VU21450 Give and respond to short, simple verbal instructions and information

Unit Code

VU21450

Unit Title

Give and respond to short, simple verbal

instructions and information

Unit Descriptor

This unit describes the basic speaking and listening

performance outcomes, skills and knowledge required by adult
learners of English as an additional language. It focuses on
giving and responding to simple instructions and short verbal
descriptions directly related to immediate personal and social
needs.
The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency
Ratings) descriptors for Speaking and Listening. They
contribute directly to the achievement of Speaking 1+ and
Listening 1+
and
the Australian Core Skills Framework(ACSF). They
contribute directly to the achievement of ACSF indicators of
competence in Oral Communication at Level 1.

Employability Skills

This unit contains employability skills.

Application of the Unit

This unit applies to participants wishing to develop speaking

and listening skills in English to satisfy immediate personal
needs in exchanges in familiar and in most cases predictable
contexts e.g. shopping, commuting, health, school / college.

Element

Performance Criteria

Elements describe the

essential outcomes of a unit
of competency. Elements
describe actions or outcomes
that are demonstrable and
assessable.

Performance criteria describe the required performance needed to

demonstrate achievement of the element they identify the standard
for the element. Where bold/italicised text is used, further information
or explanation is detailed in the required skills and knowledge and/or
the range statement. Assessment of performance is to be consistent
with the evidence guide.

1 Respond to short,
simple everyday verbal
instructions or directions

1.1 Identify simple everyday verbal instructions

and directions in a range of familiar contexts
1.2 Follow instructions or directions relating to
movement and position
1.3 Follow instructions or directions involving
simple measurement, amounts or sizes

2 Give short, simple

everyday verbal instructions or directions

VU21450 Give and respond to short, simple verbal instructions and information

2.1
Id

entify the purposes and contexts for simple

everyday instructions or directions

2.2 Use imperative forms to convey meaning

2.3 Use supports as required
2.4 Respond to requests for repetition, clarification or
e xpla nat ion
3 Follow simple oral texts

3.1 Identify the topic of the simple oral text

3.2 Locate and explain key words and expressions in the

text
3.3 Identify simple explanations
4 Give simple information

4.1

Introduce the topic

4.2 Convey meaning using simple description or

narration
4.3 Give simple explanations about the
information

Required Knowledge and Skills

This describes the essential skills and knowledge and their level required for this unit.

Required Linguistic knowledge and skills:

a limited number of simple words, simple structures, phrases and expressions related to
simple descriptions and instructions e.g.
left, right, straight ahead, turn right, turn left
Its on the right.

simple every day adjectives e.g. to convey attitudes, opinions and feelings e.g.
I am sad about this
This is an important topic

simple time and place words and phrases in simple descriptions and instructions e.g.
adverbial time expressions every day, twice a week
before, after, here, there

a limited range of simple high frequency connectives e.g.

and, so, or, but, when, because, Turn left and go ahead

a limited range of simple discourse markers to convey instructions and information e.g.
next, then, after

a limited range of common high frequency verb tense forms e.g.

simple present

 simple past
simple imperative

 future with will and going to

simple personal singular pronouns e.g. I, you he/she

simple possessive adjectives e.g. my, your, his/hers
simple questions and statements:
for information e.g.
Who is it?
What time is it?
Where is it? Its there
I think...What do you think?
to seek clarification, repetition or explanation e.g. I dont understand. You mean?

intonation of questions, statements and instructions

simple frequently used modifying words e.g. nearly, very
some simple phrasal verbs e.g. get off, pick up, pull up
simple paralinguistic cues e.g. body language to interpret and convey meaning and
acknowledge understanding
intonation of questions, statements and commands e.g. to convey feelings
pronunciation, stress and intonation which is generally intelligible with high frequency
words in familiar, supportive contexts
Required sociolinguistic and cultural knowledge and skills :
appropriate familiar forms of address, use of first names, titles e.g. Mr, Mrs
a limited range of common colloquialisms e.g. see ya!
a limited range of common polite expressions e.g. Thanks for your help.
Required numeracy knowledge and skills:
basic money, quantities and distance related to simple exchanges in familiar contexts
money e.g. price of a ticket
quantities e.g. Add 100 grams of sugar
distance e.g. Turn right after 200 metres

Range Statement
The Range Statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold / italicised wording in the
Performance Criteria is detailed below.

Simple everyday verbal

instructions and directions may
include:

everyday instructions related to familiar, immediate

needs, e.g. how to operate simple machines like a
photocopier
Dont open/close it.
Put the paper here then press this button.

 how to complete a classroom

task

Write your name here.

 following a simple recipe

Cut the onions and cook them slowly in oil.

one or two step instructions or directions joined by

and, then or next e.g.
Go straight to the lights, then turn right.
Then do exercise 3.

instructions and directions which include simple

numerical information related to time, distance,
money e.g.
You need to pay $5 for the excursion

Range of familiar contexts may

include:

classroom, e.g. teacher-led and group activities

library
front reception
using familiar equipment e.g. a photocopier,
computer program
community setting, e.g. child care centre within a
community education centre, shared kitchen
canteen
train station
on an excursion

Movement and position may

include:

turn, left, right, around, behind, up, down, etc

Simple measurement,
amounts or sizes may include:

metres, kilometres,
numbers
grams, kilograms
litres
large, small

Purposes and contexts may

include

giving everyday directions related to familiar,

immediate needs e.g. how to get to the station/bus
stop/shopping centre

Page 120

 giving someone
assistance e.g. in
a classroom

Imperative forms may include

activity
providing instructions on how to make or do
something as part of a classroom demonstration
Simple instructions e.g.

Page 121

 Go straight to the lights and turn right

Negative form e.g

Dont open it quickly

Simple warnings or advice e.g

Open the cover slowly

Simple expressions related to quantity, size, shape,

eg:
Cut into squares
Add 600ml of water

Supports may include:

diagrams and drawings

maps
realia
photos
video or audio
Simple oral text may include:

announcements (loudspeaker), e.g. train departure

information
weather reports on radio and TV
telephone voice mail recorded greetings
touch screen recordings
poems, stories and recounts read or recited by
peers, teachers and in recordings
digital stories
sound bites from websites e.g. You tube

Key words may include:

who? People
what? Objects, events, actions
where? Locations, places
when? Time, day, month, year

Simple explanations may

include

reasons with familiar expressions of feeling or

attitude e.g. Im happy / sad / angry
simple opinions e.g.

 I think this is a good class

because we listen
I feel tired today

I dont like football

I hope I can study next year

Introduce the topic may include:

giving an explanation for the topic of a short

presentation e.g.
I am interested in this topic because...

responding in an interview e.g. about future study

plans
I want to continue my English studies because I hope
to study nursing

bringing a new topic to a conversation e.g.

Can we talk about this now?

introduction as part of a classroom communication

activity e.g. providing a description of a person using
new vocabulary and expressions
initiating a conversation and providing information as
explanation e.g. eligibility for a course.
Simple description or
narration
may include:

people
places, times
things
routines
events and actions
outline of simple problems
personal circumstances e.g. past education

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the
Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the
Assessment section in Section B of the Accreditation Submission.

Critical aspects for assessment

and evidence required to
demonstrate competency in
this unit

Assessment must confirm the ability to:

use familiar conventions and linguistic knowledge to:
give and respond to simple spoken instructions on a
limited range of familiar topics,
give and respond to simple oral information texts on a
limited range of familiar topics in short exchanges,
use communication strategies to clarify meaning and
information

Context of and specific

resources for assessment

Assessment must ensure:

assessment tools
developed for this
unit utilise

resources from the students immediate context

which are familiar and culturally sensitive
support for the learner takes into consideration the

following factors:
need for a sympathetic speaker / interlocutor using clear, slow and repeated speech.
utterances will be limited in length and complexity.
visual and paralinguistic support should be provided
dependence on context to understand meaning
need for clarification when meaning is not understood, repetition, restatement, gestures
learner will have developing sociolinguistic and cultural knowledge
common errors will occur in verb tenses, agreement, some pronouns
speaking will usually be characterised by hesitations and circumlocutions and strongly
influenced by L1
pronunciation of high frequency words and expressions will generally be clear enough to be
understood but there may be some pronunciation difficulties
Assessment should take into account intelligibility over pronunciation.

Method(s) of assessment

The following assessment methods are suitable for this

unit:
Observation of performance
third party feedback from teachers,
community members or peers
role plays
additional verbal questioning to confirm
linguistic, sociolinguistic and cultural knowledge
used in short simple oral communication