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

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Sample activities • Watch/listen to some clips of people speaking (e.g. explaining or describing an aspect of a specialist subject, arguing a case, persuading people to a particular viewpoint); analyse the vocabulary (e.g. any technical terms, persuasive language, formal terms of address). Listen again for distinctive turns of phrase, emphasis, repetition, and signals which link points together (e.g. firstly, secondly, finally, on the one hand, on the other, whereas, nevertheless, even so, however, therefore). In pairs, decide on a topic on which to plan and present a short account, explanation, description (e.g. a hobby or shared interest; something both feel strongly about); organise points, identify any specialist vocabulary which might need explaining, plan to make points alternately, deciding on how each one will round off a point and how the other will pick up the next one. Present the talk, bringing it to an apt conclusion. • Practise adapting talk to context by playing ‘On The Spot’. Each person draws out a situation from a hat and prepares to speak for at least a minute on it (e.g. explain to a child how to use a pelican crossing; give set of instructions for a new learner on registering at the resources centre; welcome an outside speaker to the group; persuade a colleague to contribute to a fundraising event; protest to centre head on behalf of group against an unpopular decision). Discuss differences of style, structure and vocabulary which the contributions employ. • Listen to some sample presentations of information or ideas, some good and some bad (from a training video, or constructed for the occasion). Identify features of language and organisation which make some easier to follow than others (e.g. defining technical language, thinking about what people need to be told before they can understand the significance of something else, signalling how one point is linked to the next, reminding listeners of the main thread after answering a specific question, clarifying a point by explaining it again in a different way, resisting the temptation to wander off at a tangent or go into too much detail when replying to requests for clarification). Draw up a list of ‘good practice’ points for display. • Try out the good practice guidelines in the context of practising how to make a complaint about a product or service, supporting case with details. In groups of three, using a given context or own experience, take turns to make the complaint, question the complainant, and to observe; tape the exchanges. Afterwards evaluate how well the case was presented, information sequenced and supported, questions dealt with and main thread maintained. • Use a text-to-speech program to attach voice footnotes to a complex text, e.g. an assignment for an NVQ or A level course. Sample activities • Re-cap on what makes effective discussion, then watch a training video clip and note how speakers move the discussion forward (e.g. making constructive points, picking up and developing others’ points, summarising, reminding people why they are having the discussion to re-focus on purpose). Discuss observations, identify how constructive discussion involves careful listening as well as speaking. Watch again to note particularly effective participants. Draw up some tips for achieving useful outcomes from discussion. • Investigate how discussions can be opened, re-capped and concluded (e.g. OK, I’ll start things off; Let’s just check where we’ve got to .../ Can we just recap so far...?/So are we nearly there? I’m not sure whether we’ve decided anything yet .../Anyone want to say anything else ...?/Does everyone know what they’re doing ...?). Identify advantages and disadvantages of having someone chair a discussion and what the role of a chairperson might be (e.g. to introduce issues, encourage fair spread of contributions, re-cap, sum up, etc.). Watch some video clips of chaired discussions. Plan and hold a group discussion where a decision is required (e.g. take roles to discuss the possible future of an adult education centre faced with closure) and experiment with and without a chairperson. Speaking and listening 51
52 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including extended information and narratives, and follow detailed explanations and multi-step instructions of varying length, adapting response to speaker, medium and context speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech and content to take account of the listener(s), medium, purpose and situation engage in discussion with one or more people in a variety of different situations, making clear and effective contributions that produce outcomes appropriate to purpose and topic in a wide range of formal and social exchanges Engage in discussion SLd/L2 Skills, knowledge and understanding Adults should be taught to: 2 adapt contributions to discussions to suit audience, context, purpose and situation – understand that what makes contributions appropriate will vary depending on what hinges on the discussion, the make-up of the group, the degree of urgency, etc. – be able to adapt own contributions in terms of number, length, level of detail to suit different circumstances 3 4 5 See also in the key skills: Communication key skills level 2 Part A: In discussions. . . In giving a short talk. . . Part B: C2.1a, C2.1b use appropriate phrases for interruption and change of topic – know how to signal an intervention and how to change the topic when appropriate, without dominating the discussion support opinions and arguments with evidence – understand that productive discussion involves making valid and convincing points, not browbeating people to accept own view – know how to research information for a discussion – use factual information and knowledge to support views and arguments use strategies intended to reassure (e.g. body language and appropriate phraseology) – understand that productive discussion involves trust and co-operation, which allow differences to be aired constructively – know and use gestures and phrases which signal co-operation and respect for group Example Make useful contributions to different discussions with staff and other learners, e.g. quickly decide how to complete an activity there and then, meet with representatives from different classes to decide and plan events for Adult Learners Week. Make own points and help discussion cover necessary ground in a meeting to decide on a course of action, e.g. whether to wind up a local club/team/association which is struggling to get participants. Put forward a well-supported point at a meeting (e.g. of a parents’ association, pressure group, as a representative of an interest group, such as union, claimants, residents). Take part in a heated discussion which remains good-natured and productive (e.g. to decide and plan a group outing or event).
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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