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

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Sample activities • Watch some short video clips of people expressing their points of view in different contexts (e.g. in House of Commons, TV discussion show, a work meeting on a training video, discussion from a soap). Discuss how the people involved conveyed their responses to other viewpoints and decide how well they were listening. In a group, identify a list of dos and don’t s; each person then considers which of these applies to them in their own listening. • As a follow-on group activity, identify some strategies to prevent ‘listening shut down’, e.g.: by not interrupting/exclaiming; by imagining having to recount the point of view accurately to another person; by trying to compare it with their own view. Pool some useful phrases for responding appropriately to other points of view, e.g.: that’s a fair point, I’d not thought of it that way; that’s very interesting but ...; I see what you mean but ...; that’s one way of looking at things ...; I agree with your point that, but ...; I’m not sure I understand why you think that ... I disagree with everything/most of/some of what’s been said because ... • Explore some of the conventions of questions and responses in different situations by listening to a tape or to the teacher reading out examples (e.g. from a job interview, a marriage ceremony, a consumer survey, a manager seeking feedback on a new procedure, a colleague asking for another’s opinion). Identify different ways of framing questions and discuss how to respond (e.g. Can you tell me a bit about your experience of . . . ? is an invitation to talk; What do you think about Jack’s point? probably needs more than a one-word answer). • In pairs, practise responding to questions that require different degrees of response, using prepared question cards related to familiar contexts, e.g. What do you think about those plans to build a new sports centre next to the school? Which of these statements best describes your food shopping habits? Are you going to enrol for this class again next year? etc. • Ring Directory Enquiries and ask for the number of e.g. the learning centre, the station, a friend. Sample activities • In pairs, listen to a tape made from radio phone-ins and discuss the contributions for their clarity, audibility, pace, choice of expressions; pool findings for a discussion on features of effective and less effective contributions. • In pairs, identify and share experiences of some situations where speaking clearly with the right volume and pace is particularly important (e.g. reporting back at a meeting, making announcement/giving vote of thanks at an event, answering questions in an interview). Each person chooses a situation they would like to practise (e.g. explaining reasons for applying for a job if they have an interview pending). Talk over what needs to be said, then practise with partner and when ready tape each other’s contribution. Listen to and review with teacher. • Use a tape recorder or computer voice-recognition program to read and record a story to be included as tape, floppy disk or CD in a Storysack. • Discuss as a group how language varies between informal and more formal settings, e.g. differences in conversations with a colleague who is also a friend, when at work and when in a social setting. In pairs, identify situations in their own lives where more formal language is needed. Pool examples and discuss as a group the sort of language that could be used in those situations. • Listen to an audio tape of people speaking. In pairs, try to identify the context and situation from the sort of language they are using (e.g. from a public speech, a meeting, an informal discussion, an interview); report back answers and discuss. With partner rehearse a formal exchange and a less formal one (e.g. introduce the topic and purpose of a formal meeting; introduce a new colleague to a team of workers/volunteers). • Telephone and leave an answer-phone message for a friend at home; then leave a message on the shared work answer-phone. Speaking and listening 35
36 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including straightforward information and narratives, and follow straightforward explanations and instructions, both face to face and on the telephone speak to communicate information, feelings and opinions on familiar topics, using appropriate formality, both face to face and on the telephone engage in discussion with one or more people in a familiar situation, making relevant points and responding to what others say to reach a shared understanding about familiar topics in familiar formal exchanges connected with education, training, work and social roles Speak to communicate SLc/E3 Skills, knowledge and understanding Adults should be taught to: 3 express clearly statements of fact and give short explanations, accounts and descriptions – use knowledge of context and situation to judge the level of detail required – understand that sticking to the point is usually a factor in successful short explanations, accounts and descriptions – understand that, as well as facts, opinions and feelings may form part of explanations, accounts, descriptions, depending on context and situation 4 make requests and ask questions to obtain information in familiar and unfamiliar contexts – know how to make requests and ask questions clearly and simply so the listener understands what information is required – know some strategies for clarifying and confirming understanding, especially when speaking over the telephone – know and use suitable politeness conventions, and formal language and register where appropriate Skills, knowledge and understanding Adults should be taught to: 1 follow and understand the main points of discussions on different topics – understand that discussion can serve different purposes, e.g. to share views, plan a task, solve a problem, clear the air – understand that discussion does not always follow a linear sequence – be able to listen with some concentration to grasp main points Example Engage in discussion SLd/E3 Give an explanation clearly and at the right level of detail, e.g. to a new colleague on how and where to find information about team meetings, to new learners on how to arrange appointments with the teacher. Make a telephone enquiry and obtain information required, e.g. about time of a film, availability and cost of tickets for an event, cost of a service. 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 Follow a news interview on local radio and be able to form a view on the issue.
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