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

Sample activities
• Practise organising information and ideas to present to other learners (e.g. on a topic related
to work, training, study, hobby). Identify five or six main points and make a note of them;
sequence the points in a logical order, with an introduction, some development and a
conclusion, and think about how to move from one point to the next (e.g. by linking words:
firstly, secondly, finally, however, therefore, nevertheless, etc.). Using notes as aide-mémoire
if necessary, present the information to partner. Pool feedback and, as a group, identify
features of well-structured talk.
• Take a contentious statement (e.g. people should not be allowed to beg on the street). In
pairs, identify three points for and three against the statement; for each point think of some
supporting details, such as examples or evidence from own observations/knowledge. One
person organises the points for and the other the points against; pairs present supported
points to the group in a logical order. Compare and discuss points raised.
• Prepare a presentation using voice-over (e.g. on Slideshow builder, Coursebuilder,
Powerpoint or similar), for example for new parents to a primary school.
Sample activities
• Investigate what makes a discussion effective. Watch a video discussion and observe how participants
respond to other points of view. Compare and contrast appropriate and inappropriate responses (in
same or different videos) and identify some features of appropriate responses (e.g. try to link own
contribution to others’, try to follow on from the last point, only change direction if relevant, and say so).
• Divide learners into small groups (three or four) and provide a task that requires discussion and
agreement with a time limit, e.g. plan an end-of-term celebration and agree what, when, how
to fund it; allocate roles. Appoint one person as observer who reports on how well group
managed the discussion (e.g. talking one at a time, focusing on the task, no long pauses,
making useful and well-timed contributions, responding constructively to each other’s
suggestions, being willing to re-consider own view point, etc.).
• Watch a video discussion and count each person’s significant speaking turns (ignore yes, no,
mmm, etc.); each group member can be allocated a person ‘to count’. Compare results (was
anyone dominant? was there anyone who didn’t contribute? anyone who tried but didn’t
manage to?). Discuss possible reasons for each person’s different levels of participation
(e.g. degree of confidence, interest, subject knowledge, not sufficiently assertive, other people
too dominant, etc.).
• Following on from this, identify some ‘turn-taking tips’ for use in their own discussions
(e.g. sit in a circle so it is easier for all to be aware of everyone and no one can hide; encourage
less confident speakers; try using ‘hard stares’ on those who talk too much; keep tabs on own
contributions – don’t opt out but don’t dominate; use your contribution to draw in someone else.
• Watch video discussions or interviews that provide good models for appropriate interruption
and identify the features, e.g. choosing right time, picking up on what current speaker is
saying to provide a lead-in for own contribution or others’.
• Using turn-taking tips and phrases for interrupting, members consider how they can use them to
develop own discussions skills (e.g. being more aware of others, not ‘switching off’, not getting
too ‘carried away’, retaining concentration, remembering the purpose of the discussion).
All these inter-related aspects of discussion can be modelled, discussed and practised in
parallel, given appropriate materials and tasks.
Speaking and listening
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