of questions that are more likely to occur in certain situations. • Identify some familiar situations where questions are asked. In pairs, role play a situation (e.g. answer questions from: a plumber/electrician/DIY expert on the location and nature of a fault; a family member about a holiday/social event; a workmate about what happened in their absence). Reverse roles and review their own and each other’s answers. Sample activities • Identify in a group some situations from daily life where it is important to speak clearly, audibly and intelligibly (e.g. when making a request or complaint, confirming arrangements, agreeing a procedure at work, explaining something to someone who needs to know). Recap on principles for clear, effective communication. In pairs, conduct a given exchange (e.g. ask the bin men why they have missed emptying the rubbish for the last two weeks; explain a child’s absence to a teacher). One person leads with the other as listener/responder; reverse roles with another situation and review their own and each other’s talk for clarity, appropriateness and the response of the listener. • Discuss how the group operates when engaged in group discussion and when talking with the teacher. Identify any areas for development. • Choose a context of relevance to learners and, in pairs or in a small group, prepare a short list of questions to obtain required information (e.g. about adult education courses and fees from an advice centre, about a child’s progress from a teacher, about reasons for symptoms from a doctor, about flats to rent in a given price range from a letting agent). In pairs, try out the questions on each other in role. • Watch some video clips and identify situations where information is sought in work, home or social contexts. Then in pairs, using prompt cards, practise asking for information in everyday contexts, each taking turns to be the questioner. • In pairs, look at some illustrations of familiar objects (e.g. a telescope, CD player, mobile phone, barbecue set, fishing rod). Describe them to each other clearly, saying what they are for and (in simple terms) how they work. The listener gives feedback on the clarity of the statements, the use of ‘fillers’, repetition, hesitation, etc. • In pairs, learners give short narrative recounts of their own daily/weekly routine. They compare and discuss both accounts; identify what makes a good account and pool suggestions in the whole group. • In pairs or in a group, listen to some short taped exchanges where the questioner has to clarify or needs more information; identify some follow-up questions and frame them appropriately, e.g.: Q. Could you tell me where the Odeon Cinema is, please? A. Yes, just go down West Street, and it’s on your right. Q. (thinks) Where’s West Street.....? Follow up question: Thanks – could you point me towards West Street, please? • Listen to an explanation from the teacher (e.g. on word processing their own work) and discuss some ways of seeking clarification, e.g. repeating a section as a question: So you must save your work every five minutes?, Can I just check that you said we have to save our work every five minutes?, asking what if questions: What happens if you press delete by mistake? Speaking and listening 29
30 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 Engage in discussion SLd/E2 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 Skills, knowledge and understanding Adults should be taught to: 1 follow the gist of discussions – be able to understand the general sense of a discussion by listening to what others say 2 follow the main points and make appropriate contributions to the discussion – listen and be able to distinguish the main points from the detail – understand that appropriate contributions relate to the topic of conversation Example Follow a discussion in class between the teacher and the group, understand the conclusions reached, and act on them if necessary. Follow the main points in a class discussion and make a relevant contribution.
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 35: 28 The Adult Literacy Core Curricul
Page 61 and 62: The Adult Basic Skills Reading Core
Page 87 and 88:
80 The Adult Literacy Core Curricul
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?