Adult Lit SLc/L2.4 Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding

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Adult Literacy Core Curriculum (DfES 2001) > Speaking and Listening (SL) > Speak to Communicate (SLc) > 
SLc/L2.4 Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding 

Component skill and knowledge and understanding. 
Adults should be taught to:		 Example of application and level Sample  activities
Understand that when giving information orally, speakers can invite listeners to clarify their understanding as they go along  Present some information to other learners (e.g. researched from a housing association, childcare provider, council one-stop shop), dealing with questions in the course of the talk
  • 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.
Know how to structure main points, expand on information, and be able to respond to listeners' queries while maintaining the logical thread of ideas  

Source: Department for Education and Skills (2001) Adult Literacy core curriculum. London DfES.

Related Adult ESOL link: ESOL L2.5a present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding
Related Functional Skills English link: FE L2.5 Communicate information, ideas and opinions clearly and effectively, providing further detail and development if required

Creating a presentation

Excellent advice on giving a presentation (this is a required part of Level 2 Functional English assessment and would also be useful for L2 literacy and possibly L2 ESOL). Step by step guide to planning and delivery.

Level
Level 2
English
SLd/L2.5
Adult Lit SLd/L2.4 Support opinions and arguments with evidence
Adult Lit SLc/L2.4 Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding
Adult Lit SLc/L2.3 Express clearly statements of fact, explanations, instructions, accounts & descriptions, using appropriate structure, style & vocabulary
Functional English - speaking, listening & communicating
GCSE English Spoken Language AO9 Use standard English
GCSE English Spoken Language AO7 Formal presentation skills
ESOL
ESOL Speak to communicate (Sc)
General
Generic resources for literacy, numeracy and beyond

Give me some advice

Give me some advice is a great way to encourage students to provide non threatening advice, whilst improving their writing and listening-speaking skills.

Level
Entry Level 3
Level 1
Level 2
English
Adult Literacy Rs/E3.2 Use implicit & explicit knowledge of word types/order to help with decoding/predicting meaning
SLlr/E3.5
SLlr/L2.4
SLc/L1.4 Present information and ideas in a logical sequence, and include detail and develop ideas where appropriate
Adult Lit SLc/L2.4 Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding
SLc/E3.1
SLc/L1.1
SLc/L2.1
Adult Literacy: Writing
ESOL
General ESOL

30 Words of the week and related speaking activity

Lots of ideas here for themed Word Level starters. Give your lessons a longitudinal structure and improve students’ dictionary, speaking, spelling and vocabulary skills in small steps across the academic year. Originally used in a series of 30 lessons in a mixed ability classes (E3-L2). With suggestions for further resources and shared texts, related words, revision, spelling tips, speaking activities and more.

Level
Entry Level 3
Level 1
Level 2
English
AL Ww/E3.1 Spell common words
AL Ww/E3.2 Use phonic knowledge to help spelling
Rw/E3.1
Rw/E3.3
Rw/E3.4
Rw/E3.5
Rw/L1.1
Rw/L1.2
Rw/L1.3
Rw/L2.1
Rw/L2.2
SLc/E3.1
SLc/E3.3
SLc/L1.1
SLc/L1.3
SLc/L1.4 Present information and ideas in a logical sequence, and include detail and develop ideas where appropriate
SLc/L2.1
Adult Lit SLc/L2.3 Express clearly statements of fact, explanations, instructions, accounts & descriptions, using appropriate structure, style & vocabulary
Adult Lit SLc/L2.4 Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding
AL Ww/L1.1 Spell & use spelling strategies
AL Ww/L2.1 Spell technical words
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