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

Sample activities
• Discuss how the amount of information and level of detail might depend on situation. Pool
relevant situations from their own experience, e.g. giving information to emergency services
on the telephone, correct details when booking holiday, explanation of work routines to new
colleague, account of accident to A&E department, description of damage to loss adjuster. In
pairs, using some given situations, practise appropriate responses, including giving opinion or
feelings if relevant.
• Practise recounting, explaining and describing incidents, processes, places clearly and
succinctly (using video clips as stimulus as necessary). Think about where to begin and end
and what to include, then speak within a strict time limit. The listener judges if the speaker
has conveyed the critical information in the time.
• As a group, identify situations where they use the telephone to obtain information, and share
any difficulties encountered (e.g. speaking, listening and writing at the same time, hanging up
having forgotten to ask a crucial question). In pairs, simulate asking for information on the
telephone, including checking and clarifying (e.g. travel times and fares, choice of dates of
events and price of tickets, availability and cost of goods and services). Review information
obtained and judge how successful the enquiry was.
• Discuss what is involved in finding out information in unfamiliar contexts (e.g. not sure what
questions to ask, not wanting to appear foolish). As a group identify what they would like
information about (e.g. a newly opened fitness centre), generate some useful questions
(e.g. re facilities, charges, hours) and decide how best to get answers (e.g. phone and ask for a
brochure; ask to look round and go along with another person to help listen to answers). In
pairs, plan some routines for seeking information in other unfamiliar but useful contexts.
• Prepare and record in advance some questions for a parents’ evening, including questions on a
child’s general progress, their friends (and other social issues), and the next year’s teacher.
• Telephone the Train Information Service for times of trains to the nearest large city.
Sample activities
• Identify situations where a discussion might take place and for what purposes. Watch some
short video clips to follow the main points and consider the purpose (e.g. sports programme
discussion on football hooliganism, workplace discussion from a training video). Pool
findings and consider how well the discussions served their purpose.
• In a group, learners are briefed to listen for and identify main opposing views in a videotaped
discussion in which people express strong opinions, and also to note the way people
express themselves (including body language). Share findings and discuss how easy it was
to follow the discussion. Think of further points that could be made in support of or against
those on tape.
Speaking and listening
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