Lined literacy paper

Lined literacy paper is at the end of the first chapter and can be photocopied. The concept of writing onlines may be new and challenging to learners who have not had prior experience with writing. Forming the letters correctly, in proportion, and appropriately above and below the lines may also be new concepts. Aim for ease and flow before accuracy.

GENERAL ACTIVITIES

Language Experience

Language experience is a technique that provides learners with insights into the relationship between spoken and written language. Ask learners to tell a ‘story’ about what they did this morning or information about themselves. Instructors write the story as learners tell it. It can be as short as a few sentences, or longer, depending on the learners. Then ask learners to read the story, cut up the sentences, and ask learners to put the sentences in order. Then, cut up the individual words and ask learners to put the words in order to complete the sentence. Randomly point to individual words and ask learners to read the words. Instructors can also white out a few important words in the story. Have another copy of the story on hand for learners to refer to. Ask learners to fill in the blanks to complete the story. Language experience works well with learners who have a higher level of spoken English than written English.

Flash Cards

Most of the chapters have accompanying picture flash cards which are included at the back of the binder.

• Match the words found at the end of each chapter with the flash cards.
• Reinforce vocabulary orally by talking about the pictures on the flash cards.
• Arrange the flash cards in alphabetical order.
• Use to introduce or review vocabulary.
• Use to practice asking common questions (i.e. “Do you have any bananas?”)
• Group cards into categories (i.e. likes and dislikes,have and don’t have, in Canada and in my country, rooms of the house, meals, daily activities, etc).
• Introduce/review prepositions by saying or writing a sentence using a simple preposition and ask learners to place the flash cards in the same way.For example, instructors can say, “The lamp is beside the bed.” Learners take the flash cards and place them beside each other.
• Write about the flash cards. If using the ‘go shop-ping’ flash card, learners can write or copy a sentence about shopping (i.e. “I go shopping on Saturday.”)
• Describe an object and others guess what it is.

Making a Bingo Game

Number Bingo

• Photocopy the blank bingo card (at the end of the Food chapter) for as many learners as you have.
• Write numbers or words for numbers in the spaces on the Bingo card. You can ask learners to write the numbers or words on the card.
• Be sure to make every card different.
• Make a set of word cards that include all the words used on the Bingo cards. These can be used for the person calling out the words.

Word Bingo

• Photocopy the blank bingo card (at the end of the Food chapter) for as many learners as you have.
• Write the words in the spaces on the Bingo card or ask learners to write words on the card.
• Be sure to make every card different.
• Make a set of word cards that include all the words used on the Bingo cards. These can be used for the person calling out the words.