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

Sample activities
• Rehearse answering questions in the context of an interview. Watch a training video extract to
identify unsatisfactory responses (e.g. information not in logical order; insufficient detail, so
interviewer has to keep probing; too much detail, which loses listener’s attention). Discuss
observations and draw up a list of dos and don’t s to use in interview simulations.
• Making use of knowledge in their own daily life or researched for reading/writing activities in
class, hold a periodic ‘ask the expert’ slot. Members of the group volunteer to answer questions
on a subject they have been investigating or are knowledgeable about (e.g. best buys in
camcorders, how to use a fork-lift truck safely, what training is needed to be a first aider at
work, a topic of local history). The ‘expert’ gives a brief introduction to set context then answers
questions for five minutes. Follow with a short discussion on the question types (e.g. did they
concentrate on facts, ask about feelings/opinions/experience or for advice?) and how the
speaker responded.
Sample activities
• Listen to some audio clips of people speaking and, from the speed of delivery, emphasis,
volume, decide on the context and situation (e.g. a politician speaking to a crowd, a speech
of thanks, an extract from a play, from a discussion, from a ‘chat’). Discuss situations in
their own lives where different degrees of clarity are needed (e.g. making an
announcement, speaking to the boss, addressing a parents’ group, speaking to a young
child or a very old person).
• In pairs, select some situation cards and discuss the best sort of delivery for the situation
(e.g. speaking on a crackling mobile phone in a room full of people, asking for quiet for a
speaker, delivering an important message so as not to disturb others, explaining a point to a
manager, dissuading a child from doing something dangerous at playgroup).
• Prepare questions to ask of a visiting speaker on a pre-arranged topic, e.g. a union
representative, a housing officer, a community police officer, an employer, a health worker, a
careers advisor, etc.
• Agree some information to be obtained by telephone between lessons; learners then report
back to the group on the process and on the information obtained (e.g. on childcare facilities,
part-time vacancies at a local supermarket).
• Telephone Learndirect to ask about possible 'next steps' in learning. Give details of current
course, interests, availability, etc.
• In pairs, consider a range of given situations and decide what content would be needed,
how to organise it, how much detail and how the way of expressing content might need to
be adapted to context (e.g. explaining a property repair problem to a landlord over the
phone, rules of a game to a small child, account of an incident to the police). Rehearse
some of the situations together.
• Use a short video or audio clip (1 to 2 minutes) of someone explaining or recounting a
process or happening. Play once to get general sense of content, then play again, listening
particularly for how the speaker has kept the thread running so the whole piece makes
sense (e.g. linking words or phrases such as then, after, as well as, another thing). In pairs,
practise speaking for at least a minute without losing the thread or repeating points
(e.g. explain a current project to do with home, work or study).
Speaking and listening
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