ESOL Sc/L1.4a Present information and ideas in a logical sequence
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Adult ESOL > Speaking > Speak to Communicate > ESOL Sc/L1.4 Present information and ideas in a logical sequence and include detail and develop ideas where appropriate
Sc/L1.4a Present information and ideas in a logical sequence
| Component skill and knowledge and understanding. Adults should learn to: |
Example of application and level | Sample activities |
| Recognise that ideas and information can be sequenced in different ways, e.g. chronologically or with the most important idea first | [none given] | As a way of analysing how information can be sequenced in different ways, learners watch two short video excerpts, one of a chronologically sequenced narrative (e.g. the news report of an event), the other of a non-chronological account (e.g a description of a custom or tradition). Key features of each type are discussed, e.g. events are usually recounted in chronological order, using past tense and adverbial phrases of time, whereas non-chronological texts will set out ideas in the order judged to be of greatest importance or interest by the speaker. A checklist is elicited of the key features. |
| Understand that the conventional way to sequence information can vary across cultures | In small groups, learners are asked to prepare a short talk on either the life of a famous man or woman they admire or life in Britain in the 21st century. They are encouraged to research their chosen topic using reference material, the internet, etc. and to interview other learners. Each group prepares their talk, and each member rehearses it. One person is then asked to give their group’s talk. Learners discuss the presentations. | |
| Be able to use discourse markers indicating sequence, and verb forms, such as past perfect, which help to indicate sequence | Learners discuss the cultural conventions that influence the ordering of information, e.g. some cultures may put the most important idea or point at the end, rather than at the beginning, deeming the preamble an important build-up. Learners discuss the practical application of these observations, e.g. when asked open questions at an interview, when complaining. |
Source: Department for Education and Skills (2001) Adult ESOL Core Curriculum, DfES (2001)
Related Adult ESOL Link: ESOL Sc/L1.4b Include detail and develop ideas where appropriate
Related Adult Literacy curriculum link: SLc/L1.4 Present information and ideas in a logical sequence and include detail and develop ideas where appropriate
Related Functional Skills English link: FE L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics
