listening english l1 speaking and listening

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Functional Skills

English

Level 1

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Excellence in skills development

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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.

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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….”

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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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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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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?

………

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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 ………...

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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:

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.

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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

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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

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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.

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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

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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?

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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

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Resource Sheet 1 (2 Pages)

Cereal

Oat

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Chair

Globe of the World

Cup and Saucer

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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.

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Resource Sheet 2

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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?

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Resource Sheet 3 (3 pages) Shape 1

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Shape 3

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Shape 6

Exercise 8 Following Instructions to Draw Simple Figures

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Resource Sheet 4 (2 pages)

Snowman

Postbox

Post Box Collection

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C

h

e

s

to

fD

ra

w

e

rs

Aeroplane

House

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Exercise 9 Layout of a Bungalow

Back Door

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

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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.

Shops and Businesses

Bakery Shoe Shop

Café Sports Shop

Car Park Stationers

Library Supermarket

Men’s Clothing Shop Post Office

Town Hall Toy Shop

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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

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

8 9 10

7 11

6 12

5 13

4 14

3 15

19 23 26 29

20 24

27 30

21

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Exercise 12Tutor 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

25) Construction Crafts

Classification 1) Fiction

2) Crafts and hobbies

3) Home Improvements

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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

Library Bank

Supermarket

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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.

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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

9

8

11

10

START HERE

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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?

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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.

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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

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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

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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?

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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

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pleasure

relaxation

restlessness

mental fatigue

dislike/disgust

impatience

guilt shyness

happiness

haste

fear

interest

shame

love

embarrassment sadness

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Exercise 15 Non-Verbal Communication

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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

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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,

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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.

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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

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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

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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.

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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

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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.

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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.

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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

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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?

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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.

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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.

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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

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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

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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?

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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.

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Feedback sheet

Criteria Evidence Good Satisfactory Unsatisfactory Speak clearly in

a way that suits

Gave a reasoned response for their opinion

Showed

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General Comments:

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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.

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

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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

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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.

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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

Quite quick Careless/fun Quite loud Casual Extravagant

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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.

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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.

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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

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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.

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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;

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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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

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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

listening english l1 speaking and listening

Functional Skills

English

Level 1

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Contents

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Cereal

Oat

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Chair

Globe of the World

Cup and Saucer

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Snowman

Postbox

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House

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anger irritation

depression boredom

discomfort Shock

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