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

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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 43
44 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including information and narratives, and follow explanations and instructions of varying lengths, adapting response to speaker, medium and context speak to communicate information, ideas and opinions adapting speech and content to take account of the listener(s) and medium engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant contributions that respond to what others say and produce a shared understanding about different topics in formal exchanges connected with education, training, work and social roles Speak to communicate SLc/L1 Skills, knowledge and understanding Adults should be taught to: 4 present information and ideas in a logical sequence and include detail and develop ideas where appropriate – understand that speakers need to organise, sequence and link what they say so that listeners can follow – understand that main points and ideas can be supported and developed with details (e.g. examples, evidence) Example Engage in discussion SLd/L1 Skills, knowledge and understanding Adults should be taught to: 1 follow and contribute to discussions on a range of straightforward topics – understand that a discussion can be affected by the nature of its purpose and that their own purpose may differ from that of others – know how to respond appropriately to other points of view Give an account of an appointment with a prospective employer to a Job Centre assistant, organising information coherently and including details where relevant (e.g. of start dates, wages, hours). 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 2 3 See also in the key skills: Communication key skills level 1 Part A: In discussions. . . Part B: C1.1 respect the turn-taking rights of others during discussions – understand that an effective discussion involves everyone having a fair chance to make their contributions – know and use some strategies to signal to others that they can speak (facial expression, gesture, phrases) use appropriate phrases for interruption – know what to say to create an opportunity to make a contribution at an appropriate time Example Participate in a local meeting, e.g. residents’/tenants’ association, community organisation. Take part in a discussion with other learners on a sensitive subject and get their own points across while not shouting others down (e.g. on whether it is right that families can be evicted if their children cause trouble in the neighbourhood). Make contributions at a public meeting, e.g. about a planning application for a night club, neighbourhood crime prevention.
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