This guide provides information on developing and implementing a class on oral communication for adults in literacy education in Australia. It is organized in five chapters. Chapter 1 puts the course in the context of changes in literacy education policy and provides information on oral communication competencies. Chapter 2 provides the teacher with knowledge about language--a theoretical and historical background to the oracy competencies. Activities in this chapter aim to develop knowledge about spoken and written language differences, the social context of talk, research and reflection on one's own language environment, critical language awareness, and values clarification on attitude to varieties of language. Chapter 3 is about curriculum design. It outlines a concept of curriculum consistent with the needs of students, systems, and institutions and presents a model of curriculum that incorporates competencies without being competency driven. Chapter 4 puts together knowledge about language and knowledge about curriculum. A four-step curriculum planning model takes teachers through the process of designing oracy curriculum specific to a given context. The activity section of this chapter gives teachers an opportunity to try out the four-step model and provides examples of two types of teaching approach relating to class discussions and making telephone calls. The final chapter contains some case studies from adult literacy oracy classes. The guide contains a list of 81 references and an annotated bibliography containing 44 citations. (KC)