Functional Skills English...Functional Skills English Level 1 Learning Resource 8 Speaking and Listening SLIr/L1.1-6 SLc/L1.1-4 SLd/L1.1-3 SPEAKING AND LISTENING LEVEL 1 ©West Nottinghamshire

Functional SkillsEnglish

Level 1

Learning Resource 8Speaking and Listening

SLIr/L1.1-6 SLc/L1.1-4 SLd/L1.1-3

SPEAKING AND LISTENING LEVEL 1

©West Nottinghamshire College 1

Excellence in skills development 8

Contents

8a Listen for and Identify Information SLlr/L1.1 Pages 2 - 13 8b Listen for and Understand Information SLlr/L1.2 Pages 14– 40 8c Clarify and Confirm Understanding SLlr/L1.3 – 4 Pages 41– 54 8d Make Relevant Contributions SLlr/L1.5 Pages 55 – 57 8e Responding to Questions SLlr/L1.6 Pages 58 – 62 8f Speaking to Communicate SLc/L1.1 Pages 63 – 70 8g Asking Questions SLc/L1.2 Page 71 8h Expressing Oneself Clearly SLc/L1.3 Pages 72 – 74 8i Presenting Information in a Logical Sequence SLc/L1.4 Pages 75 – 82 8j Taking Part in Discussions SLd/L1.1 – 3 Pages 83 - 90


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Excellence in skills development 8 Information Understanding and making notes from listening to what another person is saying is a vital skill that has to be practised. Throughout our lives, we are listening and picking up spoken information ranging from an announcement on a train telling us which station the train is about to arrive at, to having to take notes during a presentation at work. If you are listening to something for pleasure, for example to a television or radio broadcast, you will find that your concentration will vary depending on how alert or tired you are feeling, how interested you are in what you are watching or listening to and how many other distractions – such as other people and noise or alternative things to look at such as art work around the room – are vying for your attention. In these instances, how much of what you are hearing you really listen to or understand is not vital. However, if you are holding a conversation with other people, it is important that you listen carefully and make sure you follow the flow of the conversation. Additionally, it may be that the information or explanation you are listening to is vital for carrying out a task successfully. Exercise 1 Each person in the group should prepare a short talk or presentation about some event they have attended for example a sports event, an exhibition, a concert, or even a holiday. This should be quite informal but should include specific information such as dates, times and places. It can be supplemented with illustrations or any other way of helping to make your information interesting to the audience. The rest of the group should note down any points they think are interesting during the talk and then compare notes to see what each person found noteworthy. Do you notice any facts or information which the majority have noted? If so, list these and try to work out why most people listened to and understood these points. It might help to fill in the grid.

Fact/Piece of Information What Made it Noteworthy?


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Excellence in skills development 8 There are a number of techniques a speaker might use to help you to understand the most important points. The speaker may:

• ask the group a pertinent question; • question the group about the content of the presentation; • ask you to note or remember something; • emphasise some point that was particularly important; • alter the tone or volume of his/her voice to emphasise make a particular point; • use humour to bring your attention to certain points; • use illustrations in some way.

Listening Techniques There are a number of techniques you could train yourself to use to help you understand and note the main points of anything you are listening to.

• Make sure you are prepared to listen – that you are physically comfortable, that you have notepaper and a pen or pencil ready to use.

• Clear your mind of all other concerns so that you can concentrate on the information being given.

• If someone else is trying to engage or distract you, remind them that you need to follow what is being said and that it is only polite to remain silent and unobtrusive when another person is speaking.

• Do not try to note everything that is said, you should aim to list the facts you are given only.

• If something triggers a special memory for you, use this as a short cut e.g. if something reminds you of a holiday you took in North Wales, you might only need to note “Caernarvon, 2003”. This will of course only mean something to you so it is no use as a technique if you are taking the notes for someone else!

• Listen for special cues that the speaker might use to help you to follow what is being said. These verbal cues are used by all good, practised speakers to help their audience understand the main points. These could include:

1. “There are three things to remember about this….” 2. “I will now tell you the times and dates.” 3. “It is important to note….” 4. “I shall be saying more about that later.”


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Excellence in skills development 8 Exercise 2 You will hear a number of announcements or presentations which would be given in a variety of situations. For each, you are given a set of questions to answer or instructions to follow. Text 1 – In a store (Note for tutor – this text appears on Page 10)

1) What two advantages are there to a shopper who takes out a store card today?

a ………………………………………………………………………......................... b ……………………………………………………………………….........................

2) At what times are you invited to visit the café/restaurant?

……………………………………………………………………….............................. 3) Where is the café/restaurant?

……………………………………………………………………….............................. 4) Where is the customer services located? ................…………………………………………………………………………………

Text 2 – On a bus station (Note for tutor – this text appears on Page 10)

1) Which buses can passengers take to Carlington?

a ……………………………………………………………………….............. b ………………………………………………………………………..............

2) Which number bus should passengers take at Carlington?

………………………………………………………………………………...................


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Excellence in skills development 8 Text 3 – At an airport (Note for tutor – this text appears on Page 10)

1) What is the number of the Merlion Air flight to Singapore? …………………………………………………………………………………............... 2) At which Gate is the flight boarding? …………………………………………………………………………………............... 3) What two documents should passengers have to show at the Gate? a …………………………………………………………………………………........... b ..…………………………………………………………………………....................

Text 4 – On a train station (Note for tutor – this text appears on Page 10)

1) At which platform is the train featured in the announcement standing? …………………………………………………………………………………................ 2) What is the final destination of this train? ………………………………………………………………………………................. 3) At what time should this train have departed? ………………………………………………………………………………................. 4) Name any two intermediate stations.

a …………………………………………………………………………………........... b ..…………………………………………………………………………....................

5) What should passengers for Shrewsbury do? ………………………………………………………………………………….................


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Excellence in skills development 8 Text 5 – At a Parent/Teacher Association meeting (Note for tutor – this text appears on Page 11)

1) How much money still needs to be raised to complete the Sensate Project?

..................……………………………………………………………………………… 2) When will you be able to buy tickets for the Christmas Grand Draw?

……………………………………………………………………………………............

3) a On what date is Twelfth Night to be performed? …………………………………………………………………………………............. b How much will tickets cost? …………………………………………………………………………………………. c List any three of the jobs for which the school is asking for volunteers. i …………………………………………………………………..........................

ii ………………………………………………………………….......................... iii …………………………………………………………………..........................

4) a How long will the First Aid course last? ………………………………………………………………………………………….

b On what date will this course start? ………………………………………………………………………………………… c What should people do to enrol onto this course? …………………………………………………………………………………………


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5) Complete the table to note the information given for other forthcoming events.

Event Date Cost Other Information

You might like to try this exercise more than once. Each time you add more details to the table, compare the amount of information you have been able to note with how much you noted the previous time you listened to the information. How many times do you need to listen before you can complete the whole table? Text 6 – At a company presentation (Note for tutor – this text appears on Page 12)

1) What kind of business is Fastique Ltd? ……………………………………………………………………………....................... 2) How many outlets are there in total? ……………………………………………………………………………….................... 3) What is different about the associated boutiques? ……………………………………………………………………………….................... 4) What two business arrangements do all the outlets share? a ……………………………………………………………………............................. b ……………………………………………………………………............................. 5) From the information given, draw a simple organisation chart to show how the

company is structured.


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Excellence in skills development 8 Text 7 – In a holiday resort (Note for tutor – this text appears on Pages 12-13) You will hear a number of probably unfamiliar place names during the next exercise. These are all genuine places on the island of Crete. The list of names and their proper spellings have been given to you to help you understand the information you will hear. Note to speaker Before reading the text, read the list of place names out loud slowly so your listeners can hear how you are pronouncing the names and can start to become familiar with them. Place names: Crete Chaneion Bay Paneion Bistro Minos Club Knossos Herakleion Phaestos Ierapetra Samaria Gorge Sougia Levoukia

1) A competition is mentioned. Note any four pieces of information you are told about it.

a ……………………………………………………………………............................. b ……………………………………………………………………............................. c ……………………………………………………………………............................. d …………………………………………………………………….............................

2) What are you told about the water centre? ................................................................................................................................


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3) a Between what times can children be left at the Minos Club?

.......…………………………………………………………………………………

b What activities are available? .......………………………………………………………………………………… c What special event is planned for Wednesday morning? .......…………………………………………………………………………………

d What two pieces of information do people need to know in order to book

their children onto this event? i .......………………………………………………………………………………… ii .......…………………………………………………………………………………

4) Information is given about four excursions. Note this information and present it in the form of a table.

The information for the first excursion has been given to you as an example of the notes you will need to make to be able to create your table. Knossos + Herakleion Museum – Tuesday, half-day, depart 8.45 am, cost - 65 Euros.


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Excellence in skills development 8 Texts for Exercise 2 The following texts could either be read out by a teacher or could be recorded. Text 1 In a store Great news for all you shoppers today! Masons Stores are pleased to announce that if anyone takes out a store card today, not only will you get 10 per cent, yes that’s a whole ten per cent off your purchases in the store for a whole month, but we will also give you a voucher for a cup of tea or coffee and a cake in our café/restaurant on the fourth floor of the store, valid for any time between 9.00 and 11.30 this morning or between 2.00 and 4.30 this afternoon. Why not come along now to customer services on the ground floor of the store, right behind the beauty counters and take out a store card today? You won’t regret it! Text 2 On a bus station We regret to inform you that services to Leewell have had to be suspended. Passengers for Leewell should take the number 34 or 51 bus to Carlington and change to the number 16X. Text 3 At an airport Merlion Air announces the departure of Flight 719 to Singapore. This flight is now boarding at Gate 11. Will passengers please have their passports and boarding cards ready for inspection? Text 4 On a train station The train now standing at Platform 5 is the delayed 10.20 to Cardiff Central via Didcot, Grantham, Birmingham New Street, Worcester, Cheltenham, Bristol Temple Meads and Newport. Will passengers for Wolverhampton and Shrewsbury please change at Birmingham?


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Excellence in skills development 8 Text 5 At a Parent/Teacher Association meeting I would like to welcome you to Holbridge School and to the first PTA meeting of this new academic year. Last year was very successful and we look forward to an equally successful year this year. First, some news of an on-going project. I am pleased to announce that by the end of June, £2,000 had been raised for the Sensate Project to create a garden which can be enjoyed by people with a range of disabilities. Work will start next month on a small part of the site and will be continued throughout the year as funds allow. We will need to raise another £5,000 over the course of the next three years to complete this garden. Mr Deacon has kindly agreed to run the Christmas Grand Draw again this year. Tickets will be on sale from October. If anyone can donate a prize, please give your names to Mrs Ellis during the evening. The English department will be putting on a production of Twelfth Night on 10th December. Tickets will be on sale at a cost of £2.50 from 21st October. We will be grateful for volunteers to help to sell tickets, make costumes, help to create the stage sets and to provide assistance behind the scenes on the night of the production. Please give your names to Mrs Ellis. Following the success of the First Aid course last year, another course will begin on 3rd November, lasting for eight weeks at a nominal cost of £20.00. If you wish to avail yourself of this special opportunity, please take an application form from the table at the back of the hall. Other dates for your diary:

• Outing to Stretton Park, Saturday 30th September. There are still a few places left at a cost of £12.50.

• Bonfire Party, 5th November. Please bring drinks and nibbles. A contribution of £2.00 per person is requested to help cover the cost of fireworks.

• PTA Christmas Social Evening, 18th December. There will be a bar from 7.30 pm and a buffet at 9.00 pm. The cost will be £6.00 per person. All are welcome.


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Excellence in skills development 8 Text 6 Company presentation Fastique Ltd began as a single boutique in the town of Welham which merged with a competitor. The new company did well enough to go on expanding buying up a string of small shops in the teenage and young separates market. It now has a string of fifteen wholly-owned and six associated boutiques. All twenty-one outlets are under contract to use Fastique’s wholesale purchasing and distribution arrangements although the six associated boutiques have retained their original, local names. The company is run by a headquarters team of three directors and three buyers, but it has recently begun to encounter problems in keeping all its outlets adequately managed without serious breaks in continuity. This has led to the appointment of two assistant buyers who will also stand in at the retail outlets when there is a gap in local management. Text 7 Travel representative in a resort Good morning everyone and welcome to Crete and to the Chaneion Bay Hotel. My name is Emma and I want to tell you about all the activities which you will be able to join during your holiday here. There will be a bathing belles competition at the poolside on Monday afternoon starting at 2.00 pm. Entrance is free, so all you lovely ladies get out your bikinis and join us at the pool. The winner will receive a credit voucher for 20 Euros off a meal for two in the Paneion Bistro. Guests are welcome to visit the water centre, next to the beach bar where you will be able to book to try parascending. You can hire a motorised water ski or hire snorkelling equipment. For children, the Minos Club is open from 10.00 am to 12.00 noon and from 2.00 pm to 4.30 pm every day. All the activities are supervised by fully qualified staff and include group games, individual activities such as painting and sand art, and on Wednesday morning, there will be an outing along the beach to the Nature Reserve. Anyone wanting their children to take part in this outing should book by 3.00 pm on Tuesday. The cost will be 7 Euros. We are also pleased to offer a number of excursions.

• Knossos and the Herakleion Museum on Tuesday. This is a half-day excursion departing at 8.45 am from outside the hotel at a cost of 65 Euros.


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• The south coast with the opportunity to visit the ruins of the palace at Phaestos.

The afternoon will be spent in the small town of Ierapetra where you will be able to buy lunch. This is a full-day excursion at a cost of 75 Euros. Departure will be on Thursday at 8.15 am.

• The Samaria Gorge, departing at 7.00 a.m. on Friday. This is a full day’s walk through one of the most spectacular gorges in Europe. The walk will be led by an experienced guide. Participants should be fairly fit and be used to walking. Strong shoes or hiking boots will be needed. A picnic lunch will be provided. Walkers will be picked up by motor launch and taken to meet the coach at Sougia at 4.00 p.m. arriving back at the hotel at about 5.30 p.m. The cost for the day will be 60 Euros.

• A half day’s drive through the White Mountains, calling at traditional Cretan villages with lunch at the craft centre in Levoukia. Departure will be at 11.30 a.m. on Friday, returning at about 4.00 p.m. The cost will be 45 Euros.

If anyone wishes to make a reservation for any of these wonderful excursions, please come and see me or David, the other rep, in the reception area up to 12.00 noon today or tomorrow between 9.00 a.m. and 11.00 a.m. You may pay by cash In Euros or by credit card.


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Excellence in skills development 8 Information Face-to-Face Conversation When we are having a face-to-face conversation with someone, we get all kinds of clues from their expressions and gestures as well as from their tone of voice. Most people “speak” with their hands to illustrate what they are trying to say or even to replace some words. When we are taking part in a social chat or watching the television, we “pick up on” the parts that interest us or just listen to enough to be able to follow the conversation or broadcast. A lot of what we hear and understand in these circumstances is unconscious and automatic. Exercise 3 Listening to Narratives The group should be divided into two groups. Both groups should listen to the same thing. This could be:

• a short story read by the teacher; • a television broadcast or recorded programme (a narrative/fictional story-type

programme); • a short film.

One of the groups should take notes while they are watching and listening with the aim of being able to write a short summary of the story. The other group should simply watch and listen and make their notes at the end of the story. The two groups should then compare notes. Which group recorded the most information? Which group recorded the details more accurately? Were there any differences in the type of information recorded by each group?


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Excellence in skills development 8 Exercise 4 Listening to Information This exercise can be done in pairs or in groups. One person, (or small group of people) watches a clip from a news broadcast and explains what they have watched to the other(s) who makes notes and then describes what the news broadcast was all about. Watch the broadcast again together to check how much they have both (or all) understood. Information Following Simple Instructions It is not easy to follow instructions. You have to listen very carefully. Listen for the use of an imperative verb, - that is a verb which gives you an instruction to do something stand-up, go, drink, do, look, read. Exercise 5 Listening to Descriptions This exercise should be done with half of the listener(s) being able to see the person giving the instructions and the other half not being able to see the speaker. Members of the group should take it in turns to be the speaker. The speaker should select a card and describe the object on the card as a series of shapes, colours, materials without stating the name or purpose of the object. For example

A can of tomatoes This object is made of a shiny, silvery metal. It is a cylinder with a round, flat piece of metal on each end of the cylinder. There is a piece of coloured paper wrapped all the way around the cylinder. This paper has writing on it and a picture of red, roundish-shaped objects. Use Resource Sheet 1 to practise describing the following objects.

• Cereal box • Clock • Roll of wallpaper • Globe of the world • Bicycle • Handbag • Chair • Cup and saucer

Speakers might like to come up with ideas of their own for objects to describe.


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Excellence in skills development 8 Resource Sheet 1 (2 Pages)

Handbag

Cereal Box

Cereal Oat

Clock

Coat


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Chair

Globe of the World

Cup and Saucer

Roll of Wallpaper


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Excellence in skills development 8 Exercise 6 Listening to Instructions The teacher should read these instructions at a pace at which the group could reasonably be expected to carry out the actions. Materials needed are:

• coloured A4 paper; • white paper; • scissors; • glue; • pens or pencils; • rulers.

Make a simple card.

1) Take a piece of coloured A4 paper. 2) Lay down the paper so the short sides are at the top and bottom. 3) Cut the paper in half across the middle. 4) Fold one of the pieces in half to make a booklet shape. 5) Cut out a piece of white paper 3 inches (7.5 cm) by 4 inches (10 cm). 6) With the coloured booklet facing you with the short side to the top, stick the

white paper onto the centre of the coloured paper with the short side to the top. 7) In the middle of the white paper, draw a small circle. 8) Draw a line coming down from this circle. 9) Draw an oval shape coming out at an angle and pointing upwards from the

bottom of the line at the right hand side of the line. 10) Draw an oval shape coming out at an angle and pointing upwards from the

bottom of the line at the left hand side of the line. 11) Draw a line down the centre of each of these two oval shapes. 12) Draw six oval shapes all around the circle in the centre of the white paper, so

they are evenly spaced. Ask the group to compare what they have made with the original. See Resource Sheet 2.

SPEAKING AND LISTENING

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Excellence in skills development 8 Resource Sheet 2 To be laminated and passed around.


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Excellence in skills development 8 There are many different sets of instructions which could be used for practising following instructions. These could be linked to many vocational areas. For example:

• Catering – folding napkins; • Health care – putting an arm in a sling; • Motor vehicles – changing a tyre; • Computing – setting up a database.

Information Understanding without Seeing the Speaker It is even more difficult to understand what you are told when you cannot see the speaker to get the visual cues from them on which we all rely. The speaker has to be very careful to say exactly what they mean and to say it slowly enough that the listener(s) can understand what they are hearing. The listener(s) must listen to every word very carefully and have to try to visualise what they are hearing. Visualisation is a very good technique, it is like a mental rehearsal of the actions you are being instructed to take. Exercise 7 Following Instructions to Draw Geometrical Shapes This exercise should be done with half of the listener(s) being able to see the person giving the instructions and the other half not being able to see the speaker. Members of the group should take it in turns to be the speaker. This person should give instructions for the listeners to draw the shapes on the cards. Are there any differences in the results between the group which could see the speaker and the one which could not? If so, why do you think this was?


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Excellence in skills development 8 Resource Sheet 3 (3 pages) Shape 1 Shape 2


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Excellence in skills development 8 Shape 3 Shape 4


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Excellence in skills development 8 Shape 5


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Excellence in skills development 8 Shape 6 Exercise 8 Following Instructions to Draw Simple Figures Members of the group should take it in turns to be the speaker. This person should give instructions for the listeners to draw the pictures on the cards without stating what the final drawing should represent.


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Excellence in skills development 8 Resource Sheet 4 (2 pages)

Snowman

Postbox

Post Box Collection

Times 09.00 18.00

Clock

Bicycle

SPEAKING AND LISTENING LEVEL 1 SLlr/L1.2



C

hest

ofD

raw

ers

Aer

opla

ne

Hou

se

Train


SLlr/L1.2 LEVEL 1 8 Excellence in skills development Exercise 9 Layout of a Bungalow


Back Door

List of Rooms Bathroom Bedroom 1 Bedroom 2 Cloakroom Conservatory Hallway Kitchen/Diner Sitting/Living Room Study

Listeners You have been given the layout of a typical bungalow. The outside doors have been marked for you. Listen to the instructions and mark in the position of the other rooms. You have been given a list of these rooms to help you.

Front Door

Porch


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8 Excellence in skills development Exercise 10 Layout of a Street Listeners You have been given the layout of a typical street in a town centre. The café has been marked in for you. Listen to the instructions and mark in the positions of the other shops and businesses. You have been given a list of the shops and businesses to help you with how to spell them.

Café

Shops and Businesses Bakery Shoe Shop Café Sports Shop Car Park Stationers Library Supermarket Men’s Clothing Shop Post Office Town Hall Toy Shop

Right Left


SLlr/L1.2 8 Excellence in skills development Exercise 11 Layout of a Sitting/Living Room


Listeners You have been given the layout of a typical sitting/living room in a house. The door and window have been marked in for you. You have to listen to the instructions and mark in where the furniture is placed. You have been given a list of these to help you.

List of Furniture Armchair Magazine Rack Armchair Sofa Bookshelf Stool Chest of Drawers Stool Coffee Table Stool Door Sound System Fireplace Television Footstool Window

Lamp

W

indow

Door


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Exercise 12 Learner Sheet Layout of a Library Listen to the instructions and mark onto the plan the position of each subject.

8

9

10

7

11

6

12

5

13

4 14

3 15

2 16

1 18 Enquiries and Book Issue Desk Entrance/Exit

17

19

23

26

29

20

24

27

30

21

25

22

28

31


SPEAKING AND

LISTENING LEVEL 1

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Excellence in skills development Exercise 12 Tutor Sheet Each learner will need a copy of the layout of the library from the previous page. Explain “Listeners, you have been given the layout of a typical library. The entrance is marked for you.” You will be given instructions about how all the subjects in the library are arranged. Mark these into the correct numbered boxes. Notes to Tutor Use the answer sheet to tell you the layout of the library. Some learners may need to be given the list of subjects in advance. Then use instructions such as next to, to the right/left of, behind etc until all the classifications have been given.

16) Computing 17) Foreign Languages 18) Magazines 19) Physics 20) Biology 21) Chemistry 22) Geology 23) Mathematics 24) Engineering 25) Construction Crafts 26) Religion 27) Sport 28) Health and Fitness 29) TV and Media 30) Hair and Beauty 31) Reading Area

Classification 1) Fiction 2) Crafts and hobbies 3) Home Improvements 4) Sewing 5) Cookery 6) Fashion 7) Travel 8) Geography 9) History 10) Reference 11) English 12) Art 13) Design 14) Law 15) Business Studies


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Excellence in skills development Information Understanding Directions If you need to get directions to a place or to another town, you need to understand and note the instructions you are given precisely, or you would find yourself totally lost. Exercise 13 Listening to Directions Take it in turns for one person to use the maps with the route to be taken shown. The rest of the group have to use the maps given to draw in the directions. Note The person giving the instructions should not state the final destination. Scripts Map 001

1) Leave the leisure centre and at the end of the access road turn right.

2) Turn right again at the junction then take the first left.

3) Turn right by the museum.

4) Turn left opposite the library. Where are you going? Mark your route on the map. Art Workshop

Museum LibraryBankSupermarket

Salon

Leisure centre



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Map 002

1) Exit the hospital via the approach road.

2) Turn right then left onto the main road through the town.

3) At the next T-junction, turn right.

4) Take the next right and go into the second building on the right. Mark your route on the map.

Hospital



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Excellence in skills development Map 003

1) Go to the end of the road and turn right.

2) At the traffic lights, turn right.

3) Go as far as the roundabout and take the first exit road.

4) Go into the second building on your right. What is the number of this building? Mark your route on the map.


5

3

4

1

2

12

7

98

11

10

START HERE

6


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Excellence in skills development Map 004

1) Exit the chemist shop and turn left.

2) Turn right at the traffic lights.

3) Pass the bank on your left and go into the third shop on your left.

Which shop is this? Mark your route on the map.

Car Park


Bank

START HERE

Nursery

Playground Chemist

Surgery

Bus Station

HotelDressShop

PetShop

SportsShop

Cafe

CardShopShoe Shop Restaurant


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Excellence in skills development Information Listening on the Telephone It can be much more difficult to understand information or instructions which are given over the telephone. This is because we rely a great deal on the other person’s expressions and actions when we are in a conversation. On the telephone (unless it is through a video-conferencing link), these cues are missing. We have to rely totally on the words spoken and on the tone of voice used. When you are giving instructions over the telephone

1) Speak slowly. 2) Give only a small amount of information in each sentence or phrase you say. 3) Give the other person time to understand and make notes if they need to. 4) Check with the other person if they have understood – you can do this by

asking them to repeat what you have said. 5) At the end of a set of instructions, repeat or summarise them so the other

person can check their notes. When you are taking instructions over the telephone

1) Have notepaper and a pen or pencil ready to use. 2) Note down the main points using the type of language and in a format you can

understand. If you do not understand it as you write it, you certainly will not understand it later.

3) Listen carefully, without any distractions. 4) Ask any questions you need to ensure you understand – you will not look foolish

by seeking clarification.



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8Excellence in skills development

Exercise 14 Listening to Telephone Messages and Conversations You will hear a series of telephone messages and conversations. Listen to them and answer the following questions. Script 1 Elaine Meadows is phoning her husband, Jim’s place of work.

1) What has Jim done which is causing him a problem?

................………………………………………………………………………………… 2) What is Elaine informing the company will be the result of this?

..................……………………………………………………………………………… Script 2

1) On what phone number should Sue Woods be contacted?

..................………………………………………………………………………………

2) What is the number of the invoice which the call is about?

….....................………………………………………………………………………….

Script 3

1) What two pieces of information is the rescue company given to help them to locate Mr Belton near to Riffington?

a ……………………………………………………...............................…………... b .……………………………………………………………………..........................

2) What is his membership number? ……………………………………………………………………………………….........

Script 4

1) For where in Rexton does the caller need a phone number? ……………………………………………………………………………………….........

2) What is the telephone number given?

……………………………………………………………………………………….........


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Script 5

1) For when was the meeting originally scheduled?

i. ……………………………………………………………………………………… 2) On what date is it proposed that the meeting be rescheduled for?

………………………………………………………………………………………........

Script 6

1) What is Mrs. Litman’s house number?

………………………………………………………………………………………........

2) What is Mrs Litman’s postcode?

………………………………………………………………………………………......... 3) What two medical problems is Mrs Litman complaining about?

a …………………………………………………………………................................ b …………………………………………………………………….............................

4) Her appointment is booked for what time?

……………………………………………………………………………………….........


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Scripts for telephone messages exercises The following scripts could be read out or preferably pre-recorded. Script 1 Hello, this is Elaine Meadows. I am phoning to tell you that my husband, Jim, has hurt his back and won’t be at work for the rest of the week. Script 2 Hello, this is Jamie from Batlink Enterprises. Could Mr Harris please contact Sue Woods on 01865 543901 extension 4522, regarding invoice number BD3592 as soon as possible. Thank you. Script 3 This is a message for Everyready Rescue. My name is Michael Belton. I have broken down on the A14, on the southbound carriageway near to Riffington. My membership number is BEL9367. Please can you send someone as soon as possible. Script 4 Caller: Hello, enquiries? I need a phone number for the Rexton council offices. Operator: In which county is that? Caller: Dorshire. Operator: One moment please. The number you require is 01356 792401. Caller: Thank you. Script 5 Hello Geoff, this is Sam from Sales. Just to tell you that the meeting with Ivoplex, next Wednesday at 11.30 in Trowbridge has been cancelled. Could you check your diary for the 25th to see if we can reschedule and get back to me on this. Thanks.


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Script 6 Caller: Hello, is that the surgery? I need a doctor. Receptionist: What is your name and address please? Caller: It is Jan Litman, 33 Stretfield Avenue, Moreton, MD7 6BS. Receptionist: What is the problem Mrs Litman? Caller: I have had a bad cough for over a week now, and I am having trouble

breathing. Receptionist: Can you come to this evening’s surgery? Caller: For what time? Receptionist: Is 5 o’clock alright for you? Caller: Yes, I’ll be there. Goodbye.


SLlr/L1.3 SLlr/L1.4 8Excellence in skills development Information Non-Verbal Communication Every person, from the time they are born, learns facts, information and how to behave towards other people by listening to what others say, how they say it and how they behave when they are interacting with other people. The words used are of course of huge importance, but equally important is how something is said, the tone of voice used and the facial expressions and gestures being used at the same time. It is easy for a skilled speaker to say the right or expected words, but the way in which they say it will often betray their real feelings and transmit a very different message, if you know how to decode it. Showing feelings and emotions These clues are known as body language or more properly as non-verbal communication (NVC). We show a whole range of emotions through NVC. These include:

anger irritation

depression boredom

discomfort Shock

amusement nervousness



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pleasure relaxation

restlessness mental fatigue

dislike/disgust impatience

guilt shyness

happiness haste

fear interest

shame love

embarrassment sadness

surprise hate



SLlr/L1.3 SLlr/L1.4 8Excellence in skills development Exercise 15 Non-Verbal Communication What NVC is being shown in the following pictures?



SLlr/L1.3 SLlr/L1.4 8Excellence in skills development Exercise 16 Showing Feelings and Emotions Print the emotions given in the list on the previous 2 pages onto cards. In small groups, take it in turns to draw a card and to act out the emotion shown. The rest of the group has to guess what emotion is being acted out. These cards could be provided or done as a photocopiable sheet like flashcards. Information The use of NVC is only partially under our control. An experienced public speaker or actor will practise controlling their expressions and gestures and will rehearse using the ones he or she feels they need to ‘get their message across’. The gestures we use are usually learned and are the result of how we are brought up in the society to which we belong. Facial expressions are much more difficult to hide or simulate and are similar to all cultures. What is important to realise is that NVC can provoke emotional responses in other people – whether we intended this or not. Think – Have there been occasions when you have listened to what someone is saying and thought ‘what a nice person they are’, but later have felt very uneasy and have felt that you would prefer not to have to meet them again? If so, it is because their NVC didn’t match up with the words they were speaking and something in you recognised this and distrusted them. Exercise 17 Recognising Non-Verbal Communication What NVC do we usually use in the following situations? 1) When you are introduced to someone who looks really pleasant at a party 2) When you meet someone who is going to interview you 3) When waiting to go in to see the doctor or dentist 4) Sitting, chatting to close friends 5) Sitting in a meeting when you are totally bored with what is being said 6) Saying hello or good-bye to a friend or family member



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8Excellence in skills development Exercise 18 Non-Verbal Communication and Feelings and Emotions 1) The radio is playing in the background while two flat mates are studying. One of

them gives a big sigh, gathers her books and goes to her room. What might she be feeling?

2) The tutorial group is having a lively discussion when one member, suddenly changes

the subject. What might he be feeling?

3) Some friends are chatting. As the chat continues, one friend starts tapping her feet,

drumming her fingers and shifting in her seat. What might she be feeling?


SLlr/L1.3 SLlr/L1.4 8Excellence in skills development Information NVC to Accompany Speech

NVC is used to accompany and reinforce speech. This is done in several ways. These include:

• the use of pauses to emphasise what is being said by giving the listener the opportunity to think about what they are hearing;

• pitch – changes in pitch are used to ask questions and to make comments – a falling pitch makes a response from the listener more likely.

• stressing certain words and phrases is used for emphasis; • gestures used to emphasise or illustrate. If gestures are withheld or severely

controlled, speech is often impaired; • a direct gaze used towards the listener(s) in order to elicit a response, for

emphasis, to send information or to obtain information about the reactions of the listeners;

• feedback including nods, vocalisations (speech or speech-like noises), glances, facial expressions – these show attention, understanding, agreement or disagreement.

Useful definitions

• Pitch – whether the voice is high or low. • Tone – character of a sound e.g. depth, warmth or coldness in the voice. • Pace – the speed of speech.

Exercise 19 Reacting Using NVC In pairs, take it in turns to take a card and read what is written on the card using the appropriate type of speech pattern and NVC. The other one of the pair should try to react in an unnatural way to what they are hearing.

I’m afraid I have some very bad news to give you. Your grandmother has had a bad

accident.



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Quick! Call the Fire Brigade.

Isn’t it a lovely day, let’s go out.

I must inform you that your account is overdrawn and we are unable to advance

you any more money.

Congratulations. You’ve passed!

There seems to be a real problem here, the machine will have to go back to the

manufacturer.

I don’t believe it! We’ve won the Lottery!


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Motorists are advised of the danger of flooding on the roads and fallen trees

following the overnight storms.

Curators at Kew Gardens today announced the first signs of spring. We

should all be able to look forward to some warmer weather.

Hurry up! The train’s about to leave. Great news! I’ve been given the day off

tomorrow.

I’m sorry to tell you that the condition is more serious than we at first thought and

you’ll have to have an operation.

I’m sorry about this, but I’ve just crashed into your car in the car park.


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8Excellence in skills development Exercise 20 Inappropriate NVC Using the same cards, change roles but this time, the person reading the card should use inappropriate speech patterns and NVC. The listener should react in the most natural way to the words they hear. Did you notice how difficult it is to speak or to react in an unnatural way to any given set of words? We automatically use the most appropriate tone, speed of speech and gestures depending on what we are saying or hearing. Exercise 21 Speech Patterns and Gestures Discuss with your partner or in small groups what were the most common speech patterns and gestures used in each of the situations given on the cards. List these using the tables on the following pages.


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8 Excellence in skills development

Card Tone of Voice Speed of Speech

Facial Expressions Gestures Eye-Contact

Orientation (How You

Position Your Body)

I’m afraid I have some very bad news to give you. Your grandmother has had a bad accident.

Quick! Call the Fire Brigade.

Isn’t it a lovely day, let’s go out.

(Bank Manager). I must inform you that your account is overdrawn and we are unable to advance you any more money.

Congratulations. You’ve passed!


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There seems to be a real problem here, the machine will have to go back to the manufacturer.

I don’t believe it! We’ve won the Lottery!

Motorists are advised of the danger of flooding on the roads and fallen trees following the overnight storms.

Curators at Kew Gardens today announced the first signs of spring. We should all be able to look forward to some warmer weather.


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Hurry up! The train’s about to leave.

Great news! I’ve been given the day off tomorrow.

I’m sorry to tell you that the condition is more serious than we at first thought and you’ll have to have an operation.

I’m sorry about this, but I’ve just crashed into your car in the car park.

8 SPEAKING AND LISTENING LEVEL 1

SLlr/L1.3 SLlr/L1.4 Excellence in skills development Information Telephone Communication Most people have a special manner and tone of voice when speaking on the telephone, especially when speaking with someone who is not a close friend or relative. This is known as our ‘telephone voice’ and is usually more formal than our normal style of speaking. Exercise 22 Telephone Conversations Work in pairs. Either pretend you are using telephones or if possible use training telephones. Read out the following short conversations from cards. Conversation 1 Person 1 – Hello, could I speak to Mrs Bradley please. Person 2 – I’m sorry, Mrs Bradley is not available at the moment, could I take a message? Person 1 – Could you please tell her I’ve returned her call, my name is …………………… (insert your own name). Person 2 – I will tell her as soon as she comes in. Thank you for calling. Conversation 2 Person 1 – Hello, I wish to complain about the poor service I’ve had regarding my new kitchen. Person 2 – Could I take your name and address please? Person 1 – Yes, it’s …………………………… (insert your name and address or make these up). Person 2 – Thank you, what is the nature of your complaint? Person 1 – I was promised that the new units would be delivered today ready for the work on installing them to start. I have had to take a day off for this and it is now gone 4.00 o’clock and no-one has been. Person 2 – Just hold the line a moment please, I’ll check for you. (Minute’s pause). I’m very sorry, the delivery has been delayed a week due to a problem with the manufacturer. You should have received a letter informing you of this. Person 1 – This is not good enough, I have not had any letter and have lost a day’s pay because of this. I wish to speak to the manager. Person 2 – (Whatever you think would be an appropriate response) Conversation 3 Person 1 – Hello, hello, I need help. I have water pouring through the ceiling. Person 2 – Yes Madam/Sir (as appropriate). Can I have your name and address please? Person 1 – Yes, it’s …………………………… (insert your name and address or make these up). Please hurry. Person 2 – I’ll have someone to you as soon as possible. Meanwhile, can you try to turn the water off at the mains? Person 1 – Oh! Good idea. I never thought of that.



SLlr/L1.3 SLlr/L1.4 Excellence in skills development Conversation 4 Person 1 – Hello, I need an ambulance quick. Person 2 – Please calm down Madam/Sir (as appropriate), I need to take some details. What is the problem? Person 1 – My brother has fallen off a wall, I think his leg is broken. Person 2 – Please could you give me your name and address? Person 1 – Yes, it’s …………………………… (insert your name and address or make these up). Please hurry. Person 2 – Try to keep your brother warm. Someone will be with you as soon as possible. What did you notice about how each of you spoke in these conversations? Make some notes related to pitch, pace and tone about the speech patterns you each used.



SLlr/L1.5 Excellence in skills development Exercise 23 As a group, see if you can remember any occasions when you were in a situation where the conversation was very difficult to follow because people were talking “at cross purposes”. Discuss how difficult this made the conversation and why. How did you react? Can you think of any other kind of conversations you have had, or tried to have, when different problems have occurred which have made following the conversation or taking the conversation forward difficult? Information Making Relevant Oral Contributions To avoid this situation happening, there are a number of dos and don’ts which we can all follow. Do:

1) Give your full concentration to what is being said. If for any reason, that is not possible at that moment, explain this, complete what you are doing, or get to a good place where you can easily stop, listen and then return to your task.

2) When you are listening, do so properly – that means listening to the words used

and to the body language you can see. 3) During a conversation or meeting, think “what is its purpose”. If you can put it

into context, you have a much better chance of following and understanding what is being said.

4) Use what the other person is saying and the tone they are using to say it as a

guide to your own contribution to the conversation. 5) If you are asked a direct question, either answer straightaway or ask for a few

moments to think of your response. Don’t:

1) Ignore what the other person is saying – either in words or in body language. If they are taking the time and trouble to talk to you, they want you to hear them.

2) Speak without thinking. Sometimes, the wrong thing slips out. 3) Say the first thing that comes into your head, even if it is not relevant to the

subject. 4) Speak just for the sake of making a noise or getting an audience.



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Exercise 24 Identifying Relevant Contributions to Discussions In groups of three or four, agree on possible discussion topics. Here are some ideas to get you started. 1) An event which one – or all - of you is attending (or has attended) 2) Local problems and issues 3) Changes in your area a new road layout, new developments 4) Money issues rising costs 5) An issue or topic which is in the local or national news 6) Sport 7) New products to buy a new range of makeup, new computer games consoles, a

new range of foodstuffs, a new kind of music player Take it in turns to be the observer. The others in the group should start a discussion on the chosen topic(s) and should aim to keep the discussion going for at least four minutes. There are a few conversation techniques you can use for this.

• When someone has made a point, try to develop the point by adding more information to what has been said.

• Show agreement and state why you agree with them. • Show disagreement and explain why you disagree. • Offer alternative points of view. • Ask direct questions.

However, if you do not understand or do not have anything sensible to add to the discussion, say so. The observer can use the feedback form to assess how well the discussion has gone and the contribution of each member by making brief notes in the spaces provided in the column for each group member.


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DISCUSSION FEEDBACK FORM

Subject

Names of participants

1. 2. 3.

Techniques used

Making relevant points

Development of points

Showing agreement

Showing disagreement

Giving alternatives

Asking direct questions

Participated well: Yes or No


SLlr/L1.6 Excellence in skills development Information Responding to Questions You will be asked questions throughout your life ranging from very simple ones for basic information e.g. What is your name/address/date of birth? to more difficult questions e.g. What is your opinion about a subject? Whatever the question, it is very important that you think about the answer carefully before you reply. This is so that the answer is accurate, especially if it is really important that the information you are giving is correctly understood and perhaps it needs to be noted down accurately on a form. Exercise 25 Responding to Questionnaires Working in pairs, ask each other appropriate questions to be able to fill in the form. Each of you should check that the form has been accurately completed.

Name

Address

Date of Birth

Nationality

Marital Status

Children

Current Occupation

Pets

Favourite Colour

Favourite Food

Hobbies

Last Holiday



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Exercise 26 Responding to Questions in More Depth To make this exercise more complex and to make your partner give you longer and more considered answers based on the information you have already been given, ask each other the questions to complete the following form.

What do you do in your job/at college?

Why do you enjoy these hobbies?

Why did you choose to go to on holiday?

What was good about the holiday?

Check that the information has been noted down accurately. You should have found that answering these questions was more difficult as you had to think about and give reasons, not just simple information. If you were the questioner, you will also have found that you needed to listen very carefully to the answers in order to pick out what were the important facts that you needed to note.


SLlr/L1.6 Excellence in skills development Information Interviews There are many different types of interviews from the casual interviews you took part in, in the previous exercises, to important job interviews. It is important, whenever possible, that before you go into any type of interview, you know as much as possible about the subject so that you can prepare information and possible answers (see Level 2 information for taking part in job interviews). However, do not have a prepared script which you intend to say whatever you are asked and make sure you have enough knowledge of the subject to be able to speak naturally while giving full and sensible answers. You must never read out pre-prepared answers to an interviewer. Exercise 27 Responding Appropriately - Interviews Find an advertisement for a job you would like. Work in pairs. One of you should prepare questions an interviewer for this job might ask. The other person should prepare questions you might ask the interviewer about the job. Hold this interview as a short role play. You will have to invent some details about the job and organisation. This is fine as you are practising dealing with questions you might get in this situation. Change roles using the other person’s chosen advertisement. Exercise 28 Responding with an Opinion Some of the most difficult questions to answer are those asking for your opinion or analysis of a subject. In these circumstances, it is quite acceptable to stop and take some thinking time before you answer. It is much better to be silent for a few minutes than to say something you later think “Why did I say that?” or you simply contradict yourself later. Select one or two topics which are currently in the news. You can download these, cut them out of newspapers or magazines, or simply take them from a news broadcast. Prepare a few searching questions to ask another person for their opinion and understanding of these topics. Remember, you are trying to really make them think, analyse the subject and to give you sensible, reasoned responses. Work in pairs or in a small group and try these questions out on other people. An observer can provide feedback using the following table.



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Feedback sheet

Criteria Evidence Good Satisfactory Unsatisfactory Speak clearly in a way that suits the subject, purpose and situation

Voice Tone of voice Pace/speed Language used

Clear/loud Lively Steady pace

Appropriate

Clear Fair Slightly too fast Fair

Unclear/mumbled Dull/lacking in confidence Too slow Inappropriate

Answered the question asked

Kept to the point

Yes - relevant

Partly No – largely irrelevant

Gave a reasoned response for their opinion

Showed understanding of the subject Gave appropriate reasons for their opinions

Yes Yes

Partly Partly

No No

Seemed confident in expressing their opinion

Answered fluently Note any body language

Yes Partly No

8 AKING AND LISTENING LEVEL 1

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Excellence in skills development General Comments:

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SLc/L1.1 Excellence in skills development Information Communicating Appropriately We all adapt our speech – both the way in which we speak and the language we use – according to whom we are speaking and the purpose of this. We use this method to show if we are pleased to be in conversation with someone – or not, to show our mood at the time and to show that we appreciate the purpose of the conversation. How we behave in conversation depends on the level of formality.

Behaviour Formal situation Informal situation

Standing close to someone.

Usually a distance is kept between participants.

Physically close distance, even touching.

Maintaining direct eye contact.

Some, to emphasise points.

Yes

Using gestures. Controlled use of hands and arms.

Often uninhibited and extravagant gestures.

Using a loud volume. No Yes

Speaking quickly. No Yes

Smiling a lot. No Yes

Being careful how you speak.

Yes, a very controlled, even false tone of voice

No

Being thoughtful and controlled in what you say (i.e. language used).

Yes – using some complicated words and language structure.

No, saying what you please without a lot of thought, being careless with your use of vocabulary and grammar.



SLc/L1.1 Excellence in skills development These ‘rules’ of behaviour are equally true whether we are speaking to one other person or to a group of people. There are a few general rules to be observed when having a conversation with someone. 1) We stand closer to people whom we like or with whom we have some rapport. 2) The more outgoing a person is, the more they will smile, use a lot of eye-contact, talk

more, be prepared to move closer to, or even to touch, others. 3) Men and boys usually keep their distance more than do women and girls. 4) We all carry out own personal space around us and will feel uncomfortable if the

‘wrong’ people ‘invade’ this space. Zones of personal space

Zone Distance kept Name of zone/comments

1) Contact – 18 inches away Intimate

2) 18 inches – 4 or 5 feet away Personal - (our personal space, anyone coming any closer causes us discomfort).

3) 4 feet to 12 feet Social – (formal business situations).

4) over 12 feet Public – (exaggerated movements are needed).

5) If you approach someone, it is interesting to note that males do not like to be approached from head-on (psychologically, this is seen as a challenge), and females do not like to be approached from the side (it is seen as someone claiming friendship).



SLc/L1.1 Excellence in skills development Speaking to a Group When speaking to a group (as opposed to an individual), it is important to make sure that everyone is included. This is done by:

1) sitting or standing in such a way that you are clearly visible to everybody and can easily see everybody;

2) using more extravagant gestures;

3) trying to maintain some eye-contact with everyone in the group in turn;

4) speaking in such a way – tone, pace, volume, language used – that everyone

can understand and feel included. Group members can use communication skills in order to make the others in the group satisfied with the relationships among themselves and to make the group effective in carrying out any tasks they need to accomplish. These skills use both verbal and non-verbal communication techniques. Skills involved in being an effective member of a group include:

1) offering praise to other group members for their ideas and actions;

2) helping group members to feel relaxed;

3) showing agreement with group ideas, actions and decisions;

4) offering information and ideas to the group in such a way that they make the others want to listen and respond appropriately;

5) evaluating ideas and information offered by others;

6) inviting opinions and involvement from other group members;

7) bringing together ideas and opinions;

8) suggesting actions involving the group.

These skills are used for the benefit of the group, not for the individual. Sometimes, group members will even agree to things which they actually privately disagree with, for the sake of maintaining a good relationship with the rest of the group.



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Exercise 29 Communication Techniques Complete the table by commenting on each of the communication techniques most likely to be used in the different situations. The first one has been done for you as an example.

Situation Pace Tone Volume Type of language

Use of gestures

With a group of friends

Quite quick Careless/fun Quite loud Casual Extravagant

With elderly relatives

In class

In a chat with your work colleagues

In a formal meeting in which your boss is present

In court

To a group of young children

Addressing a public meeting e.g. of parents or residents


SLc/L1.1 Excellence in skills development Information Speaking on the Telephone

When you are speaking on the telephone, you have to remember that the person on the other end of the line cannot see your expressions or gestures and pick up the normal conversation cues from these. However, it is surprising how much of how we are feeling comes through in the voice, so if you are feeling happy to be holding this conversation and are smiling, the smile will be heard in your voice. If you feel that you really cannot be bothered with the call, that will be noticeable as well. There are a few techniques which will help you to make your telephone conversations more effective and useful.

As a call maker

1) Decide what your main aims are before you make the call.

2) Make a list of your main points before you start your call.

3) Have any relevant documents to hand which you may need to refer to. This will save time and you will appear efficient.

4) Have a pad and pencil ready to take any notes.

5) Make sure, if possible, that you know to whom you wish to speak before you

start. Otherwise, you may have to repeat your message to several people unnecessarily.

6) Always take the name of your call-taker – you may need to follow up your call or

check progress.

7) When connected, announce yourself, your company (if applicable), and say to whom you wish to speak.

8) When delivering your message, speak clearly and at a medium to slow pace.

The call-taker may be writing it down.

9) Give spellings of names, addresses etc. Also repeat numbers such as invoice or telephone numbers.

10) Make sure the call-taker has understood the essential parts of your message.

You can get them to repeat it to you to check.

11) Avoid distractions and interruptions while making the call. You may miss something vital.

12) Remember to thank the call-taker for their help.



SLc/L1.1 Excellence in skills development As a call taker

1) Always keep a message pad and pen or pencil by the phone. Delays in finding writing materials cost time and are inefficient. Scraps of paper are easily lost or are not recognised as messages.

2) Always confirm to the caller your name, job title (if applicable) and your

department.

3) Make sure that early in the call you obtain the caller’s name, job title, organisation (if applicable) and telephone number. Such information is essential if you need to contact them later, or need to pass on a message.

4) Take care to note the essential items of a caller’s message. Don’t be afraid to

ask for repeats or spellings when you are unsure. Ask the caller to proceed more slowly if you’re taking down a complex message.

5) At the end of the message, repeat its main points as feedback to the caller to

ensure that you have neither misunderstood nor omitted anything important.

6) Check that you have their important personal details before the caller rings off.

7) Be courteous at all times. During phone conversations, try and strike a good balance between sounding ‘chummy’ and brusque.

8) Tell the caller that you will pass on their message and make sure you take the

necessary action. Difficult business calls

1) Long-winded callers – handle these carefully. They could be valued customers so don’t offend them. Use careful interruptions at appropriate pauses……”I’m very sorry Mr…, would you excuse me, I have to be at a meeting in a few minutes. I’ll look into the matter immediately I return and call you back.” This avoids offence and promises immediate attention.

2) Cross or rude customers – these need a calm, unruffled, organised approach.

never become rude or cross yourself. Tactfully, try to keep the caller to the point, making sure the facts are clear and correct. If the call becomes too difficult, offer to pass the matter on to an alternative, appropriate person. Always make a clear, accurate, unbiased record of the call. If the matter becomes serious, it is important that you remember all that was said.

3) Difficult to understand – bad line, difficult accent, English not their first

language. It is important to help the caller. Ask simple, straightforward, but specific questions which can be answered clearly.



SLc/L1.1 Excellence in skills development If the caller is complaining about goods, you might ask:

• On what date did you buy the goods? • What is the name of the shop where you bought them? • What town is the shop in? • What price did you pay? • What is wrong with the goods?

You are more likely to get clear answers than if you merely asked, “What is the problem?”

Exercise 30 Practising Telephone Techniques

Working in pairs, simulate the following situations involving using the telephone. 1) You are a visitor to the area, perhaps a sales representative and also a film fan.

Ring the local information centre and ask for details of ‘what’s on’ in the area. The other person is working at the local information centre.

2) One of you is the receptionist of a large hotel. The other is a rude/aggressive caller

making a totally unjustified complaint. 3) One of you is interested in the post of telephonist/receptionist at Wrightwear Fabrics

Ltd. The other person is Mrs M Pearson, Personnel Officer. 4) One of you needs to make two calls confirming that a public meeting about a

proposed by-pass will be held on Tuesday, 18th April at the local Memorial Hall at 7.30 pm. The first call is to a friend. The second is to your local MP who has been invited to speak at the meeting by the By-pass Committee (of which you are the secretary).

5) One of you works in the Information Centre for the Royal Shakespeare Company

(RSC). The other is a secretary whose boss is an RSC fan who has three ‘free’ dates on which he could travel to see a production. Ring and find out when the company is performing on 12th October, 4th November and 7th December.



SLc/L1.1 Excellence in skills development

Exercise 31 Telephone Messages Work in pairs and take it in turns to simulate taking and making these calls. The call taker should take down the main details of the call. Make sure you check your notes for accuracy against the original notes. The first one has been done for you as an example of how your final set of notes should look and what they should contain. Example of notes

1) To: Mr Jones From: Mr Brown of Hampton mouldings (01772 – 882 – 6139) Date: 11 April Time: 12.15 Subject: order No 734IT Confirms dispatch today and expects COD (Cash On Delivery). Taken by Melanie C. 2) Brown and Co receive a complaint about a washing machine. Mrs Jones brought it

in on Monday, 1st November, last year. The door was fixed on 15th December, then again on 3rd February. Now, in March, it has broken again and Mrs Jones wants a replacement machine. Brown and Co think they should see it and assess the problem first. (Mrs Simmons of Brown and Co)

3) Mrs Black wishes to see Mr White, the MD (Managing Director) of White’s, to discuss

a problem with a bill. She had paid for a television the previous month but has now received another invoice. In a previous phone call, White’s claimed they had no record of the payment. As she is dissatisfied, Mrs Black wishes to speak to Mr White in person. Miss Green (Mr White’s secretary) knows that Mr White (genuinely) is out.

4) Mrs Blue, the Chairperson of the Ladies’ Guild, has ordered a bus for the Guild

outing to Stratford. It should have arrived at 9.00 am, it is now 9.30 am. Mrs Blue phones the bus company. The receptionist assures her that the bus is on its way. Mrs Blue feels rather upset as it is a cold morning to wait and the ladies are becoming impatient and angry. (Miss Clark – bus company receptionist)

5) Mrs Brown wishes to purchase a new car. She will require a loan from her bank.

She phones her bank to explain the situation and ask how she should go about it. The bank employee feels that an interview with the bank manager is necessary. They arrange an interview with some difficulty as Mrs Brown has a busy schedule at work. (Miss Smith – bank employee)

6) Mrs Baker has received a letter explaining a delay in the delivery of an item she

ordered from her catalogue. The item is ‘temporarily out of stock’. Mrs Baker is very annoyed as she was hoping the goods would arrive in time for her holidays. She is also annoyed because this is not the first time it has happened. She phones her catalogue company. (Mrs Grey, Customer Enquiries)



SLc/L1.2 8

Excellence in skills development Information A lot of everyday conversation involves asking questions, sometimes because you really want a response, often to simply fill in a moment, out of politeness, or as a conversation opener. Simple questions almost always begin with one of the following question words:

• who; • how; • what; • why; • were; • when.

These words tell the listener that you are asking for information and usually mean that you are only wanting a simple response. There are other ways of asking for information which relate directly to the actions of the other person, e.g. “Did you…?” “Have you…?” “Were you…?” “Is there…?” These kinds of questions usually mean that you want a more length response and possibly some explanation, although the uncooperative listener may just give you a yes/no answer, in which case, you would have to follow it up with a more complicated question! You will also make requests in the form of questions e.g. “Would you…?” “Will you…?” These are more likely to give you a positive response than if you had given an order.

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SLc/L1.3 Excellence in skills development Information Consider the type of audience Depending on the type of audience you have, you will have to adapt:

• the words you use; • the length of the description or instructions you are giving; • the complexity of the information you are giving.

The following table tells you how to adapt what you are saying to different types of audiences.

Audience Type of words used

Length of sentences

Formality of tone

A child or children e.g. explaining the rules of a game.

Simple Short Slow, friendly

Talking to uninformed adults e.g. to members of the general public.

Natural, quite simple

Short to medium length

Natural, varied

Talking to informed adults e.g. to a group of work colleagues.

Fairly complex Medium to long Fairly formal

An account or description to a professional e.g. a doctor or police officer or when addressing a large group in a formal presentation.

Complex Long Formal



SLc/L1.3 Excellence in skills development How to engage an audience

1) Speak at a slower pace than normal conversational speech so the audience can follow what you are saying.

2) Adjust the volume of your voice to the size of the room and number of people

who are listening.

3) Put some variety of tone into your voice. There is nothing worse than listening to the droning of a flat monotone.

4) Use humour if possible.

5) Give the audience something to watch or see as well as to listen to. Use

images, show them relevant objects, give demonstrations.

6) Do not go into more detail or give more information than is needed for your purpose, e.g. if you are informing a PTA meeting about a fund raising event for new sports equipment, they do not need to know about the school’s problems with its heating system and problems staffing the library over lunchtime as well.

7) Invite questions and comments – by allowing the audience to participate by

discussing what you are telling them, they will become more involved and interested.

Note

Taking questions during an account or explanation can be off-putting to both the speaker and to the rest of the audience. It is often better to ask the audience to leave their questions to the end.

8) If the audience has lost the thread of what you are saying, you should briefly

recap what you have said so far to remind them of the most important points before you add more information.

Factors to remember When you are giving information or instructions, there are a few important factors to remember in order to make yourself clearly understood.

1) Make sure you know and understand the subject you are explaining – your own thoughts have to be properly organised and clear for you to be able to convey them properly to others.



SLc/L1.3 Excellence in skills development

2) Preparation is important before you give anyone else information or instructions.

• do any research needed;

• jot down all the information you need to give as you think of it;

• rearrange your points into a logical, easy to follow order;

• use bulleted or numbered points (not complete paragraphs – they are too

difficult to follow when speaking out loud);

• check if you will be using any complicated or unusual words, phrases or

ideas. You need to be prepared to explain these in a lot more detail.

3) Use linking phrases to help the audience follow the ‘story’, e.g.

• then;

• after;

• as well as;

• another thing;

• it is important to…;

• there are three (etc) points to note.

Exercise 32 With a small audience: 1) Describe an event you have attended.

2) Give information about your hobby or about something which interests you a lot.

3) Give the group clear instructions about how to do something, e.g. how to carry out an

operation on a computer, how to prepare a simple dish in the kitchen, how to carry

out a piece of first aid.



SLc/L1.4 Excellence in skills development Information Whether you are speaking to one other person or to a group of people, you will only keep their attention and interest if you can organise your thoughts and what you say in a logical order so they can easily follow your meaning. There are a number of linking words which will help you to organise your description and which will cue your listeners to be able follow what you are saying. These words include:

• firstly; • secondly; • thirdly; • finally; • however; • therefore; • nevertheless.

Before starting to describe or explain something to someone else, especially something which is a bit complicated or which needs you to give a lot of details, you will usually need to make some notes of your points and then to spend some time working out what is the best order to put them. These are the notes someone might make to describe a typical day in their lives. However, they are all in the wrong order.

• arrived at work at 8.15 am • lunch out with Fran from Accounts • meeting with team 9.30 am • got up at 7.00 am • after lunch, had to visit one of our suppliers in Meddleton • arrived home 6.45 pm • toaster not working so had to have cereals for breakfast • worked on reports rest of morning • meeting with Jacque from Sales at 3.30 pm • worked on presentation to new customers for two hours before leaving work



SLc/L1.4 Excellence in skills development Here are the notes re-arranged into the most logical order.

• Got up at 7.00 am. • Toaster not working so had to have cereals for breakfast. • Arrived at work at 8.15 am. • Meeting with team 9.30 am. • Worked on reports rest of morning. • Lunch out with Fran from Accounts. • After lunch, had to visit one of our suppliers in Meddleton. • Meeting with Jacque from Sales at 3.30 pm. • Worked on presentation to new customers for two hours before leaving work. • Arrived home 6.45 pm.

Exercise 33 The following set of notes are part of a description of a weekend break which Sue took in Yorkshire. She is preparing her notes (to accompany photographs) to give a short talk to the members of her social club later this week. Help Sue by rearrange these notes into a sensible order.

• Arrived at Grange Hall at 4.00 pm Friday.

• Went to York Saturday morning.

• Had a relaxing swim before dinner every evening, including the evening we arrived.

• Left after lunch Sunday.

• Left home at 10.30 am Friday.

• In York, visited The Minster, The Shambles, The Castle Museum.

• Did a four mile walk on the moors near the hotel before leaving.

• Dinner at the hotel was from 7.00 pm – great choice and super sweet trolley!

• Had lunch in York at a quaint old café near the river.

• There was some entertainment in the hotel on Saturday evening.

• Got home again just before 5.00 pm Sunday.

• The hotel provided a wonderful breakfast – a buffet of cereals, fruits and breads and also a menu of cooked breakfasts including fish and bacon and eggs etc. There was tea or coffee and fruit juices.

• Had lunch in a pub in the village of Aldercote before getting to Grange Hall.

• Returned to the hotel from York before the rush hour so we had time for our swim.

• The hotel bedrooms were very comfortable with a lovely bathroom, armchairs, a television, minibar and Internet connection.

• Visited Fountains Abbey on the way home. This was very interesting.


8 SPEAKING AND LISTENING LEV

SLc/L1.4EL 1

Excellence in skills development Information A recitation of a list of times and activities is not very interesting or easy for an audience to follow. In order to make your description more interesting, you can add a number of details and physical evidence to show to your audience. In Exercise 33, Sue intended using photographs to make her talk to the members of her club a bit more exciting. There are other things she could also do. For example, Sue could:

• pass around a brochure about the hotel; • describe in more detail one or more of the meals she had particularly enjoyed; • pass around an example of a menu; • use a map to show the places she had visited in York; • give details of the places she had visited in York and offer her own opinion about

them; • describe the entertainment in the hotel on the Saturday evening; • explain why she found Fountains Abbey interesting.

Exercise 34 Think back to a particularly exciting day, weekend or holiday. Jot down any details about this time you think are interesting or important. Then rearrange your notes so you can use them to give a short talk to the rest of the group. You might want to accompany your talk with photographs, diagrams, or even a computer presentation. Exercise 35 Select a topic of interest to you – perhaps a hobby - or a topic which you are studying. Prepare a short, fairly formal presentation to the group. You will need to consider the best order for the information you are going to give and what images or physical evidence you can show the group to make it more interesting. You may find the preparation sheet on the next page useful for both Exercises 34 and 35. You will also find also an evaluation/feedback sheet which could be completed by another member of your group or by your tutor on the page after.


SPEAKING AND LISTENING LEV

SLc/L1.4EL 1



Planning your short talk

Topic

Date/time of talk

Points to include: Supporting images or evidence:

1)

2)

3)

SPEAKING AND LISTENING LEV

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Excellence in skills development

4)

5)

6)

7)

8)

Equipment needed


SLc/L1.4



Evaluation/Feedback Sheet for Giving a Short Talk Level 1 Name of speaker

Name of evaluator

Subject of short talk

Date

Criteria

Did the speaker: Evidence Good Satisfactory Unsatisfactory

Organise their points in a logical order that was easy to follow?

Introduction given Dates/times followed in sequence Information given in a logical sequence Conclusion/summary given

Yes, the audience knew exactly what the talk was about. Yes Yes Yes

Some attempt Partly Partly Some attempt

No No No No


SLc/L1.4



Use images or other evidence to support their talk

Photographs Drawings Maps Artefacts

Yes Yes Yes Yes

Some, but not well organised Some, but not well organised Some, but not well organised Some, but not well organised

No No No No

Speak clearly in a way that suited their subject, purpose and situation?

Voice Tone of voice Pace/speed Language used

Clear/loud Lively Steady pace Appropriate

Clear Fair Slightly too fast or too slow Fair

Unclear/mumbled Dull/read from notes Much too fast or too slow Inappropriate

Keep to the subject?

Kept to the point Yes Partly No

Structure what they said to help listeners understand their meaning?

Explained their points clearly Eye contact Body language

Clear Good Confident

Partly Fair Fair

No Little eye contact Seemed lacking in confidence

Answer questions well?

Responses to audience questions

Good Fair Poor


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SLd/L1.1 SLd/L1.2 SLd/L1.3EL 1

Excellence in skills development Information Discussions Discussions can take place on two different levels; they can be formal or informal. Informal discussions might be those you hold with friends e.g. when you might be deciding on where to go for an evening out. These discussions are not going to need much, if any, preparation nor will there be a record of them having taken place. Formal discussions will be set up in advance by the organiser for a special purpose. If invited to take part, you will need to have done some preparation so you have some knowledge about the subject and can speak confidently. There will also usually be some records of what was said and of decisions made following a formal discussion, e.g. a meeting at work, a residents’ meeting, a club committee meeting. Purposes of discussions There can be as many reasons for having a discussion as there are discussions taking place. However, there are some main reasons into which most discussions fall.

1) To give an individual or a group of people some information which they need to know and to think about.

2) To ask for a variety of opinions on an issue before a decision can be made. 3) To reach a decision based on a majority opinion. 4) To decide on and agree a course of action.

Whatever the purpose of the discussion, the most important thing is that you can make clear and relevant contributions to the subject under discussion. This means a certain amount of preparation. Remember – It is better to keep quiet and try to show support for the other speakers than to make yourself look silly by saying something totally irrelevant or by making a statement which proves you have no idea of the real facts of the issue.




Excellence in skills development Preparation for taking part in a discussion When you are invited to take part in a discussion, or receive notice of a meeting you would like to attend, you need to take certain steps to prepare yourself for this. This is to ensure that you understand the issue(s) being discussed and that you have something worthwhile to contribute.

1) Make sure you know and understand exactly what topic(s) is to be discussed. 2) Do some research to make sure you know some facts about the issue(s). 3) On the basis of those facts, decide what you think about the issue(s). 4) Make some notes setting out your ideas and point of view – make sure you

have some good reasons to defend your points. 5) List any facts and views which give an opposing point of view but which might

be also valid. How to show agreement If you agree with what is being said, it is important that you show agreement. A speaker needs to receive some positive feedback so that they can be sure that others are listening to them and that they are understanding what is being said. If there is no feedback, even the most confident of speakers will start to falter and become unsure of themselves. Agreement can be shown in a number of ways:

• by saying something positive e.g. “Yes, I agree with that statement”, “Good idea”, “I like that idea”;

• by using non-specific vocalisations. These are noises made which convey something without us actually using words;

• by using positive NVC e.g. nods, smiles, gestures.

How to show disagreement appropriately Often in a discussion, you have to show a speaker that you do not agree with what they are saying. The techniques used are similar to those used to show agreement. In this situation, you must disagree with or attack the person’s point of view or their understanding of the facts, not them as an individual. You might not like someone’s dress sense but does it really have an effect on what they are saying?




Excellence in skills development Disagreement can be shown by:

• saying something showing why you hold an opposite point of view, e.g. “No, I disagree with that statement because…”, “That is not a good idea because…”, “I do not like that idea because …”. In each of these cases, the negative comment has been backed up with a reason;

• using disapproving sounding non-specific vocalisations;

• using negative NVC e.g. shaking the head, frowns. Appropriate ways of taking turns and of interrupting someone For a discussion to be effective and to have a purpose for all participants, it is important that no-one is made to feel uncomfortable or that they should not speak. Taking it in turns to offer ideas and points of view are what make a discussion worthwhile. It is very good technique – and good manners – if you notice that someone is not contributing or if they seem to be unable to enter the discussion to invite them to do so. You can invite them to speak by:

• means of a hand gesture;

• by asking them a direct question e.g. “What do you think of that idea Mary?”;

• by stating that you think that someone (Mary) has some useful information for the group on this topic and using a direct look and gesture to ask her to speak.

Although interrupting someone can often be a sign of bad manners, at times during a discussion, it is the right thing to do, especially if the speaker does not seem to be able to move on, or if you do not understand what is now being said. It is quite valid to interrupt to ask for further clarification, to make sure that what is being said stays relevant to the topic and to add more information or a different point of view. There are ways of doing this appropriately:

• by indicating using NVC that you wish to speak e.g. raising the hand, indicating with the head and eyes;

• by using non-specific vocalisations which tell the speaker that you wish to interrupt;

• by saying things such as “May I just say…”, “I’m sorry but I have to come in here…”, “May I interrupt you here?…”. Each of these gives the speaker the opportunity to allow you to speak or to ask you to wait until they have finished.



SLd/L1.1 SLd/L1.2 SLd/L1.3Excellence in skills development Helping to move the discussion forward One of the worst situations to be in is when a discussion seems to be “going nowhere”. This is when no-one is saying anything new or when one person has taken over and only their points are being heard. In this situation, there are a number of strategies for moving the discussion forward:

1) show disagreement and give good, sound reasons for doing so; 2) ask a question; 3) give some information which offers a different perspective to what someone

else is saying; 4) summarise the argument so far and ask if anyone has anything more to add.

Exercise 36 Preparing for Controversial Discussions In small groups, select one or more of the following controversial topics (or the group can agree on a topic which is of local and current interest to themselves). Controversial topics have been selected in order to allow the group members to present as wide a variety of opinions on the subject as possible. Each individual should have time to research some facts and to prepare their arguments. The group should set a time and date when the discussion is to take place. The group should aim to come to some agreement about the issue at the end of the discussion, although it must be understood that often there will be some people who will not change their opinions. It would be valuable if an observer (who might be the tutor) evaluated the contribution and performance of the members of the group. This can be done using the attached form.


8 SPEAKING AND LISTE LEV

SLd/L1.1 SLd/L1.2 SLd/L1.3

NING EL 1

Excellence in skills development Controversial issues for practising taking part in a discussion

1) Is it right that families should be evicted if their children persistently cause trouble in an area?

2) Should be parents be jailed if their children persistently truant? 3) Should treatments for smoking and alcohol related diseases and for obesity, be

given on the NHS? 4) Should immigrants be eligible for the benefits of social welfare? 5) Who is responsible for the current high level of debt, the banks or the individual

borrowers? 6) Should learners pay tuition fees? 7) Should drivers of extra large vehicles have to pay higher taxes? 8) Should a nightclub be built close to a residential area? 9) Should towns be fully covered by CCTV cameras? Is this an infringement of

our civil liberties? 10) Are there too many speed cameras on the roads today? 11) Should some of the goods currently moved by road be moved onto the

railways? 12) Are the prices of rail tickets forcing people back into their cars?

The group could bring in a selection of the week’s newspapers, both local and national. There are bound to be quite a few topics in them that are newsworthy at the time and about which everyone can have an opinion.

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Peer Evaluation/Feedback Sheet for Taking Part in a Discussion Level 1

Name of participant

Name of evaluator

Subject of discussion

Date

Criteria

Did the participant: Evidence Good Satisfactory Unsatisfactory

Speak clearly in a way that suited the subject, purpose and situation?

Voice

Tone of voice

Pace/speed of speech

Language used

Clear/loud

Lively

Steady pace

Appropriate

Clear

Fair

Slightly too fast

Fair

Unclear/mumbled

Dull/read from notes

Too slow

Inappropriate

Keep to the subject?

Kept to the point Relevant Partly Irrelevant





Criteria

Did the participant: Evidence Good Satisfactory Unsatisfactory

Structure what they said to help listeners understand their meaning?

Explained their points of view clearly

Eye contact

Body language

Tried to summarise the discussion

Clear

Good

Confident

Good attempt

Partly

Fair

Fair

Fair attempt

No

Little eye contact

Seemed unconfident

Needs improvement/not attempted

Show listening skills?

Asked relevant questions

Respected the right of others to speak

Invited others to speak

Interrupted a speaker in an appropriate manner

Note any body language (e.g. gestures, eye-contact) displayed

Yes

Yes

Yes

Yes

Questions were only partly relevant

Sometimes

Sometimes

Sometimes

No

No, displayed rude, or blocking tactics

No

Inappropriate manner used.





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Documents

Functional Skills English...Functional Skills English Level 1 Learning Resource 8 Speaking and Listening SLIr/L1.1-6 SLc/L1.1-4 SLd/L1.1-3 SPEAKING AND LISTENING LEVEL 1 ©West Nottinghamshire