A Guide to Customized Literacy Training - Quebec

to customizedA GUIDE

BOOK 2

LITERACY TRAINING

becQue

Third edition

English Literacy Objectives

to customizedA GUIDE

LITERACY TRAINING

Third edition

Direction de la formation générale des adultes

BOOK 2English Literacy Objectives

© Gouvernement du QuébecMinistère de l�Éducation, 1998 � 98-0957

ISBN 2-550-34008-6

Dépôt légal � Bibliothèque nationale du Québec, 1998

I

PRINCIPAL CHARACTERISTICS

This document of English Literacy objectives, which is presented in four steps, is not simply a bankof objectives. The document includes an explanation of each objective and the content to be coveredunder that objective as well as several suggested activities which may be used to attain the objective.

The presentation of the objectives has been simplified as much as possible. Objectives in all foursteps are listed according to five categories: Listening and Speaking objectives, Reading objectives,Writing objectives, Vocabulary objectives and, finally, objectives related to Thinking Skills. Certainobjectives were omitted, and others were combined or simplified to better suit the new format. Thereis no longer any question of intermediate and terminal objectives. Each objective is first stated, andthen subdivided under Explanation and Content. Each objective also includes a list of suggestedteaching activities.

II

THE CODES

Each objective has a code: L.S. for Listening and Speaking. R. for Reading, W, for Writing, V. forVocabulary, and T.S. for Thinking Skills. The number indicates the specific objective.

Example: L.S.1.1 means: Listening and SpeakingStep 1Objective 1

T.S.1.12 means: Thinking SkillsStep 1Objective 12

The letter P (prerequisite) printed in the P column beside a given objective indicates that thisparticular objective must be mastered before going on to the next step.

Please see the Table of Contents at the beginning of each Step for an overview of all objectiveswithin the step. Prerequisite objectives are also repeated in these tables.

III

THE OBJECTIVES

The Explanation and Content section describes the concepts to be covered by the adult learners ineach step. It makes it possible to verify progress in the content from one step to the next. The adultlearners should cover all the objectives proposed in order to realistically acquire the basic concepts inEnglish. The adult learners must master the prerequisites in each step in order to go on to the nextlevel.

ORGANIZATION OF THE ACTIVITIES

The teacher should take care to balance the amount of time spent each week on the activities relatedto listening and speaking, reading, writing, vocabulary, and thinking skills. The time devoted to eacharea of knowledge varies according to the step. The acquisition of knowledge and skills should bedeter-mined above all by functional criteria of effectiveness in understanding and making oneselfunderstood. The adult learners should constantly strive to transfer their skills to concrete everydaysituations. This is where the teacher plays a fundamental role.

IV

REVIEW AT THE BEGINNING OF EACH STEP

At the beginning of each step, the preceding step should be reviewed, especially the objectives thatwill not be dealt with again.

V

TABLE OF CONTENTS

A Table of Contents at the beginning of each step provides an overview of the progression ofobjectives with the step. Prerequisite objectives and page numbers are also indicated.

Certain content is only covered in one step and is a prerequisite for the following steps. In thesecases, the adult learners should use this time to become familiar with this content and learn itsystematically in order to build on it in subsequent steps. The nature and difficulty of the contentdetermines the number of steps devoted to it. It is also important to take into account the fact thatsome adults learn faster or more slowly than the average person the material is addressed to.

Not all the content is a prerequisite for completing the fourth step. There are two reasons for this: ifthe adult learners continue at the presecondary level, they will already have begun to learn certainconcepts, and if they end their studies at this point, they will at least have developed a minimum ofskills.

VI

FUNCTIONAL TRAINING

Literacy training is of a functional nature (see Note 2 in Book 1). In terms of the training offered bypre-secondary education services, this approach may be described as follows:

• Teaching/learning is determined above all by the functional needs of the adult learners ratherthan by academic requirements.

• The progress of teaching/learning is adapted to the rate of the adult learners rather than to astandard rate that is usually demanded at the presecondary level.

• Evaluation of learning is based on functional criteria set by the adult learners themselves ratherthan on standards of promotion by subject.

• The transfer of learning favoured is of a lateral nature involving the use of the learning ineveryday life, rather than of a vertical sequential nature involving the use of the learning at ahigher level of difficulty.

VII

GLOSSARY

The Glossary on page IX defines in more detail some of the teaching terms and techniques referred toin the Suggested Activities columns of Book 2.

BIBLIOGRAPHY

The Bibliography at the end of Book 2 lists references which have guided our work and which shouldserve as additional resource materials for teachers working with the objectives.

VIII

ADVANCEMENT TOTHE SECONDARY

LEVEL

If adult learners show behaviour that meets the following criteria, they may go on to thepresecondary level:

• They plan to pursue their education at the presecondary level. • They have mastered all the objectives in Steps 1 and 2:

− have acquired all the knowledge;− demonstrate all the skills.

• They show autonomy:− work on their own;− understand and follow written and oral instructions.

• They show a good rate of learning:− often do their work correctly in less time than the others;− have not spent more than two sessions on Step 2.

• Their attendance at a course in Orientation Services confirm their eligibility foradmission to the presecondary level.

IX

GLOSSARY

Cloze − a technique to improve reading comprehension. The activity requires filling in the blanks with

suitable word choices.

Echo reading − a procedure to improve reading fluency. The pupil follows and echoes a model of oral reading.

Embossed Fernaldmethod

− a multi-sensory technique used for learning spelling or reading. It is a technique used to helppoor spellers:

1) A large, clear model of the word should be made on paper in pen or marker. For the leastskilled adult learners, an embossed model may be made by writing the word with a crayonon a paper placed on top of a piece of wire screening.

2) A dot is placed to the left of the word. The adult touches the dot, says the word, then tracesover the model with his/her finger while saying the whole word again. This tracingsequence is repeated two or three times until the word feels learned.

3) The word should then be visualized and traced in the air. If the adult cannot visualize thewhole word, then step 2 should be repeated.

4) The adult should then try to write the word on a piece of paper without looking at themodel. If the adult makes an error, he/she should begin step 2 again.

5) Once the adult is able to write the whole word successfully, without errors, he/she knowsthe word. However the learning should be tested three times; if the learner write the wordcorrectly each time, he/she really knows the word.

X

Glass analysis fordecoding only

− a perceptual conditioning technique which uses letter clusters (e.g., at) to teach decoding skills.For example: sat, bat, mat , fat, cats, patting, batter, chatter, scratching.

Language experience approach

− an approach which uses the adult�s own oral expression as a springboard for reading andwriting.

Paired reading − a strategy in which pairs of adults practise oral reading by using materials of their choice.

Radio reading − an oral procedure which focuses the reader�s attention on the material being read by holding

him/her responsible for the message of the passage.

Reader�s theatre − a technique in which a piece of literature or other material is divided into parts and read orally.This method enables adults of varying levels of ability to participate in a group presentation.

Request − a sentence-by-sentence questioning technique designed to improve reading comprehension.

6-pack spelling − an approach of learning spelling.

Speech-to-print − a way to help adult learners relate the sounds of letters to the printed word and its meaning.

S.W.I.S.H. − a time (about 5-10 minutes) set aside for Silent Writing Intensive Sustained Habit, in whichthe adult learner writes continuously in order to produce quantity. Initially the adult is asked towrite as many words as possible in six minutes. The adult may select a topic or write whateverthoughts or words randomly enter his/her mind. The key is to keep the pencil or pen inconstant motion. There is no restriction on the grammar or spelling and the adult does nothave to show the content to anyone unless he/she wants to. The adult may count the number ofwords written in sentence form and record the number in a notebook. The quantity of writingmay be reviewed by the teacher in order to monitor the adult�s progress.

XI

Taped reading orreadalong

− a procedure designed to increase reading competence by exposing adults to vocabulary incontext while following a model of oral reading.

U.S.S.R. − a time (about 15 minutes) set aside for Uninterrupted Sustained Silent Reading, in which theadult learner is given the opportunity to practise reading skills, using library books of his/herown choice.

Visual tracking − a strategy which encourages directionally, letter knowledge, accuracy, and speed.

Word fluency − an oral technique designed to stimulate vocabulary development.

XII

APPENDIX 1

BIBLIOGRAPHY

Bell, J., and Burnaby, B.A. A Handbook for E.S.L. Literacy. Toronto: OISE Press/Hodder andStoughton, 1986.

Bell, Nancy. Visualizing and Verbalizing for Language Comprehension and Thinking. Paso Robles,CA: Academy of Reading Publications, 1986.

Ekwall, Eldon E. Locating and Correcting Reading Difficulties. Columbus, Ohio: Charles E. Merrill,1981.

Fernald, Grace. Remedial Techniques in Basic School Subjects. New York: McGraw Hill. 1943.

Fina, James and Weiser, Marjorie P.K. (editors). English Skills by Objectives (Book Three). Toronto:Cambridge Book Company, 1985.

Heilman, Arthur W., and Holmes, Elizabeth A. Smuggling Language into the Teaching of Reading.Colombus, Ohio: Charles E. Merrill, 1978.

Kindler, Don. Picture Prompts. Surrey and Edinburgh: Nelson, 1987.

Kirk, Samuel, A. Educating Exceptional Children. Boston, Mass.: Houghton Mifflin, 1979.

XIII

Lapray, Margaret H. On the Spot Diagnosis File. West Nyack, New York: The Center for AppliedResearch in Education Inc., 1975.

Lee, W.R., Language Teaching Games and Contests. Second edition. Oxford: Oxford UniversityPress, 1986.

Martin, Dave. Communicating Skills / A Language Arts Program / Levels 3 to 8. Toronto: D.C. HeathCanada, 1989.

Moffett, James and Wagner, Betty Jane. Student-Centered Language Arts and Reading. K-13.Boston: Houghton Mifflin, 1976.

Morgan, John, and Rinvolucri, Mario. Vocabulary. Oxford: Oxford University Press, 1986.

Murphy, Coren. Challenger Adult Reading Series, Syracuse, New York: New Readers Press, 1988.

Pope, Lillie. Teaching Remedial Reading. Brooklyn, New York: Book-Lab, 1975.

Toglia, Richard. Picture It! New York: Regents, 1981.

Winterowd, W. Ross, and Murray, Patricia Y. English Writing and Language Skills (Third Course).New York: Harcourt Brace Jovanovich, 1983.

_________________________. Curriculum Guide and Resource Book. Victoria, B.C.: Ministry ofAdvanced Education and Job Training Publication Series, 1987.

STEP ONE

2.1

TABLE OF CONTENTS - STEP ONE

LISTENING AND SPEAKING

Number Objective Page Prerequisite

L.S. 1.1

L.S. 1.2

L.S. 1.3

L.S. 1.4

L.S. 1.5

L.S. 1.6

L.S. 1.7

L.S. 1.8

L.S. 1.9

L.S. 1.10

L.S. 1.11

L.S. 1.12

L.S. 1.13

L.S. 1.14

L.S. 1.15

L.S. 1.16

To speak loudly enough to be heard ....................................................................................... 2.11

To answer specific factual questions ....................................................................................... 2.12

To be able to provide personal information clearly .................................................................. 2.13

To listen to and correctly interpret a short sequence of instructions ........................................ 2.14

To recall specific information heard ........................................................................................ 2.15

To receive messages and directions accurately ........................................................................ 2.16

To ask questions and make requests ......................................................................................... 2.17

To relate one�s own experiences to ideas and concepts heard and read ................................... 2.18

To relate experiences, feelings and ideas ................................................................................. 2.19

To express opinions ................................................................................................................. 2.20

To listen to short stories, accounts and discussions ................................................................. 2.21

To pronounce correctly all words commonly used .................................................................. 2.22

To give instructions clearly so that others may follow them ................................................... 2.23

To listen to others in order to take part in a discussion ............................................................ 2.24

To learn to keep to the topic under discussion ......................................................................... 2.25

To relate to others by acknowledging their input and opinions ............................................... 2.26

P

2.2

STEP ONE

READING


R. 1.1

R. 1.2

R. 1.3

R. 1.4

R. 1.5

R. 1.6

R. 1.7

R. 1.8

R. 1.9

R. 1.10

R. 1.11

R. 1.12

R. 1.13

R. 1.14

R. 1.15

R. 1.16

R. 1.17

R. 1.18

To understand the need to communicate in society ................................................................. 2.27

To define personal need and desire to read .............................................................................. 2.28

To associate words with meaning ............................................................................................ 2.29

To enjoy listening to and reading the sounds and rhythms and images of language ............... 2.30

To enhance the imagination by reflecting on words, stories and ideas .................................... 2.31

To recognize visual differences in letters ................................................................................ 2.32

To recognize each letter of the alphabet .................................................................................. 2.33

To recognize the difference between capital and lower-case letters ........................................ 2.34

To observe the general appearance of a word as a clue to word recognition ........................... 2.35

To take risks ............................................................................................................................. 2.36

To develop a basic sight vocabulary ........................................................................................ 2.37

To identify initial and final sounds .......................................................................................... 2.38

To recognize and distinguish between short vowel sounds ..................................................... 2.39

To recognize two-consonant digraphs as representing one sound ........................................... 2.40

To listen for words that rhyme ................................................................................................. 2.41

To recognize the sounds of er, ur, ir, ar, or ............................................................................. 2.42

To recognize long vowel sounds .............................................................................................. 2.43

To recognize frequently used homophones............................................................................... 2.44

P

P

P

P

P

P

P

P

P

2.3

STEP ONE

READING


R. 1.19

R. 1.20

R. 1.21

R. 1.22

R. 1.23

R. 1.24

R. 1.25

R. 1.26

R. 1.27

R. 1.28

R. 1.29

R. 1.30

R. 1.31

R. 1.32

R. 1.33

R. 1.34

R. 1.35

R. 1.36

To recognize root words .......................................................................................................... 2.45

To recognize word endings used to indicate verb tense or plural ............................................ 2.46

To form contractions ................................................................................................................ 2.47

To recognize consonant blends ................................................................................................ 2.48

To recognize compound words ................................................................................................ 2.49

To pronounce words by sound only ......................................................................................... 2.50

To understand and apply the principle of syllabication ........................................................... 2.51

To understand the concept of abbreviation .............................................................................. 2.52

To use possessives ................................................................................................................... 2.53

To recognize that some letters have more than one sound ...................................................... 2.54

To recognize vowel digraphs ................................................................................................... 2.55

To recognize silent letters in frequently used words ................................................................ 2.56

To recognize, understand and use the most common prefixes and suffixes ............................ 2.57

To respond to basic reading requirements ............................................................................... 2.58

To use accumulated knowledge to derive meaning from reading ............................................ 2.59

To use context cuing ................................................................................................................ 2.60

To determine the organization and type of reading material ................................................... 2.61

To identify the purpose and content of different types of texts ............................................... 2.62

P

P

P

2.4

STEP ONE

READING


R. 1.37

R. 1.38

R. 1.39

R. 1.40

R. 1.41

R. 1.42

R. 1.43

R. 1.44

R. 1.45

R. 1.46

To gain the confidence to select personal reading material ..................................................... 2.63

To enhance the imagination by accepting and reflecting upon words, stories and ideas ......... 2.64

To tell time ............................................................................................................................... 2.65

To use a calendar ..................................................................................................................... 2.66

To recognize common symbols ............................................................................................... 2.67

To use alphabetical order ......................................................................................................... 2.68

To become familiar with the organization of a simple dictionary ........................................... 2.69

To use a dictionary to find the meaning of words .................................................................... 2.70

To use a dictionary to find the spelling of a word .................................................................... 2.71

To use schedules/timetables ..................................................................................................... 2.72

2.5

STEP ONE

WRITING


W. 1.1

W. 1.2

W. 1.3

W. 1.4

W. 1.5

W. 1.6

W. 1.7

W. 1.8

W. 1.9

W. 1.10

W. 1.11

W. 1.12

W. 1.13

W. 1.14

W. 1.15

W. 1.16

W. 1.17

W. 1.18

To print or write one�s name .................................................................................................... 2.73

To print lower-case and capital letters of the alphabet ............................................................ 2.74

To print words legibly .............................................................................................................. 2.75

To be willing to write despite spelling problems ..................................................................... 2.76

To use copying as an aid to writing and spelling ..................................................................... 2.77

To understand the concept of separate words .......................................................................... 2.78

To recognize a sentence as a complete thought ....................................................................... 2.79

To write simple sentences ........................................................................................................ 2.80

To distinguish between a complete sentence and a sentence fragment ................................... 2.81

To use a capital at the beginning of a sentence ........................................................................ 2.82

To use end punctuation correctly ............................................................................................. 2.83

To provide personal information ............................................................................................. 2.84

To write questions .................................................................................................................... 2.85

To use capitals for proper nouns .............................................................................................. 2.86

To become a willing and confident writer ............................................................................... 2.87

To prepare to write ................................................................................................................... 2.88

To write independently ............................................................................................................ 2.89

To write for content and meaning ............................................................................................ 2.90

P

P

P

P

P

P

P

P

P

2.6

STEP ONE

WRITING


W. 1.19

W. 1.20

W. 1.21

W. 1.22

W. 1.23

W. 1.24

W. 1.25

W. 1.26

W. 1.27

W. 1.28

W. 1.29

W. 1.30

W. 1.31

W. 1.32

W. 1.33

W. 1.34

W. 1.35

W. 1.36

To edit and revise .................................................................................................................... 2. 91

To write and present a final copy ............................................................................................ 2. 92

To receive and write messages ................................................................................................ 2. 93

To write informal notes ........................................................................................................... 2. 94

To write greeting cards and postcards ..................................................................................... 2. 95

To address an envelope correctly ............................................................................................ 2. 96

To narrate ................................................................................................................................ 2. 97

To record ................................................................................................................................. 2. 98

To inform ................................................................................................................................ 2. 99

To describe ............................................................................................................................. 2.100

To write as a means of expressing oneself, ordering one�s experience, clarifying one�sthoughts and ideas .................................................................................................................. 2.101

To vary sentence structure and length..................................................................................... 2.102

To choose words carefully to suit the precise meaning intended ........................................... 2.103

To write concisely and clearly ............................................................................................... 2.104

To use transitional devices smoothly ..................................................................................... 2.105

To use cursive writing ............................................................................................................ 2.106

To understand the use of periods in abbreviations ................................................................. 2.107

To use verbs and verb forms correctly ................................................................................... 2.108

2.7

STEP ONE

WRITING


W. 1.37

W. 1.38

W. 1.39

W. 1.40

W. 1.41

W. 1.42

W. 1.43

W. 1.44

W. 1.45

W. 1.46

W. 1.47

W. 1.48

W. 1.49

W. 1.50

W. 1.51

W. 1.52

W. 1.53

W. 1.54

To make subject and predicate agree ..................................................................................... 2.109

To form the present tense in the third person ........................................................................ 2.110

To form the negative correctly ............................................................................................... 2.111

To use and spell common plural nouns correctly .................................................................. 2.112

To use and spell singular and plural possessive pronouns correctly ...................................... 2.113

To use auxiliary verbs ............................................................................................................ 2.114

To use the apostrophe in contractions and possessives ......................................................... 2.115

To use negative and affirmative forms of contractions .......................................................... 2.116

To use the comma correctly ................................................................................................... 2.117

To avoid using double negatives ............................................................................................ 2.118

To omit unnecessary words .................................................................................................... 2.119

To use capitals in titles ........................................................................................................... 2.120

To choose the correct forms of pronouns for subject and object ........................................... 2.121

To understand and use the letter format ................................................................................. 2.122

To spell words used in social and work settings .................................................................... 2.123

To know the spelling of frequently used words with unusual spelling .................................. 2.124

To create a personal spelling dictionary ................................................................................. 2.125

To use a logical approach to spelling ..................................................................................... 2.126

P

2.8

STEP ONE

WRITING


W. 1.55

W. 1.56

W. 1.57

W. 1.58

W. 1.59

W. 1.60

W. 1.61

To use a multisensory approach to spelling ........................................................................... 2.127

To use visual techniques to learn spelling ............................................................................. 2.128

To use an auditory approach to spelling ................................................................................ 2.129

To spell words frequently used in writing ............................................................................. 2.130

To take dictation to help learn spelling .................................................................................. 2.131

To remedy patterns of errors the adults make in spelling ...................................................... 2.132

To use sound clues to look up words in a simplified dictionary ............................................ 2.133

2.9

STEP ONE

VOCABULARY


V. 1.1

V. 1.2

V. 1.3

V. 1.4

V. 1.5

V. 1.6

V. 1.7

V. 1.8

V. 1.9

V. 1.10

V. 1.11

V. 1.12

V. 1.13

V. 1.14

V. 1.15

V. 1.16

To talk about things heard, seen or read ................................................................................ 2.134

To ask questions to clarify procedures and concepts ............................................................. 2.135

To express ideas, facts and opinions clearly .......................................................................... 2.136

To associate the spoken word with pictures and symbols ..................................................... 2.137

To associate the spoken word with the written word ............................................................. 2.138

To build a sight vocabulary relevant to the adults ................................................................. 2.139

To accumulate a reading vocabulary of words needed in the adults� immediate environment.. 2.140

To identify a word by using clues in pictures or cartoons ..................................................... 2.141

To identify a word by using the other words in the same sentence ....................................... 2.142

To predict the meaning of an unknown word when it is part of a list of known words ......... 2.143

To use familiar words to help in defining a new word .......................................................... 2.144

To use root words as an aid to understanding meanings ........................................................ 2.145

To recognize compound words .............................................................................................. 2.146

To enrich vocabulary by learning new meanings for familiar words ..................................... 2.147

To use synonyms and antonyms to bring precision and variety to language ......................... 2.148

To develop new words by expanding on familiar words ....................................................... 2.149

P

P

P

2.10

STEP ONE

THINKING SKILLS


T.S. 1.1

T.S. 1.2

T.S. 1.3

T.S. 1.4

T.S. 1.5

T.S. 1.6

T.S. 1.7

T.S. 1.8

T.S. 1.9

T.S. 1.10

T.S. 1.11

T.S. 1.12

T.S. 1.13

T.S. 1.14

T.S. 1.15

To recognize one�s own values .............................................................................................. 2.150

To improve auditory recall ..................................................................................................... 2.151

To improve visual recall ........................................................................................................ 2.152

To read, listen to, and talk about imaginative works ............................................................. 2.153

To recognize similarities and differences .............................................................................. 2.154

To classify items by grouping ................................................................................................ 2.155

To relate to the feelings/behaviour of others ......................................................................... 2.156

To become more flexible in thinking ..................................................................................... 2.157

To understand the concept of sequence ................................................................................. 2.158

To play with words ................................................................................................................ 2.159

To distinguish between fact and fiction ................................................................................. 2.160

To distinguish fact from opinion ............................................................................................ 2.161

To predict events, given facts ................................................................................................ 2.162

To understand analogy ........................................................................................................... 2.163

To reach conclusions based on known evidence ................................................................... 2.164

P

2.11

STEP ONE: GQA 201Listening and Speaking

Objective P Explanation and Content Suggested Activities

L.S. 1.1To speak loudlyenough to be heard.

• To develop self-confidencein the adults so that they areable to clearly expressthemselves in one-to-one orgroup situations.

Content

one-to-one conversationsgroup discussions

1. The teacher pairs off the adults, who begin byReading aloud short conversations prepared by theteacher, with each adult taking a role. Theseconversations should be at an appropriate readinglevel. The adults are instructed to read with clarity,at a slow pace. Reading from a text will ease theadults into conversational roles.

2. The adults are then assigned topics of discussion,which should be of a very general nature. Forexample: What do you do on the weekend? Tell meabout your children. What is your favourite sport?The adults are instructed to speak loudly and clearlyto their partner.

3. The adults are then put into small groups of three orfour. Topics for discussion, of a very general nature,are assigned by the teacher, who then circulatesfrom group to group, ensuring that there is equalinput from each adult and again encouraging them tospeak loudly and clearly.

2.12



L.S. 1.2To answer specific factualquestions.

• To encourage the adults toengage in small talk and to beconfident enough to talk aboutthemselves. • To encourage the adults torespond accurately to specificquestions.

Content

- name, address, workplace- work, hobbies, weather- news stories- information-question words

1. The teacher brainstorms with the adults thequestions which usually arise from conversationswith their co-workers, friends, families, etc. Theseare written on the blackboard.

2. The teacher writes the information-question wordson the blackboard: who, what, when, where, why.

3. The adults are put paired off for role-play conver-sational activities. They practise conversations,pretending they are meeting their partner for the firsttime. They are encouraged to ask specific questionsand to respond accurately to questions, keeping tothe topic at hand.

4. The adults are each given the same picture of ascene, object, etc. and told to examine it for two orthree minutes. The pictures are then turned over.

The teacher asks specific questions to verify whatthe adults remember.

2.13



L.S. 1.3To be able to provide personalinformation clearly.

• To develop in the adultsthe ability to give personal datain various daily life situations. • To develop in the adultsthe ability to effectivelycommunicate appropriateinformation.

Content

- personal data: employment,health

- questionnaires

1. The teacher brainstorms with the adults the types ofpersonal data frequently demanded in various dailylife situations. These are written on the blackboard.For example:- name (family, first)- address- date of birth- occupation- social insurance number- education

The teacher defines each term for the adults andgives them very basic questionnaire forms.

In pairs, the adults practise asking each otherquestions regarding personal information.

2. The teacher provides role-play situations in whichthe adults are asked to give personal informationabout themselves without the use of a questionnaire.For example:- opening a bank account- airline reservation- dentist appointment- job interview- doctor�s appointment- course enrollment

2.14



L.S. 1.4To listen to and correctlyinterpret a short sequence ofinstructions.

• To demonstrate to the adultshow to interpret the steps ineveryday instructions.

• To develop in the adults anawareness of the vocabularyof sequence.

Content

vocabulary of sequence:firstly, then, next, etc.

1. The teacher presents vocabulary associated with asequence of instructions on the blackboard. Forexample: firstly, following this, next, finally.

2. The teacher conducts a discussion of everydayactivities which require following instructions.

3. The adults are given a blank sheet of paper and toldto follow instructions given by the teacher.

The teacher tells the adults to draw a triangle on thetop of the page; next, to draw a circle of about thesame size below it; then, to draw a line across thebottom of the page, and finally, to put a circle onthe right-hand side of the page.

The teacher checks each picture to ensure thatinstructions were followed correctly.

A discussion could follow in which the adults areencouraged to give input on the value of listening,concentrating, and assimilating information.

2.15



L.S. 1.5To recall specific informationheard.

• To develop the adults�ability to listen for detail andto improve memorytechniques.

Content

- stories- weather reports- conversations- memory games

1. The teacher reads aloud, slowly, a short text whichincludes a lot of detail involving dates, time, names,colours, places, etc.

The text may be read several times.

The adults are quizzed orally to recall specificdetails.

The adults could be encouraged to take notes whilelistening.

2. The adults role-play telephone calls in which theyask for information, and later relay the informationto another adult. For example: directory assistance.

3. The adults listen to short news stories, weatherreports, etc. The recording is stopped at certainintervals and the teacher quizzes the adults onspecific information. The teacher asks the adults torecap the highlights.

4. The adults develop word associations to help themremember details.

2.16



L.S. 1.6To receive messages anddirections accurately.

• To teach the adults tofollow directions correctly inthe order in which they aregiven.

• To teach the adults toaccurately interpret messagesand act on them.

Content

- directions (maps)- messages- directions for use (household products)

1. The teacher engages the adults in a physical activitywhich involves following spoken directions. Forexample:- Walk to the front of the room, turn right, walk to

the window�- Turn to page 5 in a text�

2. The adults, in pairs, are given simple street mapswith various locations, buildings, etc. located onthem.

Each adult is given a turn, receiving directions froma classmate, to find locations on the map.

The teacher reminds the adults to use appropriatevocabulary and to be as concise as possible whengiving directions.

3. The teacher begins an activity by giving a shortmessage to one adult, who in turn relays it to thenext, and so on. When the last person has receivedthe message, he or she is asked to tell it to theteacher to see how closely it matches the original.

2.17



L.S. 1.7To ask questions and makerequests.

P • To help the adults phrasequestions correctly and clearly. • To help the adults learn toask appropriate and pertinentquestions. • To help the adults makepolite requests.

Content

- information-question words: wh words- polite requests (vocabulary)- yes/no questions

1. See Objective L.S. 1.2 (information questions).

2. The teacher presents on the blackboard the structureof questions, and various types of questions. Forexample:- Do you know the time? (auxiliary verb, subject,- base verb)- You know it, don�t you? (tag question�- confirmation)- May I borrow your pen? (polite request)- Can I use your pen? (less polite)- Could you tell me�?

3. The adults discuss situations which require morepolite request and less polite requests.

4. The adults role-play situations to practise makingrequests. For example:- public transportation (Which bus goes�?)- directory assistance (411): airlines- restaurants

5. The adults play a twenty questions game (yes/noquestions).

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L.S. 1.8To relate one�s own experiencesto ideas and concepts heard andread.

• To help the adults gainconfidence in giving their inputin informal conversations byenabling them to see the valueof their own experiences as acontribution to discussion. • To help the adults expresstheir own opinions and beliefs.

Content

- opinions- comments- discussions

1. The teacher presents vocabulary associated withexpressing one�s opinion or making comments onthe blackboard. For example:- Personally,�- In my opinion,�- I feel that�- It has been my experience that�

2. The teacher brainstorms with the adults ideas orcontroversial issues about which they have strongpersonal beliefs, for example, bringing up children.

3. The teacher records these on the blackboard.

4. The adults are divided into small discussion groupsand are instructed to debate one idea or issue,backing up their opinion with examples from theirown experience.

5. The teacher circulates, ensuring that there is equalinput from each adult and that appropriateexpressions are used.

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L.S. 1.9To relate experiences, feelingsand ideas.

• To develop the adults�ability to relate personalexperiences, feelings andideas with confidence andclarity.

Content

- discussions- questioning techniques

1. The teacher generates a discussion by relating anexperience, feeling or idea to the adults, explainingthat it is sometimes difficult to tell others how wefeel.

2. The adults brainstorm (orally or in writing) anexperience, feeling or idea they would be willing toshare, for example: everyday happenings, hopes,plans and memories.

3. The teacher asks questions such as:- How did you feel when�?- Tell us about your first�?- How do you feel when�?- What is your most memorable�?- Did you feel angry, sad, happy, when�?

4. The teacher guides the adults, in pairs, small groups,or the whole class, through a discussion onexperiences, feelings or ideas.

5. The teacher helps the adults to understand the valueof sharing experiences, feelings and ideas in day-to-day life.

2.20



L.S. 1.10To express opinions.

• To help the adults express apoint of view on a giventopical issue with confidence.

Content

- current events topics- discussion- vocabulary development- conversation techniques- questioning techniques

1. The teacher presents the adults with somenewsworthy current events topics they are likely tobe aware of.

2. The teacher generates discussion on one or moretopics by asking questions, for example:- What do you think?- How do you feel?- How has this affected your life?

3. The teacher assists the adults in finding thevocabulary to express their opinions.

4. The teacher helps the adults feel confident in theexpression of their ideas.

5. The teacher concludes by reminding the adults thattheir ideas and opinions are as important as anyoneelse�s and that they should feel confident expressingthemselves in daily life.

2.21



L.S. 1.11To listen to short stories,accounts and discussions.

• To teach the adults how tolisten to others throughexercises that will help themconcentrate on what others aresaying.

Content

- listening skills- memory aids

1. The teacher helps the adults realize the importanceof good listening skills through group or individualdiscussion. For example, the teacher asks whatmight happen if we don�t listen carefully whenbeing spoken to or during a discussion?

2. The teacher reads a story or has the adults tellpersonal stories or discuss given topics.

3. The teacher asks the adults, as a memory aid, towrite while listening. Writing only one word, aphrase, or a whole sentence can help reinforcememory.

The teacher asks the adults to imagine picture orword association as a memory aid. Associating aword with another word or a picture or image canhelp reinforce memory.

4. The adults recount the highlights of the listeningexercise.

5. The teacher reminds the adults to use listening skillsin daily life.

2.22



L.S. 1.12To pronounce correctly allwords commonly used.

• To assist the adults inpronunciation and in speakingwith clarity. Many lackconfidence or the necessarylanguage skills to makethemselves properlyunderstood.

Content

- discussion- listening skills- speaking skills

1. The teacher discusses with the adults how beingmisunderstood can lead to embarrassing, expensiveor dangerous consequences.

2. The teacher asks the adults to read a simple text outloud, give directions to their homes, relate anexperience or event, or role-play a commonspeaking situation. The teacher records the oralexercise.

3. The teacher plays back the recording, listening withthe adults.

4. The teacher helps the adults recognizemispronounced words and makes a list of thesewords.

5. The teacher has the adults practise saying wordscorrectly.

2.23



L.S. 1.13To give instructions clearly sothat others may follow them.

• To help the adults becomeaware of the value of clearinstructions and theconsequences of givingincorrect instructions.

Content

- various types of instructions- sequencing skills

1. The teacher chooses topics that can be easilydeveloped into step-by-step instructions, forexample:- recipes- how to wash clothes- how to walk to the bus stop- instructions to the babysitter

2. The teacher presents the adults with simpleinstructions for a process which are out of thecorrect sequence, for example, how to wash clothes.

The adults reorganize the instructions into thecorrect sequence.

3. The teacher asks the adults to give instructions for acertain process.

4. The teacher reminds the adults of the value of clear,well-ordered instructions and discusses theconsequences of confusing instructions.

2.24



L.S. 1.14To listen to others in order totake part in a discussion.

• To assist the adults indeveloping listening skills sothey do not tune out if theyare not directly involved in adiscussion.

• To help the adults realizethat valuable ideas may befound in what others say.

Content

- discussion topics- discussion techniques

1. The teacher gives the adults examples that showhow concentrating on what others say is important:- During a discussion a person interjects with a point just made- During a discussion someone asks a question that has just been answered

2. The teacher generates discussion on a current topicalissue, asking the adults what topics they are interested indiscussing.

3. As each point is made, the teacher writes it orsummarizes it on the board and the adults write it intheir notebooks. If a point is repeated, the teacher showsthat it has already been made.

4. The teacher helps the adults realize that certain points area result of the previously establishedpoints.

5. The teacher restates the discussion points,illustrating the flow of the discussion, and reinforcesthe idea of listening to others in order to take part in adiscussion.

2.25



L.S. 1.15To learn to keep to the topicunder discussion.

• To make the adults awarethat when discussion goes offthe topic the original purposeof the discussion may beforgotten.

Content

- newspapers- discussion topics- categorizing techniques

1. Using a newspaper as a guide, the teacher randomlyselects topics for discussion, asking the adults forinput. For example:- political figures- sports issues- food- fashion- themes from �Ann Landers� or editorials

2. The teacher puts category lists on the blackboard (oron paper if working without a blackboard).

3. The teacher reads from various texts in thenewspaper from which topics have been generated.

4. The adults place the extracts in the appropriatecolumns (either orally or in writing).

5. To aid in transfer of learning, the teacher discussesthe importance of keeping to the topic indiscussions, so that the original problem can besolved.

2.26



L.S. 1.16To relate to others byacknowledging their input andopinions.

• To teach the adults torespond to the ideas of otherswith key expressions andresponses.

Content

- responding techniques- conversation techniques

1. The teacher illustrates how dull life would be if wenever acknowledged what others say. For example:- Your child is excited about his new teacher. He tells you all about his feelings. You don�t respond.- You are conversing with a friend, but the friend never acknowledges anything you say as she continues the conversation by talking only about herself.- You are expressing your opinion on politics in a group discussion and no one responds.

2. The teacher has the adults brainstorm key responsesin terms of conversations vs discussion, for example:

Conversation Discussion

That must have made you feel That is a good point�frightened, excited, sad�

What did you do next? I agree with you, but�

3. The teacher generates discussion with suchsuggestions as:- What is your favourite meal?- Tell me about a place you have visited.

4. The teacher reinforces the value of acknowledging theinput and opinions of others as commoncourtesy.

2.27

STEP ONE: GQA 201Reading


R. 1.1To understand the need tocommunicate in society.

P • To make the adults awarethat the ability to communicateorally and through reading isessential in order to functionadequately in daily life.

Content

- discussion- role playing- schedules and flyers- newspaper ads

1. The teacher discusses a variety of situations inwhich an individual must communicate, forexample:- on the telephone- at the front door- to friends, neighbours- at the store- to the bus driver- at information wickets- at government services (hospitals, schools)- in restaurants

2. The adults role-play situations. For example: usingthe telephone book (reading), they find the name ofa dentist and �call� to make an appointment.

3. Using a bus or train schedule, the adults map out aroute and timetable to get from A to B.

4. Reading from a grocery store flyer, the adults plan ashopping list.

5. The adults read from a restaurant menu.

6. The adults read from the classified ads to find jobs,new cars, household items, etc.

7. The teacher reminds the adults that communicationis more than just being able to speak.

2.28



R. 1.2To define personal need anddesire to read.

• To help the adults becomeless isolated in daily lifebecause of an inability to readmaterial that many individualsmay take for granted. (Theadults may want to read to feelmore successful in their livesrather than feel alienated andostracized).

Content

- newspapers- newsletters- magazines- reference material- children�s books- labels- schedules/timetables- advertisements

* The desire and need to readmust be reinforced asincentive and motivation toimprove basic reading skills.

1. The adults should be able to:- read school bulletins, church news, general information, bulletins and newspapers- read reference books: encyclopedias, dictionaries- use telephone books, classified ads and various other resources efficiently- read with children- read simple books, magazines or newspapers for pleasure and information- read instructions and labels to avoid mistakes and dangerous situations- read street signs, bus/metro/train stops- read timetables, schedules and calendars- read posters and basic advertisements- read menus- read gas prices

2.29



R. 1.3To associate words withmeanings.

P • To teach the adults to readfamiliar words by associatingthem with their context or interms of their relevance todaily life.

Content

- Stop/Arrêt - means stop- corn flakes - means cereal- dictionary - means reference book- toaster - means kitchen appliance

1. The adults practise reading community vocabulary, forexample:- signs: shopping centre, recreation centre- billboards- street signs

2. The adults read and memorize months of the year,days of the week.

3. The adults read numbers.

4. The adults read colours.

5. The adults read words describing basic surroundings,for example:chair lamptable carpetstove bathroomtelevision laundry

6. The adults practise reading words describing thegeographical area, for example Montréal, Québec,Trois-Rivières, Repentigny.

* Any of the above reading activities can bepractised in groups or individually.

2.30



R. 1.4To enjoy listening to andreading the sounds and rhythmsand images of language.

• To continuously stimulatethe adults� need to read byexposing them to a variety oftypes of reading material.

Content

- vocabulary- rhymes- sensory language

In groups or individually, the adults:

1. Listen to music while reading the lyrics:- discuss key words and the choice of such key words- discuss the effect of repetition and chorus

2. Listen to and/or read poems and rhymes:- discuss or record the choice of specific words- examine the rhyme scheme- examine rhyming word endings and their structure

3. Listen to and/or read fables and legends:- focus on word choice, description and imagery- receive the teacher�s help in recognizing the value of selected diction

4. Study descriptive language for the sensory impact(to see, to touch, to taste, to hear, to smell).

2.31



R. 1.5To enhance the imagination byreflecting on words, stories andideas.

• To demonstrate to the adultsthrough exposure to variousmodes of language the valueand pleasure of the writtenword.

Content

- discussions- stories- current events

1. The adults study word lists relevant to a specifictheme, such as personal growth:- child development - attitude- preschool - adolescence- motivation - personality- behaviour - acceptance

The teacher asks such questions as:- What does this word or phrase mean?- When and where is this expression used or

applied? - How is this word important in your life? 2. The adults read a story silently or orally and

determine the theme through a class discussion. Theteacher helps the adults make a connection between thetheme and ordinary life.

3. The adults discuss pertinent current events. Topics canbe generated through class discussion or as subtopics ofclass themes. The adults may be shown how topics suchas gun control, abortion, nutrition, mental health, andgovernment services are handled in newspapers and newmagazines.

2.32



R. 1.6To recognize visual differences inletters.

P • To help the adultsappreciate that there aredifferent forms of the writtenword: capital letters, lower-case letters, hyphenated words,block letters, cursive writing,printing, letters that are tall orshort or that extend upward ordownward.

Content

- letter shapes:a o b d p e c or l f th

- cursive writing vs printing- CAPITALS vs lower case

1. Using various forms of text, for example,newspapers, workbooks, handwritten notes, puzzles(wonderword or crossword), the teacher asks the adultsto identify specific letters and letter forms.

2. The teacher makes flashcards showing various visualdifferences in letters, and asks the adults to identify aspecific shape, print or word type.

3. The teacher writes a letter or word on the blackboard andasks the adults to contribute other letters or word shapesto the list.

4. Using flashcards, the adults categorize words by shape.

5. The teacher helps the adults realize how word shapes aidthem in decoding words as they become readers.

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gd

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nicna

2.33



R. 1.7To recognize each letter of thealphabet.

P • To assist the adults inrecognizing each letter of thealphabet in alphabet lists, inupper-case and lower-caseformat and in isolation.

Content

- alphabet charts showing consonants- alphabet charts showing examples of letters in various forms

1. The teacher supplies each adult with an alphabet chart.The chart may be a published version or one the teacheror an adult has designed. There may be an illustrationaccompanying each letter as a reminder of the beginningsound, and there should be both capital and lower-caseletters.

2. The adults study one letter at a time on flashcards.

3. The teacher writes the letters in a large format on theblackboard.

4. Tracing methods may be used to assist the adults invisualizing letter shapes.

5. The adults should be informed that letters will not alwaysappear identical in form. The type of text will determinethe letter shape or form.

2.34



R. 1.8To recognize the differencebetween capital and lower-caseletters.

P • To explain to the adults thatin addition to differences inword and letter shapes thereare specific differencesbetween capital and lower-case letters.

Content

- alphabet charts and variations of alphabet presentation

1. The teacher prepares word lists, either on theBlackboard or on flashcards, illustrating the types ofwords that begin with capital letters and those that beginwith lower-case letters. These words should coincidewith a specific theme.

2. The adults study prepared texts at a suitable level andidentify capital letters. They discuss the word types andthe purpose of the words or their placement in thesentence with respect to the use of capitalization vslower-case letters.

2.35



R. 1.9To observe the generalappearance of a word as a clue toword recognition.

• To help the adults recognizewords by length, height ofletters, letter patterns, doubleletters and overall appearance.This is related to recognizingwords by sight and familiarity.

Content

- any basic sight list- familiarity/sight: the and of it be at

exit metro bus stop

- brand/product names- patterns:

* Refer to Objective R. 1.6 for suggested activities.

1. The adults read from a basic sight list and identify anyunknown words. It may be helpful to have sight wordswritten on prepared index cards so the adults are onlygiven one card at a time.

After identifying words causing difficulty, the teacherlooks for patterns of difficulty and focusses onremediation in these specific areas.

The teacher makes word pattern lists, especially if theadults are experiencing difficulty distinguishing b and p,or other patterns.

2. Pictures may be used to represent basic words.

3. The teacher may use a tactile approach to teaching lettersor words, cutting out letter shapes from cardboard,construction paper, or felt and having the adults formwords by feeling the shapes.

4. The teacher creates word games, for example, wordconcentration, word dominos, simple crosswords, orwonderword.

tp a pt o

2.36



R. 1.10To take risks.

• To encourage the adults tobe willing to accept error andpersevere. The adults must beencouraged to try again.

Content

- coping strategies- independent learning

1. The adults keep a progress log or journal.

2. The teacher sets goals, limiting the objectives tohelp the adults feel successful.

3. The teacher alternates activities when one becomestiresome.

4. The teacher confers frequently with the adults to pinpointareas of difficulty. Together, they discuss strategies toovercome specific difficulties.

5. The teacher chooses reading material slightly below theadults� reading grade level.

6. The teacher always encourages the adults to persevere. Ifa task is daunting, the teacher shows them how they canbreak it down into smaller tasks.

2.37



R. 1.11To develop a basic sightvocabulary.

• To help the adults recognizewords by shape or size ratherthan phonetic breakdown.

Content

word lists

1. The adults should read frequently at a lower grade levelin order to learn new words in context.

2. The teacher builds word lists based on the adults� ownwriting experience.

3. The teacher extracts words from lists of words the adultsand the teacher have compiled together, writes each wordon an index card, and on the back of each index cardwrites the word in a sentence.

4. The teacher teaches word �attack strategies� using:- syllables- prefixes- suffixes- root words- letter patterns- beginnings and endings

5. The adults play word games, for example, word bingo,word match, or word concentration.

6. The teacher prepares cloze exercises using basic sightwords.

2.38



R. 1.12To identify initial and finalsounds.

P • To help the adults readsuccessfully by identifying thesound of the first letter in aword and the sound of the lastletter in a word.

Content

- initial consonants thatalways sound the same:b d f h j k l mn p r s t v w x z

- final consonants in chosenwords:bat sun funmap veil himlab west car

1. The teacher writes consonants on the blackboard and theadults make lists of words which begin with these letters.

2. The teacher makes flashcards and asks the adults toidentify words that begin or end with the sound given.

3. The teacher has the adults record lists of words withspecific groups of consonant sounds. The teacher playsback the tape and the adults listen and match therecorded words with the word cards, focussing on sound.

4. Using prepared charts that have consonant-picturecombinations, the adults practise �reading� andpronouncing the sounds of the letters.

5. Using magazines, the adults find pictures to match thesounds. For example, for the consonant sound m, theadults try to find as many pictures of words that startwith an m sound as they can.

6. The teacher uses flashcards of consonant sound groups.

2.39



R. 1.13To recognize and distinguishbetween short vowel sounds.

P • To be able to recognize andpronounce vowels in isolationand in words, and relate themto the various short vowelsounds.

Content

a e i o u

mat net is pop cutfat den him cop hugsat red nip top runrag led sin dot sunjam ten mill lot hutcab set rip rot usbat Ted miss hog pupbag sell lip log up

1. The teacher works from word lists, repeating words withsimilar vowel sounds.

2. The teacher works from word list with a mixture ofvowel sounds.

3. The adults peruse old magazines and locate pictures thatrepresent words with specific vowel sounds.

4. The teacher uses flashcards of vowel sounds.

5. The teacher provides the adults with a simple text andasks them to locate words with a specific vowel sound.

6. The teacher records vowel sounds and plays themrepeatedly with visual cues to match the auditory ones.

7. The teacher devises short-vowel sound games, forexample:- vowel-sound concentration- vowel-sound bingo

8. The teacher challenges the adults to see how many short-a words they can find/or write in five minutes.

2.40



R. 1.14To recognize two-consonantdigraphs as representing onesound.

• To help the adultsunderstand that digraphs areconsonant combinationsrepresenting one sound.

Content

- th- ch- sh- ph- wh- ng- gh

- sample words: shop chin which

fish chip whenshell chop whileshape

graphthink singphone thank bring

rung

With the teacher, the adults:

1. Work from word lists, repeating words with digraphsounds.

2. Peruse old magazines, locating pictures that representwords with specific digraph sounds and saying thewords.

3. Use flashcards of words containing digraphs.

4. Read a simple text and locate words with a specificdigraph sound.

5. Record digraph sounds and play them repeatedly withvisual cues to match the auditory ones.

6. Devise digraph sound games, for example:- digraph-sound concentration- digraph-sound bingo

7. Write as many words containing digraphs as possible in

five minutes.

2.41



R. 1.15To listen for words that rhyme.

• To help the adults identifywords that sound the same(rhyming words) to aid inreading and writing.

Content

For example:an at am agcan sat jam gagfan pat ham nagman cat slam zigzagran mat lamb flag

it ut eed edbit cut heed bedfit hut seed fedhit rut deed redkit jut speed led

1. The adults practise making rhyming sounds individuallyor chorally and progress to making words and rehearsing�word-sound� lists.

2. The adults play rhyming games, for example:- If I say the word hat, you have to give me a word that rhymes with it, like sat.

The teacher writes the words on the blackboard and asksthe adults to read them.

3. The teacher presents a long word list and the adultscategorize rhyming words in columns by sound.

4. See activities listed in Objectives R.1.12 and R. 1.13 forfurther suggestions.

2.42



R. 1.16To recognize the sounds of er,ur, ir, ar, or.

P • To help the adultsdistinguish between er, ar andor sounds, and realize that ir,er and ur have the same sound.

Content

ir er ursir her furgirl term churchfirst mother turn

ar orcar sortjar horsepark orpart nor

1. The teacher reviews the rule that vowel sounds aredifferent when they precede r.

2. The teacher creates lists of words with ir, er, ur, ar andor sounds.

3. The teacher prepares fill-in-the-blank exercises or clozeexercises to reinforce the vowel sounds.

4. The teacher writes simple sentences, omitting certainvowel sounds, and asks the adults to fill in the correctcombinations of letters.

5. The teacher colour-codes the vowel sounds so that asound is always represented by the same colour.

6. See activities in Objectives R.1.12 and R. 1.13 for furthersuggestions.

2.43



R. 1.17To recognize long vowel sounds.

P • To help adults recognizethat vowels have a short soundand a long sound.

Content

- long vowels:a e i o u

make fileate fine

tune coketube rope

beatread

- double vowels:ee ay ai ea oa ie ueoe

nail roar tieneat due foeseem say

1. The teacher reviews rules on long vowels:- A long vowel says its name.- When two vowels are together, pronounce the first

vowel, ignoring the second.- When an o is at the end of a word, it has a long sound

(e.g., go, so, no.)- In a vowel-consonant-final e combination, the first

vowel is pronounced and the e remains silent (e.g.,make, time, kite).

2. The adults review lists of words appropriate to thecurrent theme and study the words for vowel patterns.

3. The adults sort vowel sounds into lists by category.

4. The adults find pictures representing words with longvowel sounds in old magazines.

5. The teacher creates a deck of long vowel sound cards andthe adults play simple games such as fish, asking forvowel sounds rather than numbers.

2.44



R. 1.18To recognize frequently usedhomophones.

• To help the adults recognizehomophones as groups ofwords pronounced the sameway but differing in meaning.

Content

- to, too, two- no, know- here, hear- hair, hare- write, right

1. Using context clues will help the adults determine theright choice of homophone.

The teacher prepares lists of sentences with blank spacesfor certain words, using multiple choice.

The adults study sentences where homophones arecorrectly used and discuss the correct word choices.

The teacher creates word associations to help the adultsremember words. For example: too, add an o becausetoo is too much; or, now we know no; or, hear with anear; or, my hair is high in the air. The teacherencourages the adults to create word associations tomemorize homophones.

The teacher prepares flashcards with homophones andasks the adults to recite or write a short sentence usingthe homophone correctly.

The adults search for homophones in prepared textsappropriate to the theme and study these words incontext.

The adults keep word lists of troublesome homophonesfor reference.

2.45



R. 1.19To recognize root words.

• To help adults realizethat the basic component of aword is the root word, fromwhich other words aredeveloped by the addition ofprefixes and suffixes.

Content

prefixes: suffixes: en s ex ing in ed pre er con est com ance de ous dis able pro ent re al un ant

less ment

tionfulively

1. The teacher makes flashcards of common prefixes andsuffixes and common root words and combines the cardsto create new words.

2. The adults search for the root words in words taken fromtheme readings.

3. The adults play word games, for example: How manywords can you find in the word enjoyment?

4. The adults match root words with lists of words made upof the root plus prefix or suffix.

5. The teacher makes a �word wheel� of root words andsuffixes, or root words and prefixes. Two circles of thincardboard are attached in the centre. The top circle has aprefix or a suffix written on it, and a rectangularopening. The second circle has root words written sothat they show in the opening when the circle is rotated.

2.46



R. 1.20To recognize word endings usedto indicate verb tense or plural.

• To help the adultsrecognize and say wordendings, such as ed, es, ing,er, est, ness, eys, ves.

Many adults omit wordendings when reading, andconsequently lose the meaningor context of certain words.

Content

- word lists- root words- word endings

1. The teacher provides a list of root words withoutendings and a list of matching words with theendings. For example:- dog dogs- shop shops, shopped, shopping

In a choral reading situation, the adults say the wordstogether, putting exaggerated emphasis on the wordendings. Each time a word ending is omitted, theteacher reviews the word.

2. The teacher prepares word cards, some with root wordsand others with word endings. The teacher asks theadults to combine root words and word endings to createnew words, reciting the new words clearly.

3. The teacher provides a variety of singular and pluralwords and the adults write sentences to show the correctmeanings of the words in context. The adults read thesentences out loud.

2.47



R. 1.21To form contractions.

• To help the adults learnthat a contraction is formed byomitting a letter or letters froma word and substituting anapostrophe.

Content

contractions:that�s isn�t can�tdidn�t wasn�t it�shadn�t won�t let�shaven�t she�ll we�ve

1. The teacher gives several examples of contractions andshows the process of forming the contraction. Forexample:- can not = cannot = can�t- have not = havenot = haven�t- we have = wehave = we�ve

2. The teacher gives several examples of contractions andasks the adults to state which letters have been omittedfrom the �contracted� words.

3. The adults circle all the contractions while reading a textrelated to the theme of study, make a list of thecontractions, and finally, state the meaning of each of thecontractions.

4. The teacher provides several sentences containingcontractions from which the apostrophe has been omittedand asks the adults to place the apostrophe appropriately.

5. See the activities listed in Objective W. 1.43 for furthersuggestions.

2.48



R. 1.22To recognize consonant blends.

• To help the adultsrecognize that a consonantblend must be soundeddistinctly.

Content

consonant blends:br pl st sc strfr bl spcr clpr flgr gltr sl

1. The teacher dictates words and the adults write theconsonant blend heard at the beginning of each word.The adults read back the words, distinctly sounding eachletter.

2. The adults practise using different consonant blends toform variety of new words. The teacher writes thesewords on the blackboard and the adults reread them.

3. The teacher makes lists of consonant blends and thewords formed using the blends and asks the adults toread the words.

4. The teacher makes flashcards using a variety ofconsonant blends and the adults say a word with eachblend. The teacher writes and says the words.

5. The adults locate words with consonant blends in a giventext and write the words and read them out loud.

6. The adults read lists of words with consonant blends.The adults should be aware of words that are spelled andsounded similarly.

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R. 1.23To recognize compound words.

• To help the adultsrecognize that a compoundword is a word made up of twoor more words. For example:- baseball- sunshine- airplane- snowball

Content

compound words

1. The teacher provides lists of compound words. Theadults read the words and write the words that make upeach compound word.

2. The adults peruse a text related to the given theme, andlocate compound words and read and write them.

3. The teacher explains how recognizing compound wordscan help a reader to read more fluently. The adultsdivide compound words, using separating lines as insyllabication.

4. The adults practise using their visual memory toremember compound words, closing their eyes and tryingto visualize the compound word that has been created byjoining two words together.

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R. 1.24To pronounce words by soundonly.

• To teach the adults topronounce each letter ordigraph separately in order tohear how the word isconstructed and consequentlyenhance phonetic readingability.

Content

- a variety of words to sound out, letter by letter

The teacher asks the adults to:

1. Using letter cards, put letters together to form a newword, sounding one letter at a time, and then read theword. For example:

2. Read each word in a list of selected words, sound bysound.

3. Read a text, sounding out each unfamiliar word letter byletter.

tac

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R. 1.25To understand and apply theprinciple of syllabication.

• To help the adultsunderstand and applysyllabication, the process ofdividing a word into syllables.

Content

words to be divided intosyllables

1. The teacher makes cards showing common syllables andthe adults put the cards together to form words. With theadults, the teacher says the word in syllables and as awhole.

2. The teacher reviews the rule that each syllable must haveone vowel sound. The adults count the vowel sounds inwords. For example:

(1) (2) (3)Mon tre al

(1) (2)sun shine

3. The teacher reviews the rule that silent vowels do not�count� in syllabication.

4. The teacher reviews the rule that vowe combinationsproduce one sound. For example:- ea (e.g., each)- ie (e.g., pie)

5. The adults practise sounding out words in a given text,using syllabication.

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R. 1.26To understand the concept ofabbreviation.

P • To help the adultsrecognize and read abbreviatedwords.

Content

common abbreviations:- p. (page), pp. (pages), Mr.,

Mrs., St., Blvd., Dr., oz.,a.m., p.m., lb

- months of the year, days ofthe week

1. The teacher reviews lists of common abbreviations andthe words they represent. For example:- Mr.: Mister- Mrs.: married woman- P.Q.: Province of Quebec

2. The teacher helps the adults recognize and read variousabbreviations.

3. The teacher asks the adults to list the abbreviations theyare familiar with and to read their lists.

4. The teacher reads addresses and discusses theabbreviations used in an address. For example: Mr.,Mrs., Ms., Rd., St., Ste., R.R., Dr.

5. The adults write their address, using abbreviations, andthen read it.

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R. 1.27To use possessives.

• To teach the adults topronounce the s sound whenreading a possessive.

Many adults omit wordendings when reading andconsequently lose the meaningor context of certain words.

Content

possessives

1. The teacher discusses the purpose of the possessive, forexample, to show ownership.

2. The teacher explains and demonstrates, using examples,the pronunciation of various possessives.

3. The teacher locates possessives in a text and discussestheir purpose.

4. The teacher provides a list of singular nouns to be madepossessive, or a list of possessives already formed. Theadults read the word lists, carefully pronouncing thefinal s.

If the adults omit a word ending when reading, theteacher has them go back and reread the word correctlytogether.

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R. 1.28To recognize that some lettershave more than one sound.

• To review long and shortvowel sounds, consonantsounds, and appropriatedigraphs.

Content

- vowels- consonants- digraphs

1. The teacher reviews consonant sounds, especially:- c as in cat or as in cinder- g as in go or as in gentle

2. The teacher reviews vowel sounds, emphasizing thedifferences between long and short vowels, and gives theadult lists of words to study and read from.

3. The teacher reviews words containing letters that havemore than one sound.

4. The teacher reads from a text suited to the theme,discussing letter sound variations as they occur.

5. The teacher dictates words with letter sound variationsand the adults read back the words.

6. The teacher cuts pictures from magazines or flyers andasks adults to identify the initial consonant or vowelsound of the word corresponding to the picture.

7. The adults keep scrapbooks of pictures representingwords containing letters that have more than one sound.

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R. 1.29To recognize vowel digraphs.

P • To help the adults recognizevowel digraphs, combinationsof vowels forming a singlesound, for example, ea, ow, ay.

Content

vowel digraphs such as aw, aeai, ow, ea, oa

1. The teacher reviews vowel digraphs, using flashcardswith the digraph on one side and a word containing thedigraph on the other side. The adults read the sound,then the word.

2 The teacher writes a variety of digraphs on the board andsays words containing each digraph. The adults identifywhich digraph has been used.

3 Reading from a prepared text, the adults locate voweldigraphs and discuss these digraphs and their sounds andwrite the words in digraph categories in a notebook.

4. The adults read lists of words with common voweldigraph sounds. They may keep a list of these digraphsounds in a notebook for future reference.

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R. 1.30To recognize silent letters infrequently used words.

P • To help the adults recognizesilent letters in many commonwords.

Content

- when two vowels aretogether, the first is soundedand the second is silent

- the silent e- ight words (e.g., freight)- silent t after s (e.g., wrestle)- silent w before r at the

beginning of a word (e.g.,wren)

1. The adults practise reading lists of words that containcommon silent letter patterns.

2. Whenever a word with a silent letter is noted in a text,the adults record the word in a notebook. They shouldkeep word lists for easy reference.

3. The teacher reviews the silent letter rules with theadults.

4. The teacher makes charts of words with silent letters andfrequently reviews these words with the adults.

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R. 1.31To recognize, understand and usethe most common prefixes andsuffixes.

• To make the adults awarethat many words containprefixes (letter groups at thebeginning of a word) andsuffixes (letter groups at theend of a word).

Content

- common prefixes:a bi inter semimis uni ante antide mal dis un

- common suffixes:ed ty er nessing ly ion able

ousish

1. The teacher prepares suffix or prefix cards and root wordcards and the adults combine the cards to create newwords.

2. The teacher prepares charts of common prefixes andsuffixes and the adults make lists of words, using thesecharts.

3. The adults learn definitions of prefixes by working withthe definitions. For example: a crime that is not solvedis unsolved.

4. The teacher gives exercises where the adults fill in theblanks with the appropriate words containing suffixesand prefixes.

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R. 1.32To respond to basic readingrequirements.

• To make the adults awarethat in daily life individuals arefaced with basic readingrequirements, for example,letters, forms, directions,labels, street signs, calendars,bulletins and notices.

Content

a variety of �real life� readingmaterial

1. The adults read:- the label of a common household product- a section of the TV listings- the writing on a milk carton- a school bulletin- a catalogue- washing instructions- the headings on a form (passport application, unemployment insurance, etc.)- any material suited to the theme of study

2. The teacher discusses the value of recognizing certainwords, for example: caution, danger, low fat, HappyBirthday.

3. The adults bring in any basic reading material fromhome that they would like to learn to read in class.

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R. 1.33To use accumulated knowledgeto derive meaning from reading.

• To use the adults� personalstory writing, non-fictionwriting and other generalwriting as reading material orto select reading material tosuit the adults� personal(cultural) background.

Content

a variety of personal readingmaterial

1. The teacher brainstorms reading ideas. For example:Where are you from? Where did you grow up? Wherehave you visited? What are your hobbies? What sportsdo you enjoy? Who do you admire the most?

2. The teacher selects reading material to suit the adults�personal experiences or encourages the adults to bring inmaterial they would like to read (magazines, appliancedirections, their children�s books, etc.).

3. The teacher uses the adults� personal writing as readingmaterial. The teacher discusses word choices, sentencestructure, word structure, etc.

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R. 1.34To use context cuing.

• To help the adultsdetermine the meaning andpronunciation of unfamiliarwords by examining familiarwords in the sentence.

Content

a variety of reading material

1. Using simple illustrated texts, the adults decode wordsby studying the illustrations.

2. The teacher constructs paragraphs or sentences fromwhich words are omitted and the adults fill in theappropriate words.

3. The teacher records a story, leaving blanks in thereading, and the adults fill in the blanks with theappropriate words.

4. The adults read to the end of a line or sentence todetermine the meaning of an unfamiliar word.

5. The adults study words or phrases around an unfamiliarword.

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R. 1.35To determine the organizationand type of reading material.

• To help the adults judgewhether reading material isfiction, non-fiction, poetry,letters, directions, forms, etc.and what the content may befrom the organization of thetext.

Content


1. The teacher gives the adults a text to read (preferably onesuited to the theme of study).

2. With the adults, the teacher determines the content of aselected passage: phrases, rhyming words, dialogue,paragraphs, a table of contents, chapters, factualinformation, etc.

3. The teacher discusses what one can expect to find in aparticular type of reading material. For example:- fiction: title, author, chapters, chapter headings- non-fiction: title, author(s), table of contents- poetry: words or phrases, rhymes- magazines: pictures, advertisements, articles

* These exercises should be adapted to the adults� reading level.

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R. 1.36To identify the purpose andcontent of different types of texts.

• To help the adults judgewhether reading material isfiction, non-fiction, poetry,diary, journal, etc. from thepresentation and content of thetext.

Content

a variety of texts

1. The teacher brings a variety of texts to class, forexample, cookbooks, pamphlets, resource material,reference books, readers, textbooks.

2. The teacher demonstrates the differences between thetexts by comparing the covers, first pages, chapterdivisions, subheadings, wording, visual presentation,etc.

The teacher asks the adults to summarize the content ofa text after completing a structural overview.

3. The teacher discusses the purpose of: a novel, a non-fiction work, a cookbook, a telephone directory, etc.

4. The teacher generates further discussion on strategies theadults can use to determine whether a text is appropriatefor their needs.

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R. 1.37To gain the confidence to selectpersonal reading material.

• To help the adults learn tobe aware of their personalinterests and abilities andlocate and select readingmaterial to suit these particularneeds.

1. The teacher brainstorms with the adults to determinetheir reading interests.

2. The teacher discusses strategies the adults can use toselect appropriate reading material. For example, canyou read the title, the table of contents, the headlines, thefirst sentence, the first paragraph?

3. The teacher discusses places where various readingmaterials can be found, for example, library, bookstore,pharmacy, classroom.

4. The teacher explains �browsing.�

5. The teacher explains (basic) skimming to look for afamiliar word or heading.

6. The teacher helps the adults select reading material tobring with them to class.

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R. 1.38To enhance the imagination byaccepting and reflecting uponwords, stories and ideas.

• To develop an awareness ofthe value of certain words,stories and ideas presented inreading material.

Content


1. Using selected material, the teacher examines specificvocabulary and discusses the purpose and meaning ofcertain words.

2. The teacher reads a story containing a specific theme ormessage and the adults discuss what is learned throughthe story, what the theme is, why certain events aresignificant and how they can relate the information totheir own lives.

3. The teacher discusses what can be learned from thewritten word. For example, the teacher compares a shortpassage written from the Bible with lyrics from a songor a simple poem or verse.

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R. 1.39To tell time.

• To teach adults to read thenumbers, recognize the minutemarkers, and understand thefunction of the second hand ona clock or watch, and to readthe numbers, includinga.m./p.m., on a digital clock.

Content

- numbers- minutes- seconds- clocks- watches- timers

1. The teacher discusses the purpose of time andpunctuality, mentioning such daily activities as settingthe alarm and reading a digital clock radio, reading atypical kitchen clock, reading a microwave oven clock,and reading a watch.

2. Other activities could relate to television guides, bus ormetro schedules, cooking times, school time-tables,doctor�s appointments, etc.

3. The teacher discusses the potential consequences if oneis unable to understand time and asks the adults to keepa daily log of time references.

4. To teach time, the teacher starts with the clock face andexplains the purpose of the hour and minute markers, thebig and small hands, and the second hand.

5. The teacher gives a variety of exercises in which theadults must solve problems by showing the properplacement of hour and minute hands on a clock face.

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R. 1.40To use a calendar.

• To help the adults recognizemonths of the year, days of theweek, and dates on a monthlycalendar.

Content

- pocket calendars- wall calendars- agendas

1. The teacher has on hand a typical wall calendar, a smallpocket calendar and an agenda and discusses the manyreasons calendars are used.

2. The teacher reminds the adults to date class work,correspondence, etc.

3. The teacher provides a list of dates and the adults locatethese dates on a given calendar.

4. The teacher discusses the agenda, explaining why andhow agendas are used and encouraging the adults to useagendas to record homework, special dates, remindersand appointments.

5. The teacher marks birth dates of class members or theirfamily and friends on a calendar.

6. The teacher reviews the spellings of the months of theyear and the days of the week and points out thatcalendar divisions and holidays are always capitalized.

7. The teacher teaches the rhyme �30 days hath September,April, June and November��

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R. 1.41To recognize common symbols.

• To help the adults recognizeinternational symbols used ininformation, signs, placenames and product labels, andrealize that these symbols mustbe understood for safe andcareful living.

Content

international symbols

1. The teacher examines the purpose and value of commonsymbols in the following categories:- road and traffic signs- appliances, e.g., washing machines, dryers- product labels, e.g., danger, flammable, caution- public places, e.g., restroom, information booth, telephone

For each of the above, the teacher brings in samples ofthe symbols appropriate to the theme or topic of studyand the adults learn the symbols and how to use them.

2. The adults play memory games with symbols.

3. The teacher makes charts of the symbols and labelsthem.

4. The teacher makes simple multiple-choice quizzes onthe symbols.

5. The teacher reinforces knowledge of the symbols byreviewing them regularly.

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R. 1.42To use alphabetical order.

• To help the adults read theletters of the alphabet insequence, recognize how theletters are ordered, and applyalphabetical order in real lifesituations.

Content

alphabetical lists and charts

1. The teacher discusses various purposes for usingalphabetical order, for example: index, table of contents,files/filing, encyclopedia, classified ads, class list, teamlist, telephone book, yellow pages, cookbook, addressbook, information directories, dictionary, etc.

2 Using any of the above resources, the adults find a list ofitems, using alphabetical order.

3. The teacher designs hypothetical learning situationswhere an information directory is used.

4. The teacher gives the adults word lists out ofalphabetical order to alphabetize.

5. The adults keep a weekly log of all the times throughoutthe week that alphabetical order is useful in their dailylife.

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R. 1.43To become familiar with theorganization of a simpledictionary.

• The help the adults becomefamiliar with the alphabeticalorganization, guide words,entry words, and definitions ina simple dictionary.

Content

- alphabetical lists- alphabetical order- large-print dictionaries- guide and entry words

1. The teacher gives each adult a photocopy of a page froma very simple beginner�s dictionary and discusses thepurpose of the dictionary.

2. The teacher shows how a dictionary is divided intosections according to the alphabet.

3. The teacher points out that guide words are usuallylocated at the top of each dictionary page and explainsthe purpose of these words.

4. The teacher shows how entry words are listed on thepage.

5. The teacher explains how words are listedalphabetically. The adults do many exercises onalphabetical order.

6. The teacher plans as many word-finding exercises aspossible, using the theme of study as the source of ideas.

7. The teacher insists that all the adults use dictionaries toaid in spelling words and learning meanings.

8. The teacher reinforces the importance of usingdictionaries in daily life.

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R. 1.44To use dictionaries to find themeanings of words.

• To help the adults use adictionary to assist withvocabulary and readingcomprehension, and to showthem how a dictionaryidentifies noun, verb, adjective,etc.

Content

- dictionaries: simple, large-print

- word lists

1. The adults must be encouraged to be independentlearners. If the adults come across an unknown word,they should use a dictionary as a resource before askingthe teacher for help.

2. The teacher gives the adults a list of words to masterwhich are closely associated with the theme of study.Some of the words may be difficult.

3. The teacher reviews dictionary organization.

4. When the adults are reading, any unfamiliar wordsshould be written in a reading log or journal and thedefinitions later looked up and/or written.

5. The teacher shows how some words have severalmeanings. The adults try each definition to see whichfits best into the context of the sentence. The teacheralso shows how a word may be a noun or a verb, etc., bywriting sentences using the word as the different parts ofspeech.

6. The teacher encourages the adults to use the dictionaryon a regular basis to enhance their vocabulary.

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R. 1.45To use a dictionary to find thespelling of a word.

• To show the adults how touse the dictionary entry wordsto help them spell and dividewords correctly.

A common complaint is:�How can I use the dictionaryto assist with spelling if Idon�t know how to spell theword in the first place!�

Content

- dictionaries, simple large-print

- word lists- spelling strategies

1. The teacher discusses spelling strategies:- Say the word slowly, dividing it into syllables.- Review phonics-- ph, gh, kn, etc. --as a reminder of different initial consonant sounds.- Try alternative spellings, listing them and looking up each one in the dictionary. For example: shoe, shew, shoo, shue.- Be aware of root words, prefixes and suffixes.

2. The teacher reminds the adults to use the dictionary toassist with spelling rather than guessing at the correctspelling.

3. The teacher dictates words from a word list related tothe theme and the adults write the words, then check forthe correct spelling in the dictionary.

4. The teacher reminds the adults to use the dictionary toassist with spelling in daily life.

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R. 1.46To use schedules/timetables.

• To help the adults read bus,train, metro, airplane, andschool schedules andtimetables.

Content

various timetables andschedules, reproduced in largeprint

1. The teacher discusses the purpose and value oftimetables and examines real life situations where beingunable to read a schedule correctly can have negativeconsequences such as missing a bus, wasting time, beinglate.

2. The teacher or/and the adult points out the layout of aschedule, explains what the headings, columns and anysubheadings may mean, and gives the adults exercises inlocating specific information.

3. The teacher and adult examine the time listings, the 24-hour clock, the days services are offered, etc.

4. The teacher and adult examine telephone numbers andother pertinent information included.

5. The teacher gives the adults problems involvinghypothetical situations where timetables and schedulesare used.

6. The teacher asks the adults to bring in timetables andschedules they may need to use in their daily lives, andthe adults practise reading them.

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STEP ONE: GQA 201Writing


W. 1.1To print or write one�s name.

P • To make sure that the adultscan print or write all of theletters in their first and lastnames, in the correct order,remembering to capitalize thefirst letter in each and leaving aspace between the names.

Content

first and last names

1. It may help to use the four sensory modalities to aid inthe learning process: auditory (hearing), visual (seeing),kinesthetic (movement), and tactile (touch).

2. Some adults have superior visual memories and learnbest through the look-say method. Some have goodauditory memories and learn best by hearing andremembering what they have heard, using phonics(learning the sounds or letters or letter groups). Somelearn best by using their muscles�forming letters withtheir hands, out of pipe cleaners or clay. With others,touching different textures, such as embossed letters, iseffective.

3. Using the multisensory approach may be helpful. Theteacher writes the name on paper in crayon in printed orcursive letters that are large enough for the adults totrace. The adults trace their names with their fingers andsay each part of their name as it is traced. The process isrepeated until the adults can write their names withoutlooking at the copy. See Objective W. 1.2 on how toprint individual letters.

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W. 1.2To print lower-case and capitalletters of the alphabet.

P • To help the adults form theletters correctly withoutinverting or reversing them.

Content

upper- and lower-case lettersof the alphabet

1. The teacher shows how to hold the pen or pencilcorrectly.

2. The teacher shows the adults the direction in which thestrokes should be made in printing. The adults shouldbe made aware of the importance of left-to-rightdirections in letters as well as words.

3. Some adults confuse b and d, or p, q, and g. To helpremedy this confusion the teacher could put a piece ofscreening material under a sheet of paper and draw alarge letter with a fat crayon. This will raise the surfaceof the letter so that the adults can feel it as they traceover it with their index fingers.Sandpaper may also be used.

4. The teacher makes a dotted-line letter for the adults totrace over or has the adults make problem letters out ofpipe cleaners or clay, or air-draw the shapes; the adultsdo �letter hunts� in a written text.

5. The teacher gives the adults memory joggers, e.g., sincec precedes d in the alphabet, c must be printed beforecompleting d.

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W. 1.3To print words legibly.

P • To help the adults formletters correctly, printing in aleft-to-right direction andmaking sure the letters of theword are proportional andevenly spaced.

1. It may help the adults to practise loosening-up exercisesbefore beginning to write, shaking their hands toimprove circulation and prevent muscles from becomingtense.

2. The teacher makes sure that the pen or pencil is suitable,that it is held properly and that the light falls adequatelyon the paper without producing glare or shadows.

3. The teacher makes sure that the adults are seatedcomfortably, and that the table is at the right height anduncluttered.

4. The adults should write letters and words in a left-to-right direction.

5. If the adults do not have adequate fine-musclecoordination, a typewriter or computer may be used.

* A workbook may be useful to practise letters andlearn their relationship to each other within words.

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W. 1.4To be willing to write despitespelling problems.

• To assist the adults inovercoming their reluctance towrite due to spelling problems.

1. The teacher must provide encouragement and beinnovative in selecting topics that will keep the adultsinvolved and interested.

2. The teacher may at times notify the adults in advancethat their papers will not be collected. This frees theadults to write without concern for errors. This alsofrees them to write about personal matters and mayprovide an emotional outlet.

3. The teacher may use a sustained timed-writing activity.(See Glossary for S.W.I.S.H. technique.)

4. The adults may use a computer with a word-processingprogram with a spell-checker to make writing more fun.A dictionary of commonly misspelled words may beused.

5. Giving the adults a spelling list of high-frequency wordsmay be useful.

6. There are pocket-sized computers that give possiblecorrect spellings when the incorrect spelling is typed in.

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W. 1.5To use copying as an aid towriting and spelling.

• To have the adults copywords, sentences, poems, orshort passages as an aid toimproving writing andspelling.

Content

words, sentences, poems, shortpassages

1. The teacher provides material which is relevant andmeaningful to the adults.

2. The adults copy relevant personal information, or signsin the building or nearby streets.

3. A language experience approach helps the adults tounderstand that writing expresses actual oral language.

4. The adults must be taught to distinguish the differencebetween typewritten letter shapes and letters formed byhand in printing and writing.

5. The adults should be encouraged to try to copy entirewords at a time, or at least entire syllables. In learningspelling, a word is more easily remembered if the lettersare grouped meaningfully.

6. To help the adults copy whole words, the teacherprovides the text in printed or written form below thespace in which the adult writes:

NO PARKING

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W. 1.6To understand the concept ofseparate words.

P • To help the adults recognizeword boundaries.

Many adults do not recognizeword boundaries, which areoften difficult to hear inspeech. As a result, they maywrite sentences as one longword.

1. The teacher presents sentences that run together. Forexample: Iwenttothestore.

The adults copy the sentence with the words separated.

The words in the material presented must be thoroughlyfamiliar to the adults. It would be best for the teacher touse material the adults have copied previously.

2. For adults who have difficulty with this exercise, morepractice should be given in simply copying sentences (asin Objective W. 1.5), paying careful attention to thespaces between words. The teacher should point out tothe adults that the space between words is equal to atleast one letter width.

3. To reinforce this concept, it may help the adults to use atypewriter to copy short sentences, pressing the spacebar and noticing that the space between words is equal toone letter width.

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W. 1.7To recognize a sentence as acomplete thought.

P • To help the adults recognizethat a sentence is a group ofwords that makes sense byitself or expresses a completethought.

1. The teacher explains that most sentences can be dividedinto two parts: the part that tells who or what thesentence is about (the subject) and the part that givesinformation about the subject or tells what the subjectdoes (the predicate).

2. The teacher and the adults look at sentences in a readingtext or sentences the adults have written, and discusswho or what the sentence is about and what we learnabout it in the sentence. The adults should try to decideif the sentence makes sense by itself or is a completethought (see Objective W. 1.9).

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W. 1.8To write simple sentences.

P • To help the adults writesimple sentences, focussing onsentence structure and spelling.

1. The teacher gives the adults scrambled sentences to sortout and then copy. The words should be provided oncards which the adults can arrange in the correct orderbefore they write. For example: The man has a red car.This sentence would be written on cards for reordering:

2. Alternative cards could be provided to replace theadjectives, noun, or verb from the original sentence.

3. Manipulating cards to form a sentence and then copyingthe sentence reinforces sentence structure and spellingwithout being too demanding for a beginner.

Themanhas red a car.

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W. 1.9To distinguish between acomplete sentence and a sentencefragment.

• To help the adultsdistinguish between completesentences that make sense bythemselves and sentencefragments or groups of wordsthat do not make sense bythemselves.

1. The teacher explains that a sentence can usually bedivided into two parts: the part that tells who or what thesentence is about (the subject) and the part that givesinformation about the subject or tells what it does (thepredicate). The predicate always contains a verb. Forexample:The boy. Hit the ball. The boy hit the ball.

The teacher asks the adults which of these groups is asentence and points out that the first group of wordsdoes not tell what the boy does and the second group ofwords does not tell who hit the ball, whereas the thirdgroup of words makes sense by itself. It tells what theboy does. The third group of words is a sentence.

2. The adults and teacher work together to distinguishbetween complete sentences and sentence fragments.

3. The teacher gives the adults exercises in which a subjectis provided and they must supply the rest of thesentence. For example: My friend ___________ .Sentence fragments may also be given that present apredicate and require that the subject be given. Forexample:______________ walked home with me.

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W. 1.10To use a capital at the beginningof a sentence.

P • To teach the adults to use acapital for the first letter of thefirst word in a sentence.

1. The adults search through a text or series of sentences tofind where capitals have been omitted at the beginningof some sentences.

2. The adults check each other�s work for missing capitalsat the beginning of sentences.

3. The adults should review their work to check formissing capitals at the beginning of sentences.

4. If necessary, the adults may do exercises involvingrewriting sentences, using a capital letter for the firstletter of the first word in each sentence.

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W. 1.11To use end punctuation correctly.

P • To teach the adults to use aperiod at the end of astatement, a question mark atthe end of a question, and anexclamation mark at the end ofan exclamation.

Content

- period .- question mark ?- exclamation mark !

1. After explaining how end punctuation is used to indicatea statement, a question, or an exclamation, the teachersays a sentence with the correct rise or fall in voice pitchand asks the adults whether a period, question mark, orexclamation mark would be used at the end.

2. The teacher discusses situations where statements,questions, and exclamations would be used.

3. The teacher gives examples of the three kinds ofsentences in exercise form or in a short story, and theadults provide the correct end punctuation.

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W. 1.12To provide personal information.

P • To show the adults how toprovide personal informationwhen filling in forms.

Content

- name, address- forms

1. The teacher provides the adults with simplified forms topractise writing their name and address.

2. As the adults may often feel childish using printing asopposed to cursive writing, the teacher explains thatprinting is essential for filling in forms.

3. The teacher explains that forms often require that thelast name be put before the first name.

4. The adults practise spelling words pertaining to personalinformation found on all forms: first and last names,street address, province.

See Objectives W. 1.1, W. 1.5 and W. 1.57 fortechniques in learning to spell.

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W. 1.13To write questions.

• To teach the adults to writequestions, using questionwords and structuring thequestions correctly.

The adults very often formquestions orally withoutstructuring them correctly.They rely on intonation andthe rise of the voice at the endof a sentence to create theimpression of a question. Forexample: �You have a car?� asopposed to �Do you have acar?�

Content

question words: who, what,when, where, why, how

1. The adults practise questions beginning with words suchas: who, what, when, where, why, which, how, can,could, may, would, will, do, does, did, are, is, was, were,have.

2. The adults take turns asking each other questions inwriting and answering them in writing.

3. The adults should be reminded to use a capital at thebeginning of the question and a question mark at theend.

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W. 1.14To use capitals for proper nouns.

• To teach the adults to usecapital letters to begin eachimportant word of the name ofa person, place or organization.

Content

- people: John Brown- places: Clear Lake, Montreal, Rocky Mountains- organizations: Boy Scouts of Canada, The Bay

1. The adults practise capitalizing the first letter in first andlast names by writing the names of family members andthe other adults in the class.

2. The adults practise capitalizing the names of streets, theschool, and a local store by making a map of theneighbourhood.

3. The adults practise capitalizing the names of lakes,rivers, the ocean, cities, towns, islands or mountains bylabelling a map of the part of the province in which theylive.

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W. 1.15To become a willing andconfident writer.

• To help the adults gainenough self-confidence andenjoyment in writing that theybecome willing and confidentwriters.

Adults who have had a historyof failure in writing are oftenreluctant to write.

The more the adults write orattempt to write, the easier thewriting process will become.

Content

- dictation- directed writing- free writing

1. The adults should be encouraged to take risks and guesswhen it comes to spelling. They will only do this if theenvironment is supportive.

2. Dictation should be viewed by the teacher as an exercisein using the various spelling strategies to attack thewords in many different ways. The teacher should notbe critical of errors. In this environment the adults willshow a willingness to take dictation and an enjoyment ofit.

3. Directed writing should be structured to relate as muchas possible to the adults� world.

4. Ample opportunity should be given for free writing. Attimes the teacher may notify the adults in advance thatthe writing will not be collected. This frees the adultsfrom concern about errors and allows them to writeabout personal matters, providing an emotional outlet.

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W. 1.16To prepare to write.

• To help the adults organizetheir thoughts in preparationfor writing.

1. The teacher should assist the adults in choosing a topic.To help them focus on the main point of the writing itmay be useful to ask them to provide a title.

2. The adults should be encouraged to collect anyinformation they need and to focus on the purpose of thewriting, for example, a story, a letter, a note, etc.

3. Even before the adults begin to write, the teacher shoulddiscuss the organization of the writing and assist theadults in ordering their ideas or the sequence of events tobe described.

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W. 1.7To write independently.

• To help the adults writewithout the assistance of theteacher or another individual.

1. The adults should be encouraged to write independently.

2. Although the adults are eager to have perfect spellingand correct grammar, they have to be encouraged to takerisks and to guess when in comes to spelling.

3. The teacher explains that the adults have to try toorganize their ideas and focus on the main idea whenwriting. (See Objective W. 1.16.)

4. With proper encouragement and a supportiveenvironment, the adults will feel comfortable enough totake risks and write independently.

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W. 1.18To write for content andmeaning.

• To help the adults write afirst draft, paying attention tothe content and meaning of thewriting.

1. The adults write a first draft of their writing project,trying to focus on the main idea or purpose or thewriting.

2. Writers easily deviate from the chosen topic. The adultsshould refer to the sequence of events or organization ofthought they have prepared before writing. (SeeObjective W. 1.16.)

3. In the first draft, it is essential that the adults writeprimarily for content and meaning. Corrections inspelling and sentence structure can come after the firstdraft has been completed.

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W. 1.19To edit and revise.

• To help the adults reviewtheir first draft, checking formeaning, spelling, andsentence structure.

Content

- rereading- checking meaning- discussion- checking spelling- checking sentence structure

1. After the adults have completed a first draft they rereadit on their own.

2. The adults review the writing to make sure that it relatesto the topic, is organized in a logical sequence, andconveys the intended meaning clearly. They thendiscuss it with the teacher.

3. If there is a good rapport and a feeling of trust amongthe adults, it is a good idea for them to share theirwriting and discuss it.

4. After the writing has been edited and revised for content,the adults review it for errors in spelling and sentencestructure. The adults can often catch their own errors ifthey reread their work.

5. The teacher points out errors in spelling and sentencestructure and has the adults try to correct them, helpingwhen necessary.

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W. 1.20To write and present a final copy.

• To help the adults copy thecorrected version of the writingproject and present it to theteacher and other adults.

1. After the adults have edited and revised their writing,they copy the final version

2. The adults then present the final copy to the teacher.

3. The teacher gives the writing careful consideration in theadults� presence. The teacher should keep in mind theimportance of complimenting the adults on their effortsand progress, and pointing out improvements.

4. The writing may be shared with the other adults in thegroup, either by having the adults read it to the group orby giving the group copies to read together.

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W. 1.21To receive and write messages.

• To teach the adults toreceive and write messagesaccurately, being careful toselect the essential content.

The task of receiving andwriting messages is verydemanding. The adults mustdecide which parts of themessage need to be recorded,and arrange them in acceptablesentences and format.

Content

- telephone messages- appointments

1. To restrict the writing demands of this task, officemessage pads may be used.

2. For phone messages, the adults must be sure to writedown all pertinent information (name, time, date, phonenumber, message). The adults should be instructed torepeat this information to the caller to be sure they havewritten it correctly.

3. Practice should be given with taped calls first.

4. The adults may phone for specific transit information orcall a movie theatre and jot down titles of movies andthe times of showings.

5. The adults may role-play, taking turns giving messagesand writing them down.

6. The adults may practise noting appointments on acalendar, using the correct box according to the date andremembering to write the time, place, purpose, andperson.

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W. 1.22To write informal notes.

• To write informal notes asreminders or messages, or togive permission or say hello toa friend.

Content

- informal notes to self- notes to family, a neighbour, the landlord

1. The teacher explains that informal notes can be writtenfor a variety of purposes: notes to remind yourself to dosomething, perhaps written on the calendar, notes toothers, such as messages to family members telling themwhere you are and when you will be home; notes givingreasons for a child�s absence from school; thank-younotes; invitations; etc.

2. The teacher explains that notes can be short reminders todo something, or short messages to inform, to givepermission, or simply to say hi.

3. The adults should be sure to ask themselves the who,what, when, where, why questions to ensure that thenote is complete.

4. The adults should write the name of the person to whomthe note is directed; the use of �Dear� is not necessary.They should write the date in reasons for absences, orwhen an action has to be done (the day and the date).The adults should write what they have to do, what hasto be done by others, or what the note is about.

5. Finally, the note has to be signed. No closing word orwords are necessary in an informal note.

6. Different types of notes that are relevant to the adultsmay be practised.

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W. 1.23To write greeting cards andpostcards.

• To help the adults writebrief notes to people onpostcards or greeting cards.

Content

- greeting cards- thank-you notes- wedding announcements- birth announcements- change-of-address cards- invitations- postcards

1. The adults write brief notes to friends and/or familymembers for a variety of reasons.

2. The teacher explains that in some cases, as the writing isvery informal, complete sentences may not be necessary.For example, on a postcard the adults might say,�Having a great time.�

3. For wedding, birth, or change-of-addressannouncements, as well as some invitations, the adultsmay use preprinted cards that require them only to fill inthe appropriate information.

4. The adults practise writing actual postcards of the city orregion they are living in and mail them to friends andrelatives elsewhere.

5. The adults practise writing invitations by invitinganother class to visit theirs for a social function.

6. At different holidays, the adults write cards andexchange them with each other and friends, and writebrief notes on each card.

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W. 1.24To address an envelope correctly.

• To teach the adults toaddress an envelope, orientingthe envelope properly andputting the stamp, the returnaddress, and the address of therecipient in the correct places.

Content

- own name and address- recipient�s name and address- place for stamp

1. The teacher gives the adults a sample of an addressedenvelope.

2. The teacher makes practice envelopes on sheets ofpaper, with blank lines for the adults� own name andaddress in the upper left corner, blank lines for therecipient�s address in the lower half of the envelopeslightly to the left of the centre, and a rectangle in thepper right corner for the stamp.

3. The teacher explains that the recipient�s name is placedon the top line, the street address on the second line, thecity (followed by a comma), province, and then thepostal code on the third line.

4. The adults address a real envelope, being careful toplace the address on the front of the envelope while theflap at the back is positioned at the top.

5. The teacher provides the adults with abbreviations forcities and provinces as well as postal codes whereneeded.

6. Finally, the adults put a note (Objective W. 1.22) orletter (Objective W. 1.50) in the envelope, stamp it, andmail it.

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W. 1.25To narrate.

• To teach the adults to relatea sequence of events, give thehistory of something, or tellabout a single incident.

Content

- personal experiences- stories- news events

1. The teacher explains that the purpose of narrativewriting is to tell what happened (whether truth orfiction) in story form.

2. The teacher first assists the adults in finding a unifyingstatement or topic sentence for their narration. Theadults then brainstorm with the teacher to list all of theevents that happened.

Once the adults have chosen the events that are the mostimportant to include, and put them in the correctsequence, they write the narrative, being sure to usetransitional devices. (See Objective W. 1.33.) When thestory has been completed, the adults make sure all thesentences relate to the topic sentence.

3. The teacher may suggest ideas for topics: personalexperiences, the first job I ever had, the happiestmoment of my life, my first date, a dream, or past orpresent events in the news.

4. Using sequenced pictures, the teacher provides keywords and the adults write a caption for each picture.

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W. 1.26To record.

• To record information ormake brief notes or entries.

Content

- address book- calendar- forms- journal

1. The adults must learn how to record information,especially on forms. A variety of commonly used formsmay be brought in for practice, for example, applicationforms for medicare card, social insurance number, orunemployment insurance, and job application forms.

2. The adults are shown how to record in an address bookthe names, addresses and phone numbers of people andcompanies frequently contacted.

3. The teacher shows the adults how to use a calendar tokeep track of appointments.

4. The adults record their day-to-day events, experiences,ideas, or reflections in a journal.

5. The teacher explains that complete sentences are notalways necessary for recording information, but thatnotes must be clear and concise and contain all of thenecessary information.

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W. 1.27To inform.

• To help the adults provideinformation clearly.

Content

- knowledge- skill- experience

1. The teacher explains that in order to communicate theirknowledge in writing, the adults should organize theirthoughts by making an outline before writing.

2. The adults collect all of the information necessary. Theteacher explains that they should start with a main-ideasentence and then put the other sentences in an order thatmakes sense.

3. The adults practise providing information bycommunicating their knowledge of a subject, explaininga skill, or describing an experience.

4. When the adults are finished writing their first draft,they should review it to ensure that all of the informationrelates to the topic and that all ideas have been explainedclearly.

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W. 1.28To describe.

• To teach the adults todescribe a person, place,object, or feeling, using clear,detailed language that appealsto the senses.

Content

- person- place- object- feeling

1. The teacher explains that a description should appeal toall the senses, creating an effect by careful use of detailand choice of descriptive words, and that comparisonsoften create a clearer picture, especially of somethingunfamiliar.

2. The adults describe people and places they know well.

3. The adults should begin with a sentence giving the mainidea of the writing.

4. The adults then describe the subject, using exactdescriptive words to paint a picture of the subject clearlyin people�s minds.

5. If the adults are describing a place, they might begin bydrawing a picture of it. They could then describe theplace logically, going from the top to the bottom.

6. The adults may make drawings based on the descriptionsprovided by other classmates to see whether thosedescriptions are accurate.

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W. 1.29To write as a means of expressingoneself, ordering one�sexperience, clarifying one�sthoughts and ideas.

• To help the adults write as ameans of expressingthemselves.

Content

- lists- stories- diaries- journals- notes- schedules- reports

1. The teacher points out to the adults that writing can be avaluable aid in organizing their thoughts or ideas.

2. The teacher points out that lists are an important meansfor remembering food to buy or things to do, as well asan aid in reasoning (list of advantages versusdisadvantages).

3. The teacher points out that journals or diaries are animportant way of recording events, experiences, ideas orreflections.

4. The teacher points out that reports require the orderingof one�s experience and the organization of one�sthoughts.

5. The teacher makes the adults aware that writing downtheir ideas is a good preparation for an oral presentationor a job interview, allowing them to anticipate questionswhich may be asked.

6. The adults write a short life history to practise orderingtheir experiences.

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W. 1.30To vary sentence structure andlength.

• To teach the adults toprovide variety in sentencestructure and length.

Content

- vary sentence length- use different beginnings

1. The adults� writing at the beginning, may lack variety.Rather than maintain the same sentence structure andlength throughout, the adults should try to vary theposition of the subject and use different beginnings. Forexample:- The spider crawled out of the drain.- Out of the drain crawled the spider.

2. The adults often write short, simple sentences initially.The teacher helps them vary the length of their sentencesby adding words to expand the sentences: adjectives canbe added to describe nouns and adverbs can be added todescribe verbs. The teacher illustrates how descriptivewords add interest to the sentences. For example:- The child walked to school.- The unhappy child walked slowly to school.

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W. 1.31To choose words carefully to suitthe precise meaning intended.

• To help the adults selectwords that offer both varietyand precise meaning.

Content

- strong vocabulary- word variety- synonyms

1. The adults should be encouraged to try to select wordsthat suit the precise meaning they want to convey. Thisis especially important when they are writing adescription or telling a story.

2. The teacher introduces the adults to an elementarythesaurus and/or a dictionary of synonyms andantonyms. The adults use them to try to select strongvocabulary, or synonyms for words chosen.

3. The teacher should encourage the adults to vary thewords used instead of repeating the same vocabulary.

4. The teacher points out to the adults, during the editingprocess, areas where stronger, more precise vocabularycould be used and makes them aware of the repeated useof certain words and how these words could be varied.

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W. 1.32To write concisely and clearly.

• To help the adults writeconcisely and clearly.

While some adults write onlyshort, choppy, simplesentences, others feel that theirwriting is enhanced by longcomplex sentences that aredifficult to understand.

Content

- avoid wordiness- avoid repetition- avoid ambiguity

1. The teacher should stress the importance of writingconcisely and clearly.

2. During the discussion and editing process, the teacherhighlights problems of excessive wordiness, repetitionof vocabulary, and ambiguity. The teacher works withthe adults to help them choose vocabulary and sentencestructures that are varied, clear, and not too wordy.

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W. 1.33To use transitional devicessmoothly.

• To teach the adults tocombine short, simplesentences into compoundsentences by usingconjunctions.

Content

conjunctions such as:and, or, but, because, then, so,that

1. Adults sometimes write in a string of short, choppysentences. The teacher should show the adults how touse conjunctions to combine sentences whenappropriate.

2. The teacher explains that simple sentences are combinedto create compound sentences by using transitionaldevices, or conjunctions. For example, use and if thetwo simple sentences are similar:- �I went to the park, and Steve came too.�Use but if the two ideas contrast:- �I like hockey, but I prefer baseball.�Use or when a choice is suggested:- �You must use a pen, or you will have to rewrite it.�

3. The teacher should introduce conjunctions informally.The adults can learn how to combine their short, choppysentences with conjunctions during the discussion andediting process.

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W. 1.34To use cursive writing.

• To help the adults formletters and words using cursivewriting, paying attention to theshapes of the letters, the slant,the left-to-right writingdirection in letters as well as inwords, and the connection ofthe letters to each other.

1. The adults may find letter formation easier if the teacherbegins by having them form the shapes on a large scale.

2. Instead of beginning with individual letters, the adultsshould begin by trying to produce the requiredmovements. Exercises in rhythmic writing help themcreate smooth writing patterns.

3. Circles moving from left to right and patterns of slantedlines are good to begin with.

4. The adults may find it useful to practise air-drawing thepatterns first, using the entire arm to write. Then theycould practise the patterns on the blackboard, using largearm movements to help with free-flowing writing.

5. Finally, the adults work with pencil and paper,progressing from these patterns to the tracing andcopying of letters, letter combinations, and words.

6. The multisensory techniques described in ObjectivesW. 1.55 and W. 1.56 may also be used.

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W. 1.35To understand the use of periodsin abbreviations.

• To help the adultsunderstand the use of periodsin the abbreviation for days ofthe week and months and inMr., Mrs., and Ms.

Content

- Mr., Mrs., Ms.- months of the year- days of the week

1. The adults should be introduced to periods inabbreviations informally. The introduction to Mr., Mrs.,and Ms. can be part of the addressing of envelopes (seeObjective W. 1.24).

2. An informal introduction to the abbreviation of days ofthe week and months of the year can be provided whenthe adults are practising filling in forms, dating notes,and keeping a daily journal.

3. See the activities listed in Objective R. 1.26 for furthersuggestions.

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W. 1.36To use verbs and verb formscorrectly.

• To help the adults use thecorrect tense in writing.

Content

- to be (am, was, have been, etc.)- to have (have, had, have had, etc.)

1. The adults should be taught the correct verb tenses touse in their writing informally rather than by means ofgrammar exercises.

2. The adults will remember the correct use of verbs moreclearly if the teacher focusses on the specific errors thatthey make both orally and in writing.

3. The appropriate verb tense to be used in a givensituation can be discussed during the editing process.

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W. 1.37To make subject and predicateagree.

• To teach the adults to makethe verb agree with the subjectof the sentence.

Content

- The book is on the desk.- The books are on the desk.

1. The teacher should focus on the agreement of subjectand predicate in informal discussion with the adultsduring the editing process.

2. The teacher explains that it is necessary to look atwhether a subject is singular or plural and then to makethe verb in the predicate agree with the subject.

3. The adults� errors are highlighted by the teacher and theadults work with the teacher to try to correct them.

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W. 1.38To form the present tense in thethird person.

• To teach the adults that inthe present tense for he, sheand it, it is necessary to add ans to the end of the verb.

It is quite common for theadults to omit the s at the endof the verb when using thethird person singular.

Content

- The dog barks.- The dogs bark.

1. The teacher points out that for singular nouns and namesof people, places, or objects, in the present tense theverb must have an s at the end.

2. This should be introduced to the adults on an informalbasis during the discussion and editing process.Examples of the adults� errors can be used to show thedifference in the verb when the third person singular isused as opposed to the pronouns I, you, they, and we.For example;- The boy runs. He runs.- The boys run. They run.

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W. 1.39To form the negative correctly.

• To teach the adults to forma negative by using not withthe verb.

The adults very often do notform the negative correctly, asin I ain�t sick for I am not sickor I ain�t seen it for I have notseen it.

Content

- verb + not

1. It would be most useful for the teacher to focus on theadults� errors in writing to explain the correct formationof the negative of the verb.

2. It is preferable to introduce the use of the negative formof the verb informally as part of the discussion andediting process rather than as a formal grammarexercise.

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W. 1.40To use and spell correctly pluralnouns correctly.

• To help the adults learn thebasic rules for forming pluralsof words that they commonlyuse.

Content

- ch, sh, s, x, z- y- f, fe- o

1. The teacher explains that es is added to form the pluralof words ending in ch, sh, s, x, and z, and introduces theplurals of commonly used nouns such as churches,dishes, dresses, taxes.

2. The teacher introduces the y rule: when a final y ispreceded by a vowel, you only add s to form the plural,as in boys and days; however, when a consonant comesbefore the final y, you change the y to i and add es, as inpenny-pennies.

3. The teacher explains that to form the plural of wordsending in f or fe, you usually change the f or fe to v or veand add es, as in leaf-leaves, knife-knives.

4. For words ending in o, the teacher explains that if the ois preceded by a consonant, you generally add es, as intomato-tomatoes, whereas if the o is preceded by avowel, you add only s, as in radio-radios.

5. As with all grammar for adults at this level, it ispreferable to introduce the plurals informally as part ofthe discussion and editing process rather than as formalexercises.

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W. 1.41To use and spell singular andplural possessive pronounscorrectly.

• To make the adults aware ofthe difference between singularand plural possessive pronounsand teach them to use and spellthem correctly.

Content

- his, her, their- this, these- etc.

1. The words there and their are confusing. The teachershould explain the word here is inside the word there,indicating place, and that the word their is possessiveand has the word the inside it.

2. The teacher should explain that possessive pronouns areused with nouns, and the noun indicates whether thepronoun is singular or plural.

3. The spelling and use of singular and plural possessivepronouns should be taught informally, based on errorsthe adults make in their writing.

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W. 1.42To use auxiliary verbs.

• To teach the adults to useauxiliaries, verb parts thatcome before the main verb andindicate time or determine themood of the main verb.

Content

- am, is, are- was, were- be, been- has, have, had- do, does, did- must, may, might- can, could- will, would- shall, should

1. The teacher explains that a verb may be made up ofmore than one word and that the verb parts that comebefore the main verb are called �helping verbs.�

Often, helping verbs show time.

Some sentences have two or three helping verbs beforethe main verb. For example:- My sister must have eaten my lunch.- You should have been told about the test.

Sometimes the helping verb and the main verb areseparated by words that are not verbs. For example:- He did not know the answer.

Helping verbs such as may, should, etc. function todetermine the mood of the main verb or enhance itsmeaning. For example:- You must stay home. (obligation)

2. The helping verbs should be introduced informally aspart of the discussion and editing of the adults� writing.

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W. 1.43To use the apostrophe incontractions and possessives.

• To teach the adults to placethe apostrophe correctly incommonly used contractionsand possessives.

Content

- n�t: do not = don�t- �s: he has = he�s- �d: who would = who�d- �m: I am = I�m- �re: they are = they�re- etc.

1. The teacher introduces contractions commonly used inspeech and writing.

2. The teacher helps the adults recognize the correctplacement of the apostrophe to indicate omitted letters.

3. The teacher points out the significance of the position ofthe apostrophe in possessives. For example:- girl�s toys = toys belonging to one girl- girls� toys = toys belonging to more than one girl

4. As with all grammar introduced in Step 1, the use of theapostrophe in contractions and possessives should betaught informally, based on the adults� errors in theirwriting.


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W. 1.44To use negative and affirmativeforms of contractions.

• To help the adults usenegative and affirmativecontractions, placing theapostrophe correctly andomitting the right letters.

Content

- I�m- we�re- he�s- she�d- I�ve- isn�t- won�t- aren�t- haven�t- hasn�t- wouldn�t- etc.

1. The adults should be made aware of negative andaffirmative contractions and their meaning and spelling.The teacher may provide the adults with a referencesheet of contractions.

2. At this level, contractions should be introducedinformally, as part of the discussing and editing of theadults� writing.

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W. 1.45To use the comma correctly.

• To teach the adults to usethe comma in writing dates,places, or words in a series.

Content

- dates- places- series

1. The teacher explains the use of the comma in dates:- The day of the month is separated from the year by acomma. When a complete date is part of a sentence, theyear is separated from the rest of the sentence by acomma.- A comma is not needed if a date consists of the monthand year only.

2. The teacher explains the use of the comma in addresses:- A comma is used between the name of a city or townand the province.- When an address is part of a sentence, a comma isused to separate the name of the city from the street.- Commas are also used to separate the province, state,or country from the rest of the sentence.

3. The teacher explains that commas are used in a series, alist of three or more things or a sequence of events.

4. The use of the comma should be introduced informallyas part of the discussion and editing process, rather thanas a formal grammar exercise.

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W. 1.46To avoid using double negatives.

• To teach the adults to avoidusing more than one negativein a clause.

It is very common for theadults to make the error ofusing a double negative in asentence. For example:- Do not never cross the streeton a red light.- I don�t have nothing to do.

Content

- n�t- no- none- never- nothing- no one- no where

1. The teacher should point out the adults� use of doublenegatives as part of the discussion and editing of theadults� writings.

2. The teacher explains that there are many negative wordsin English, for example: not and its contraction n�t, no,none, never, nothing, no one, nowhere.

3. The teacher tells the adults they should avoid using ain�tin place of am not, is not, are not, etc.

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W. 1.47To omit unnecessary words.

• To help the adults eliminateunnecessary words.

The adults sometimes useunnecessary words in speechand writing, for example:- This here cup is empty.- That school is more bigger.- That there car is new.

1. The teacher points out to the adults that certain wordsare unnecessary, provide no information, and should beomitted.

2. In Step 1, it is not necessary to present the omission ofunnecessary words as a formal grammar exercise butrather as part of the writing and editing process.

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W. 1.48To use capitals in titles.

P • To teach the adults tocapitalize the first letter of thefirst word and all otherimportant words in titles.

Content

- books- movies- poems- songs- newspapers- magazines- television programs

1. The teacher explains that the first word and all importantwords in titles of books, poems, stories, songs,newspapers, magazines, movies, and televisionprograms are capitalized, and provides examples.

2. The teacher encourages the adults to give their writing atitle in order to have them practise capitalization as wellas to help them focus on the main point of the writing.

3. The adults practise using capitals by reviewing the TVschedule and writing down the names of televisionshows they�ll watch that week.

4. The adults list the titles of books they have read recentlyor movies they have seen in the last few months.

5. The adults make a list of their favourite songs.

6. As with all grammar at this level, the use of capitals intitles should be taught informally.


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W. 1.49To choose the correct forms ofpronouns for subject and object.

• To teach the adults to usethe correct pronoun forms forthe subject and object in asentence.

1. The teacher helps the adults choose the correct forms ofpronouns for subject and object. For example:- The boys will put the toys away.- They will put them away.

2. The choice of the correct forms of pronouns for subjectand object should not be presented as a formal grammarexercise at this level, but as part of the writing andediting process.

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W. 1.50To understand and use the letterformat.

• To help the adults write apersonal letter, placing theaddress, date, greeting, body ofthe letter, closing, andsignature in the proper places.

Content

- notes- short letters- sender�s address- date- greeting- body of letter- closing- signature

1. The teacher gives the adults a brief sample letter andthen a sheet with lines indicating the placement of allimportant information.

2. For beginning learners, the teacher writes �Dear� on theline for the greeting, with a space and a comma at theend. The more advanced adults fill this in themselves.

3. The closing is given for beginning adults, while moreadvanced adults are provided with a few easy closings tochoose from.

4. The teacher indicates to the adults that the signatureshould be in cursive writing.

5. As the adults progress, the sheet with lines for the letterformat is replaced by small sheets, perhaps with designson the edges to make the exercise more interesting forthe adults.

6. The adults jot down a short list of things to write aboutbefore beginning, and pretend that they are talking to theother person, writing the way they speak.

7. The letters may be notes to friends, thank-you notes, etc.

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W. 1.51To spell words used in social andwork settings.

• To teach the adults to spellwords commonly used in theirdaily life in both social andwork settings.

Content

- names- names of days and months- numbers- place names- public signs- work-related terms- transportation terms- recreation terms

1. The adults practise spelling commonly used words by:- making a personal calendar and filling in the monthsof the year and days of the week- writing cheques and filling in bank forms- making maps of routes normally taken, labellingtowns, streets and addresses, metro and bus stops, etc.- filling in blank sign shapes: Stop, etc.- bringing and filling in forms frequently used in theirwork place- filling in simple government forms: medicare, SIN,etc.- filling in various job application forms, spelling thejob-related words needed for the application form withthe help of the teacher

2. See Objectives W. 1.54, W. 1.55, W. 1.56, and W. 1.57for techniques to teach spelling.

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W. 1.52To know the spelling offrequently used words withunusual spelling.

• To help the adults recognizethat certain consonantcombinations contain silentletters, and others representspecific sounds.

Content

- silent letters: kn, wr, gn, mb- consonant combinations; ph, gh

1. The teacher introduces the adults to commonly usedwords that have silent letters, such as know, write andclimb.

2. The adults find these words in sentences and cross outthe silent letter in each word, or do exercises that requirethem to fill in a missing letter or letters, for example, touse kn and n correctly in the sentence: He ___ew the carwas not __ew.

3. The adults are introduced to the consonant combinationsph and gh, and practise pronouncing them according tothe following rules: the letters ph in phone and gh inrough represent the same sound the consonant f standsfor; the letters gh in light, however, do not stand for asound.

4. The adults do exercises in which a picture representing acommonly used word is given and the missing gh or phmust be filled in. For example, the number 8 is shownwith the word ei___t to be completed.

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W. 1.53To create a personal spellingdictionary.

• To help the adults spellwords that are important tothem.

Content

- alphabetical order- card index- address book

1. The adults keep a personal dictionary to aid in learningspelling and also to familiarize themselves withalphabetical order.

2. File cards may be used, and placed in alphabetical order.With this system it is very easy to add new words andkeep them in alphabetical order.

3. A small address book is sometimes preferable, as thepages are already labelled for each letter and it is smallenough to be carried around easily.

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W. 1.54To use a logical approach tospelling.

• To help the adults learn tospell by using a logical,systematic approach.

The adults find it easier tolearn to spell long words bybreaking them into syllablesrather than individual sounds.

Word patterns can be a usefultool for adult learners, as theyallow them to learn a wholegroup of new wordssimultaneously.

Content

- syllables- word patterns

The teacher begins with a known word such as in andthen expands to bin, chin, thin and other related words inthe adults� oral vocabulary.

NOTE: The Glass analysis method is an effective tool inteaching spelling.

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W. 1.55To use a multisensory approachto spelling.

• To help the adults learn tospell words by using themultisensory (�say, trace, hear,write�) approach to spelling.

Content

- saying- tracing- hearing- writing- repetition

1. The teacher makes a model of the word on a piece ofpaper. The less competent the adult learner, the morecontrolling the model needs to be.

For most adults, a model made with a pen or pencilwould be sufficient. For less competent adults, themodel to be copied should be larger and made by abroad marker. The least skillful adults would need anembossed model, which provides high contrast and astrong textured feeling. This embossed model is madeby writing the word with a crayon on a paper placed ontop of a piece of wire screening. See the Fernald methodin the Glossary for an explanation.

2. The tracing and saying sequence should be repeated ifthe adults have difficulty with the actual writing of theword.

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W. 1.56To use visual techniques to learnspelling.

• To help the adultsremember spelling more easilyby using visual techniques.

The use of visual techniques isespecially important for wordsthat cannot be approachedphonetically.

Content

- �look, cover, write�- flashcards- jigsaw puzzles

1. Many adults learn best through visual stimuli. Theyneed to look at a word in print and try to put a�photograph� of it in their memories, then cover it overand try to write it.

2. Flashcards, 3" ×××× 5" cards with words written on them,are filed in alphabetical order to form a word bank ofwords frequently used and personal words important tothe adults.

3. The teacher provides exercises in which certain lettersare missing from a word, for example, w_ere are y_u?

4. Jigsaw puzzles giving the adults all of the letters in theword but asking them to order them correctly can workvery well. The words are written on index cards and cutup into interlocking pieces, at first by groups of lettersand later, as the adults advance, by individual letters.

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W. 1.57To use an auditory approach tospelling.

• To help the adults use thesense of hearing to spell wordsthrough the sounds of theindividual letters and lettercombinations.

Content

- phonics- pronunciation by syllable- mnemonics

1. It is necessary for the adults to recognize the letters ofthe alphabet and know the various sounds which eachletter represents, either alone or in combination withother letters.

2. The teacher should have the adults try to decide from itssound what letter a word begins with, and then write anyother letters they hear.

The adults may break the word into syllables forpossible clues.

3. The adults think of all the rhyming words they knowhow to spell. For example, they could attack the wordhow if they know cow or now.

4. The teacher helps the adults use mnemonics, techniquesto improve memory. For example: How now browncow.

5. The Glass analysis is an effective tool for teachingspelling. (See Glossary.)

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W. 1.58To spell words frequently used inwriting.

• To teach the adults to spellwords frequently used inwriting that may not be spelledphonetically.

Content

spelling list of high-frequencywords

1. The teacher helps the adults master the spelling list ofhigh-frequency words after ensuring that the adults canread the words on the list.

2. The words are assigned a few at a time to be studied andpractised in sentences dictated by the teacher andproduced by the adults.

3. The high-frequency words are added to the adults�personal spelling dictionary. (See Objective W. 1.53.)

4. The teacher tapes a cassette, dictating the word listslowly, and the adults practise writing the words athome.

5. See Objectives W. 1.56 and W. 1.57 for techniques forteaching spelling.

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W. 1.59To take dictation to help learnspelling.

• To have the adults listen towords the teacher says andwrite them, either in context orin lists.

Content

�words in context� lists

1. At the beginning the teacher may want to provide thedictation text in written form for the adults to refer to, inorder to bridge the gap between copying and dictation.This will help those who are feeling insecure abouttaking dictation. See Objective W. 1.5.

2. Using a version of cloze exercises is another way ofreducing the demands of dictation. A text is providedwith blanks for certain words. The text may be based onmaterial previously read. The adults fill in the blankswith spelling words they have studied.

3. If the adults have difficulty recalling the spelling ofcomplete words, the teacher may provide words withblanks for the appropriate number of missing letters.For example: your may be represented as y _ _ r, and theadults either fill in the blanks when the teacher dictatesthe word or choose from vowel combinations provided.

4. The dictation of lists of spelling words, as opposed towhole passages, breaks down the task into a series ofsmall steps. This allows adults who have difficultyspelling one word to experience success with otherwords.

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W. 1.60To remedy patterns of errors theadults make in spelling.

• To determine and remedythe phonetic errors the adultsmake consistently through ananalysis of their errors.

When adults are learning tospell, certain errors, especiallyin the area of vowel sounds,are quite common. Forexample:- The adults often confuse the long e and short i sounds, as in the words ship and sheep.- The short o, short u, and

short a often causedifficulty, as in the wordsrot, rat, and rut.

In the area of consonants, theletters b, d, and p often causeproblems as do consonantdigraphs, such as th, ch, andsh, and consonant blends, suchas sm, sn, and squ.

Practice in reading these sounds and auditorydiscrimination exercises are useful. See activities listedin Objective W. 1.57 for further suggestions.

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W. 1.61To use sound clues to look upwords in a simplified dictionary.

• To help the adults use soundclues and alphabetization tolook up words in a simplifieddictionary.

Content

- an appropriate dictionary- a dictionary of commonly misspelled words

1. The teacher should first ensure that the adults arecapable of putting the letters of the alphabet inalphabetical order. See activities in Objective T.S. 1.9.

2. The teacher gives the adults a few words beginning withdifferent letters and they put these words in alphabeticalorder.

3. Once that skill is mastered, the teacher gives the adultswords with the same first letter. The adults look at thesecond letter in order to alphabetize the words.

4. The teacher shows the adults how to use the guide wordsin a dictionary to find the page on which the word theyare looking for is found.

5. The teacher and adults determine the initial sound of theword being looked up, for words beginning withconsonant blends of two or three letters, digraphs, anddigraph blends.

6. The adults determine what vowel sounds (long andshort) they hear. See Objectives W. 1.54 and W. 1.57for techniques to approach spelling.

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STEP ONE: GQA 201Vocabulary


V. 1.1To talk about things heard, seenor read.

• To enrich and build uponthe adults� existing vocabularyfor more effectivecommunication.

• To encourage the adults tobe descriptive when talkingabout their lives, and events intheir lives.

Content

- class readings/presentations- TV shows- news

1. The adults are instructed to give a short (2-3 minute)oral presentation on a subject of their choice.

2. The teacher gives the adults suggested topics: theirhome, their work, a favourite television program, animportant news story, etc.

3. The adults are given an adequate amount of time toprepare a description of the topic of their choice.

4. The group is divided into pairs and the presentations aregiven on a one-to-one basis if the adults are shy aboutgiving their presentation directly to the group.

5. The teacher circulates, making mental notes of thelanguage and descriptions the adults use in theirpresentations.

6. Later, some of the language and descriptions are writtenon the board and discussed by the group.

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V. 1.2To ask questions to clarifyprocedures and concepts.

• To help the adults learn toask appropriate questions tounderstand procedures andideas.

Content

- questions- procedures

1. The teacher presents questions about a procedure and thesteps involved. For example:- How do I begin?- Do I have to do this?- Why do I do this?- What do I do next?- Should I do this?

2. The teacher presents several procedures to think about.For example:- getting a driver�s licence- looking for a job- buying a house

Working in pairs, the adults choose one procedure andwork through the steps involved, using questions andanswers. The steps should be recorded and laterpresented to the group, who may have further questionsto clarify proceedings and concepts. For example:- Why do I do this now?- Why don�t I do this first?

* Beforehand, as a demonstration of the activity, theteacher may provide the steps for a certain procedure inanswer to questioning from the group.

* The teacher should remind the adults to refer toquestions written on the blackboard.

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V. 1.3To express ideas, facts andopinions clearly.

• To familiarize the adultswith the vocabulary necessaryto present their personalfeelings, beliefs or knowledgeabout everyday concerns andissues.

Content

- vocabulary for personal expression: - �personally�� - �in my opinion�� - �it is my belief that�� - �I believe that�� - �I feel that��- newspaper editorials- discussions

See Objective L.S. 1.8 for suggested activities.

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V. 1.4To associate the spoken wordwith pictures and symbols.

• To develop in the adults theability to match the spokenword with symbols.

• To ensure that the adultsknow that these symbolsrepresent spoken words andvarious types of messages.

Content

- picture books- posters- public signs

1. The teacher brainstorms with the adults the types ofmessages conveyed through public signs, and writesthem on the blackboard.

2. The adults are given a selection of public signs on cards.

The teacher indicates the meaning of each message andthe meaning of a line through a symbol.

The teacher names signs at random, for example, NoSmoking.

The adults select the appropriate symbol from their pilefor each message they hear.

The activity continues until all symbols have beencalled.

* This could also be done with symbols on householdproducts.

3. The teacher shows the adults advertising posters and hasthem create slogans or captions.

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V. 1.5To associate the spoken wordwith the written word.

P • To have the adultsrecognize the written form ofthe words in their basicvocabulary.

Content

- names- places- animals- flashcards

1. The teacher prepares name tags for the adults to wear inclass on an ongoing basis.

2. The teacher shows the adults flashcards of very basicwords which are part of the adults� vocabulary andpictures that correspond to them, for example, house,cat, bread.

The adults pronounce each word.

The adults copy each word.

The teacher shows flashcards with the same pictures,omitting the words this time.

The adults write the name of each picture from memory.

* This activity may be repeated each day until all thewords have been learned, and then a new series offlashcards may be presented.

* Pictures can also be presented in categories such asanimals, clothing, food, occupations, etc.

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V. 1.6To build a sight vocabularyrelevant to the adults.

P • To have the adultsrecognize the written form ofwords they commonly use andadd these words to their sightvocabulary.

Content

- personal dictionary- prepositions- pronouns

1. The teacher presents a certain number of new words inwritten form on a continuous basis. (These words arepresented together with a picture or in a sentence.) Thewords should be selected to correspond to the adults�most commonly used words (refer to a commonly usedsight vocabulary list).

2. The adults learn to write these words and keep them in apersonal dictionary which they build on throughout theirprogram.

3. A brief definition from the teacher should be recordedbeside each word.

4. The teacher reinforces new words on a continuous basisby including them in other reading work or flashcardsessions.

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V. 1.7To accumulate a readingvocabulary of words needed inthe adults� immediateenvironment.

• To have the adultsrecognize and be able to readwords they encounter in theirdaily lives.

Content

- common signs- labels- names

1. The teacher selects one area of vocabulary to focus oneach lesson, for example, words in traffic signs, andwrites these words on the blackboard.

To provide context, the teacher presents each word witha picture of the sign. The adults practise saying theword.

The words are then presented in sentences on the board.The class reads each sentence aloud together.

The adults are shown the words one at a time, written oncards, and asked to read each word.

The teacher then says each word without the card. Theadults are asked to write the word they hear, referring tothe list on the blackboard.

This list is built on throughout the course with wordsfrom various vocabulary areas.

Reinforcement

Collages of street signs and labels may be made anddisplayed in the classroom.

Captions using new vocabulary may also be displayedwith photographs.

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V. 1.8To identify a word by using cluesin pictures or cartoons.

• To expand the adults�vocabulary, using expressions,activities, scenes, etc. inpicture books or cartoon strips.

Content

cartoon activities

The teacher uses a cartoon strip which tells a story,either choosing one where no language is shown orerasing the words.

Each picture is put on a separate card.

In groups of four or five, the adults are given one pictureat a time.

The adults discuss the picture and write down one ortwo sentences about it and try to guess something aboutthe rest of the story.

At intervals, they are handed the rest of the pictures, andeach time they discuss them again and add to or modifywhat they have written.

Each group presents what they have written.

The teacher records new vocabulary on the blackboard.

The written version is presented to the adults.

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V. 1.9To identify a word by using theother words in the sentence.

• To help the adults recognizefamiliar words in a sentence,based on context clues.

• To encourage the adults tomake reasonable guesses as tothe meaning of words.

Content

- simple sentences- parts of speech: nouns, verbs

1. The teacher writes a simple sentence on the blackboardfor each new vocabulary word to be learned, andunderlines the new word. The teacher should make surethat all other words in each sentence are familiar. Forexample:- The dog chased the cat.- I read the book.

The teacher should make sure each sentence allows for areasonable guess at to the meaning of the word, as in theexamples.

The adults read each sentence aloud and discuss itsmeaning.

The adults add the words to their personal dictionary.

As a variation, the adults may be asked to choose thebest word to fill in a blank, or to replace another noun,verb, adjective, etc.

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V. 1.10To predict the meaning of anunknown word when it is part ofa list of known words.

P • To encourage the adults tomake assumptions about themeaning of unfamiliar words,based on what logicallyfollows a series of knownwords.

Content

- lists: days of the week, months, numbers

1. The adults practise writing the day�s date for each class:day, month, year.

2. The teacher writes numbers 1 to 20 on the blackboardand the adults read the list first and then write thenumbers.

The teacher writes the spelled-out forms of the numbersone to twenty on index cards and shuffles the cards.

In groups, the adults are instructed to arrange the cardsin order.

The same could be done for months or days of the week.

3. With each group having the same set of index cards, amember of one group holds up a card. A member ofanother group selects the card which should follow fromhis or her set and holds it up.

The activity continues until all the adults have had aturn to guess the number which follows and they easilyrecognize the spelled-out forms of the numbers.

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V. 1.11To use familiar words to help indefining a new word.

• To help the adults defineunknown words by usingknown words. To reinforce theuse of suffixes.

Content

- suffixes: er, or, ist

1. The teacher demonstrates on the blackboard howcommon suffixes create new words when added toknown words. For example: farm + er = farmer

The teacher writes er, or, ist on the board and explainsthat these endings form nouns when added to rootwords, referring back to the example:farm + er = farmer

The adults, in pairs, are given six cards on which arewritten three suffixes and three root words, suffixes inone colour, root words in another.For example: or teach

er actist type

The adults match the appropriate root word with thesuffix.

The definitions are discussed by the adults as a group.

This activity may be expanded by adding more rootwords once the concept has been learned. This may be abrainstorming activity with the adults.

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V. 1.12To use root words as an aid tounderstanding meanings.

• To develop the adults� skillin building upon known wordsand root words.

Content

- prefixes- suffixes, see Objective V. 1.11- root words

1. The teacher builds upon the list of suffixes fromObjective V. 1.11.

The teacher demonstrates that a root word like chemmay have several suffixes added to form new words anddifferent parts of speech.For example: chem + ist = chemist

chem + istry = chemistrychem + ical = chemical

The activity from Objective V. 1.11 may be repeatedwith variation of suffixes and added roots.

2. The teacher gives examples of commonly used prefixes,and demonstrates how prefixes change a word�smeaning. For example:- un, pre, re- tidy � untidy

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V. 1.13To recognize compound words.

• To help the adults realizethat new words can be formedfrom combinations of simplewords.

Content

- simple words familiar to the adults

1. The teacher defines the term compound word as a wordconsisting of a combination of words. For example:- flashlight- newspaper

2. Using very basic vocabulary, the teacher writes two listsof simple words on the blackboard. For example:

dog man fire house horse chair arm shoe

The meanings of the simple words are reviewed.

The adults are instructed to join simple words to formcompound words with logical connections.

Following the match-up activity, the teacher discussesthe meaning of each compound formed.

The adults then practise making their own sentencesusing the compound words.

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V. 1.14To enrich vocabulary by learningnew meanings for familiar words.

• To demonstrate to the adultsthat a word may have differentmeanings, depending on whatpart of speech it is.

Content

- words with multiple meanings- words that may be different parts of speech, for example: play - noun play - verb

1. The teacher writes on the blackboard the word play anddemonstrates its multiple uses. For example:- I play every day (verb)- I enjoyed the play (noun)

2. The terms verb, noun, and adjective are discussed.

3. A list of words with multiple meanings is brainstormedwith the adults. For example:- light- spring

One word is selected and its various uses aredemonstrated on the blackboard. For example:- I turned on the light (noun)- The book was light, not heavy (adjective)- If it�s dark, we light a candle (verb)

The adults practise formulating their own sentences,orally or in writing, using the word light as each part ofspeech. They continue doing this for each word on thelist.

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V. 1.15To use synonyms and antonymsto bring precision and variety tolanguage.

• To help the adults buildtheir vocabulary by usingsynonyms and antonyms.

Content

- synonyms- antonyms

1. The teacher discusses how dull it sounds when the sameword is repeatedly used to describe or talk aboutsomething. Examples of such repetition aredemonstrated on the blackboard.

2. The use of antonyms is also demonstrated: Something isnot big. Replace with small.

3. The teacher writes a list of selected words on theblackboard. For example: big, pretty, tight, friendly,close, sit. The adults are asked to supply an opposite aseach word is called out. They write the pairs.

4. Using nine master words, a grid is prepared:

The teacher gives the definition of a word from themaster list, for example, �the opposite of small.� Theadults then cross out the appropriate word. They areasked not to refer to their written list, but to try toremember from the earlier lesson.

* A similar activity may be done using synonyms.

big close sit

new tight wet

pretty friendly happy

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V. 1.16To develop new words byexpanding on familiar words.

• To teach the adults toexpand upon known words byadding common prefixes andsuffixes to create new words.

Content

- prefixes and suffixes- parts of speech

The teacher writes happy, happiness, happily, andunhappy on the blackboard. Each prefix or suffix isunderlined.

The definitions and parts of speech are explained by theteacher, who also points out the spelling change and therule to apply when suffixes are added to certain words.

The teacher demonstrates how each word is used in asentence (writes four sentences on the board).

Then the adults are given a list of familiar words, forexample, friend, fair, true, like, along with a list ofcommon prefixes and suffixes.

By combining the two lists the adults will attempt toform new words, which they write in their notebooks.

The teacher writes all the suggestions on the board,indicating whether they are correct or not. This will helpthe adults build a more extensive list of prefixes andsuffixes. The adults then use these words in sentences.

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STEP ONE: GQA 201Thinking Skills


T.S. 1.1To recognize one�s own values.

• To develop in the adults anawareness of principles whichare intrinsically valuable ordesirable to them.

Content

- discussion- reactions

1. The teacher explains the concept of personal values andprinciples by which we live, and gives a few examplesof his/her own values.

2. The adults each share one of their own values and theseare noted on the blackboard. The group is encouraged todebate and discuss them.

3. A situation is presented by the teacher which involves avalue decision by the adults. A situation from the AnnLanders� advice column would be appropriate. Forexample:- a problem child- dealing with seniors

4. Each member of the group is asked to think about thesituation, what decision they would make, and how theyarrived at their decision. Group discussion follows, eachtelling what they would do in such a situation and why.

5. The response given in the advice column is then read tothe group and the adults give their reactions.

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T.S. 1.2To improve auditory recall.

• To improve the adults�ability to recall details,information, instructions,messages, etc. which they haveheard.

Content

- memory games- instructions- retelling activities- indirect speech

1. The adults are paired off, and one of the pair is given ashort, detailed text at an appropriate reading level. Thistext is read to the partner, who is quizzed verbally by thereader to recall certain details from the text.

2. Picnic Game. Each adult begins a sentence with �I�mgoing on a picnic and I�m going to take�� Each adultsupplies an item. Each one takes a turn, repeating all theprevious items and adding one more item to the list.This continues until all members of the group have had aturn.

3. The class listens to radio news reports, weather reports,or advertisements. The teacher quizzes the adults ontheir ability to recall the information.

4. The teacher practises reported speech with the adults.

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T. S. 1.3To improve visual recall.

• To have the adultsremember words throughshapes and associate wordswith pictures.

Content

- word shapes- symbols- memory games/pictures- abbreviations

1. The teacher shows how words can be associated withshapes. For example:

pump =

The teacher puts several shapes on the board. The adultscopy each shape into their notebook and fill in wordswhich fit into the given shape. Some adults fill inshapes on the board.

2. Groups of words are given with shapes drawn besidethem. For example:

thenwarmkind

The word of the correct shape should be circled.

3. The adults are given a picture of a park or street scenewith people and activity. This is studied for two or threeminutes and turned over. The teacher asks about 10questions, for example:- What was the old man doing?- How many dogs were in the picture?

4. The teacher asks the adults to think about a favouriteplace, event or person, and then to describe to the group,as accurately as possible, the image they have.

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T.S. 1.4To read, listen to, and talk aboutimaginative words.

• To encourage the adults toread and respond to poetic,musical and fictional works.To develop creative thinking.

Content

- poetry- music- fiction- emotional responses

1. The teacher and the adults discuss emotions and feelingsand situations which elicit such emotions as anger,sadness, happiness.

The group members are asked to think of their favouritetype of music, songs, poems, stories or films. Theteacher asks such questions as:- Why do you like this book?- How did the ending make you feel?- How do you feel when you hear that song?

2. With their eyes closed and listening attentively, theadults hear a tape-recorded song, one or more times ifnecessary. The teacher encourages the adults to respondto the song by asking such questions as:- Did you like the song?- Does the song bring back memories of a person orplace?- How does this make you feel?- Which particular lyrics make you feel that way?

The responses are recorded on the blackboard.

3. The teacher assigns classic novels which have beenrewritten for the beginning reader. These may be readby the adults as a group over the course of the semester.

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T.S. 1.5To recognize similarities anddifferences.

• To help the adults developlogical thinking by detectingdifferences between letters orwords and by determiningrelationships in shapes andcolours, and in synonyms andantonyms.

Content

- synonyms- antonyms- words, letters, shapes- pictures

1. The teacher prepares four or five pairs of cards showingwritten or drawn letters, shapes, or words, depending onthe focus of the lesson. Each set contains two of a kind.For example:

In groups of four, the adults place the cards randomly,face down. Each adult turns up two cards to find amatch. In order to keep the cards, the adult must say theletter or word, or name the shape correctly.

2. The adults are given two columns of phrases (orantonyms or synonyms):

Same Differentlive alone leave alone ��payday pay day ��sit up set up ��

The adults indicate whether the two are the same ordifferent. The teacher discusses the similarities anddifferences when the task is completed.

3. Each pair of adults is given two pictures which are fairlysimilar but have some differences. By asking each otherquestions, they are to discover as many differences aspossible.

aA

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T.S. 1.6To classify items by grouping.

• To teach the adults to sortor categorize objects or wordsby identifying common factorsor linking similar concepts.

Content

categories

1. The teacher explains how to sort and classify in manyeveryday activities. For example: sorting laundry - -lights and coloureds.

2. The teacher indicates the many criteria by which itemscan be grouped or categorized, and gives examples onthe blackboard: big/small, good/bad, animate/inanimate,singular/plural.

The teacher provides examples for each category.

3. The teacher asks the adults to name items on theirweekly grocery list. All responses are recorded on theblackboard.

The teacher draws a chart with spaces for four or fivecategories:

The adults think of categories into which they couldgroup the list on the blackboard. The items areclassified by the adults and the groupings are discussed.

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T.S. 1.7To relate to thefeelings/behaviour of others.

• To help the adults detectand empathize with the moodsand feelings of others.

Content

- discussion: moods, fictional/TV characters, readings

1. The teacher involves the adults in a general discussionof emotions and moods we experience and has the adultsmake a list of them.

The adults are divided into small discussion groups.The teacher presents each group with a situation (relatedto work or home) and asks each member to tell how heor she would feel. For example:- �I would feel relieved.�- �I would feel anxious.�

Each member of the group responds to the others�responses. For example:- �Why would you feel this way?�- �I understand why you would feel this way.�

2. The adults watch short TV drama clips or listen to shortradio drama clips. The teacher engages the adults in adiscussion of the moods or feelings of certain characters,through questions such as:- �Is the character in a bad or good mood?�- �Have you ever felt this way?�- �How would you react in such a situation?�

2.157



T.S. 1.8To become more flexible inthinking.

• To encourage the adults tothink hypothetically and beaware of alternative ways ofthinking.

• To encourage the adults tobe open to others� opinions.

Content

- hypothetical questions: �what if��- brainstorming

1. The teacher writes on the board several questionsbeginning with: �What would you do if��

The teacher has each adult give one response to eachquestion, and records the responses on the blackboard.

The teacher asks the adults to consider the otherresponses given as alternatives to their own response.

The adults select and rank other options as:(1) preferred option(2) next possible option(3) last resort, etc�

This continues until all questions are answered andsolutions considered.

2. The teacher presents a hypothetical situation involvingan individual faced with a dilemma or choice.

The adults are asked to give suggestions to an individualin such a situation. The teacher may provide an exampleand then elicit other responses (�What else could�?�).The teacher records all the responses as viable solutions.

2.158



T.S. 1.9To understand the concept ofsequence.

P • To increase the adults�comprehension andappreciation of sequence.

Content

- alphabet- alphabetical order- directions- sequential order of events in stories

1. To teach and review letters in alphabetical order, theteacher gives each group of the adults a pack of alphabetcards containing 26 letter cards. Each adult is dealt anequal number of cards.

One adult lays a letter down, preferably from the middleof the alphabet. Other adults continue the sequence,until an alphabet chain is formed. For reinforcement,the players say the name of the letter before laying itdown.

2. The teacher gives each adult a piece of paper with theentire alphabet or a sequence of letters scattered over thepage. The adults make a line connecting the letters insequence. This may be done with a sequence ofnumbers or a connect-the-dots picture.

3. The adults are divided into groups of four or five. Theteacher gives each adult two cards with segments of astory written on them, at the adults� reading level. Theadults are instructed not to look at each others� cards.

Together, the group must arrange the cards to make alogical story. Each adult reads his or her cards aloud asoften as is necessary to determine the proper sequence.

2.159



T.S. 1.10To play with words.

• To show the adults they canbe experimental and have funwith words.

Content

- rhymes- riddles- poems- puzzles

1. The teacher writes on the blackboard sets of words thatrhyme.

The adults are paired off. The first of each pair says aword (three or four letters) to the partner, who mustrespond with a rhyming word, and so on.

The adults are instructed to spell (or write) each wordafter they say it.

2. The adults are divided into small groups or pairs. Eachgroup is given alphabet cards with all 26 letters. Thecards are shuffled and distributed to the members of thegroup.

One adult begins by spelling a word of two or threeletters and placing the appropriate cards on the table.The next adult must build a word, as in a crosswordpuzzle or scrabble, on the letters already on the table.

3. The teacher reads several limericks to the adults.

Brainstorming with the adults, the teacher writes a list ofrhyming words on the blackboard, which are used by theadults to attempt to write their own limericks.

2.160



T.S. 1.11To distinguish between fact andfiction.

• To help the adults tell thedifference between workswhich are factual and thosewhich are imaginary.

Content

- reading and listening material: newspapers, radio, fictional stories

1. The teacher distinguishes between fact and fiction bytelling the adults that fact has actual existence whilefiction is invented by the imagination.

With the adults, the teacher compiles lists on theblackboard of things which may be classified as fact orfiction.

Fact Fictionnews stories storiesadvertisements filmsbiographies novels

2. The adults listen to news clips of actual events, with theteacher compiling a list of the facts given on theblackboard.

The adults are given a very short, simple newspaperarticle.

The teacher reads the article to the adults and asks eachadult to state two facts from the article. The teacherrecords these on the blackboard.

The article is compared with fictional works.

2.161



T.S. 1.12To distinguish fact from opinion.

• To teach the adults to usefactual words and �feeling�words in descriptions.

• To help the adults expresspersonal opinions.

Content

- factual words- feeling words- personal viewpoints

1. The teacher illustrates the distinction between fact andopinion, explaining that fact is actual and proven whileopinions are personal viewpoints, judgments. Forexample:- That car costs $10 000. (fact)- That car is expensive. (opinion)

The teacher and the adults make lists of factual andfeeling words on the blackboard. For example: cold,round, green, nice, pretty.

The teacher shows the group pictures of concreteobjects, people, or places, asking the adults to describeeach picture. The responses are recorded on theblackboard in columns of fact or opinion. The adults areasked to discuss the opinions or list the facts.

2. The teacher prepares a short, simple text for the adults toread. The adults are told to underline the factual wordsand to circle those that express personal feelings.

The responses are discussed by the group.

2.162



T.S. 1.13To predict events, given facts.

• To help the adults anticipateresults and understand cause-and-effect relationships.

Content

- cause and effect (therefore, because, as a result of)- conditionals

1. The teacher presents the adults with an example of acause-and-effect relationship, such as: It rained,therefore there was no picnic.

The teacher presents the vocabulary for describing suchrelationships. For example: because, therefore, as aresult, so.

The adults are asked to think of events in their own livesand what caused or shaped these events. The teacherpoints out cause and effect. For example:Because I married young (cause) I didn�t finish school(effect).

The teacher points out that predictions are made byexamining possible cause-and-effect relationships.

The adults are divided into groups, and each group isgiven a different �what would happen if� situation andtold to think of all possible effects or outcomes of such asituation.

2.163



T.S.1.14To understand analogy.

• To teach the adults to drawcomparisons between twounlike things.

• To introduce the use offigurative speech.

Content

- similes- like, as

1. The teacher indicates to the adults how speech can bemuch more effective and interesting when we makecomparisons to express ourselves. For example: Heswims like a fish.

The teacher points out that an analogy is a comparisonof two otherwise unlike things (boy, fish).

The teacher points out that such a comparison using likeor as is called a simile, and demonstrates the structuresof both. For example:

like + nounas + adjective + as + noun

The teacher writes five examples of each structure,uncompleted, on the blackboard, reviewing each nounand adjective for meaning. The adults complete thecomparisons and read their responses aloud. Forexample:

as light as� he laughs like�as crazy as� it flew like�as ugly as� she drives like�

2.164



T.S. 1.15To reach conclusions based onknown evidence.

• To help the adultsassimilate information so as tomake accurate inferences ordraw logical conclusions.

Content

- guessing game- yes/no questions

1. The teacher tells the adults that he or she is thinkingabout a place (object, person, etc.).

The adults are given time to think of one yes/no questionto gain information about the place. The teacher gives ayes/no answer to each question. The adults are askednot to shout out their guesses.

The teacher records all answers on the blackboard.For example: Yes, it is a country.

No, it is not a hot country.Yes, it is in Europe.

After a question from each adult has been answered, theadults are asked to study the information recorded on theblackboard and to write their guess on a piece of paper.The guesses are read aloud to the group.

The activity continues with an adult, who has correctlyguessed the place, moving to the front of the room andchoosing a person, place, or object for the rest of thegroup to guess.

STEP TWO

2. 165

TABLE OF CONTENTS - STEP TWO



L.S. 2.1

L.S. 2.2

L.S. 2.3

L.S. 2.4

L.S. 2.5

L.S. 2.6

L.S. 2.7

L.S. 2.8

L.S. 2.9

L.S. 2.10

To listen to others in order to take part in a discussion ......................................................... 2.175

To speak loudly enough to be heard ...................................................................................... 2.176

To answer specific factual questions ..................................................................................... 2.177

To provide personal information clearly ................................................................................ 2.178

To recall specific information heard ...................................................................................... 2.179

To interpret directions and messages accurately .................................................................... 2.180

To listen to and correctly interpret a short sequence of instructions ...................................... 2.181

To ask questions and make requests ...................................................................................... 2.182

To give instructions and directions so that others may follow them ..................................... 2.183

To relate one�s own experiences to ideas and concepts heard and read ................................ 2.184

P

P

2.166

STEP TWO

READING


R. 2. 1

R. 2. 2

R. 2. 3

R. 2. 4

R. 2. 5

R. 2. 6

R. 2. 7

R. 2. 8

R. 2. 9

R. 2.10

R 2.11

R. 2.12

R. 2.13

R. 2.14

R. 2.15

R. 2.16

R. 2.17

R. 2.18

To take risks ........................................................................................................................... 2.185

To understand the need to communicate in society ............................................................... 2.186

To define personal need and desire to read ............................................................................ 2.187

To use accumulated knowledge to derive meaning from reading .......................................... 2.188

To use context cuing .............................................................................................................. 2.189

To develop an advanced sight vocabulary ............................................................................. 2.190

To meet basic reading requirements ...................................................................................... 2.191

To determine the purpose and content of different types of texts .......................................... 2.192

To analyze the organization of reading material .................................................................... 2.193

To enjoy listening to and reading the sounds, rhythms, and images of language .................. 2.194

To use reading to improve confidence and enhance current interests and abilities ............... 2.195

To recognize various forms of literature ................................................................................ 2.196

To recognize consonant sounds including consonant blends ................................................. 2.197

To recognize two-consonant digraphs as representing one sound ......................................... 2.198

To recognize silent letters ...................................................................................................... 2.199

To recognize words that sound alike (homophones) ............................................................. 2.200

To pronounce words by sound units ...................................................................................... 2.201

To recognize that some letters have more than one sound .................................................... 2.202

P

P

P

P

P

P

P

2.167

STEP TWO

READING


R. 2.19

R. 2.20

R. 2.21

R. 2.22

R. 2.23

R. 2.24

R. 2.25

R. 2.26

R. 2.27

R. 2.28

R. 2.29

R. 2.30

R. 2.31

R. 2.32

R. 2.33

R. 2.34

R. 2.35

R. 2.36

To recognize that different letters or combinations of letters may representthe same sounds ...................................................................................................................... 2.203

To recognize, understand, and use prefixes and suffixes and root words .............................. 2.204

To understand and apply the principle of syllabication ......................................................... 2.205

To read possessives correctly ................................................................................................. 2.206

To understand the concept of abbreviations .......................................................................... 2.207

To use alphabetical order ....................................................................................................... 2.208

To tell time ............................................................................................................................. 2.209

To use calendars ..................................................................................................................... 2.210

To recognize common symbols ............................................................................................. 2.211

To become aware of various sources of information ............................................................. 2.212

To recognize specific information required ........................................................................... 2.213

To use telephone directories .................................................................................................. 2.214

To become familiar with the organization of a dictionary ..................................................... 2.215

To use a dictionary to find the meaning of a word ................................................................ 2.216

To use a dictionary to find the spelling of a word .................................................................. 2.217

To learn about libraries and discover various library departments ........................................ 2.218

To understand and use the catalogue system at the library..................................................... 2.219

To use schedules and timetables ............................................................................................ 2.220

P

P

P

P

P

P

P

P

2.168

STEP TWO

READING


R. 2.37

R. 2.38

To read plans and diagrams ................................................................................................... 2.221

To use an encyclopedia .......................................................................................................... 2.222

2.169

STEP TWO

WRITING


W. 2.1

W. 2.2

W. 2.3

W. 2.4

W. 2.5

W. 2.6

W. 2.7

W. 2.8

W. 2.9

W. 2.10

W. 2.11

W. 2.12

W. 2.13

W. 2.14

W. 2.15

W. 2.16

W. 2.17

W. 2.18

To spell and use words related to personal information ........................................................ 2.223

To become a willing and confident writer ............................................................................. 2.224

To write independently .......................................................................................................... 2.225

To use cursive writing ............................................................................................................ 2.226

To form complete sentences .................................................................................................. 2.227

To write questions .................................................................................................................. 2.228

To distinguish between a complete sentence and a sentence fragment ................................. 2.229

To capitalize the first word in a formal piece of writing ....................................................... 2.230

To capitalize proper nouns ..................................................................................................... 2.231

To capitalize calendar divisions ............................................................................................. 2.232

To know when words referring to people should be capitalized ........................................... 2.233

To be willing to write despite spelling problems ................................................................... 2.234

To use copying as an aid in writing and spelling ................................................................... 2.235

To create a personal spelling dictionary of troublesome words ............................................. 2.236

To spell words used in social and work settings .................................................................... 2.237

To spell words frequently used in writing ............................................................................. 2.238

To spell frequently used words with difficult spellings ......................................................... 2.239

To write as a means of expressing oneself, ordering one�s experience, or clarifying one�sthoughts and ideas .................................................................................................................. 2.240

P

P

P

P

P

2.170

STEP TWO

WRITING


W. 2.19

W. 2.20

W. 2.21

W. 2.22

W. 2.23

W. 2.24

W. 2.25

W. 2.26

W. 2.27

W. 2.28

W. 2.29

W. 2.30

W. 2.31

W. 2.32

W. 2.33

W. 2.34

W. 2.35

W. 2.36

To prepare to write ................................................................................................................. 2.241

To write for content and meaning .......................................................................................... 2.242

To edit and revise ................................................................................................................... 2.243

To choose words carefully to convey the precise meaning intended ..................................... 2.244

To write and present a final copy ........................................................................................... 2.245

To write messages .................................................................................................................. 2.246

To write informal notes .......................................................................................................... 2.247

To write greeting cards and postcards .................................................................................... 2.248

To know the required format for a letter ................................................................................ 2.249

To keep a personal diary or journal ........................................................................................ 2.250

To gain confidence in writing different types of personal letters .......................................... 2.251

To narrate ............................................................................................................................... 2.252

To describe ............................................................................................................................. 2.253

To record ................................................................................................................................ 2.254

To write compound and complex sentences .......................................................................... 2.255

To correct faulty sentences ..................................................................................................... 2.256

To use regular verbs in the past tense .................................................................................... 2.257

To understand and use common irregular verbs in the past tense ........................................ 2.258

P

P

P

2.171

STEP TWO

WRITING


W. 2.37

W. 2.38

W. 2.39

W. 2.40

W. 2.41

W. 2.42

W. 2.43

W. 2.44

W. 2.45

W. 2.46

W. 2.47

W. 2.48

W. 2.49

W. 2.50

W. 2.51

W. 2.52

W. 2.53

To understand the use of periods in abbreviations ................................................................. 2.259

To use the apostrophe in contractions and possessives ......................................................... 2.260

To meet standards for headings, margins, indentations, and writing and spelling in allwritten work ........................................................................................................................... 2.261

To use the appropriate format and style to complete different types of forms ...................... 2.262

To use initial capitals for names of buildings, places and geographical features, andorganizations and businesses ................................................................................................. 2.263

To use and spell correctly common plural forms of nouns .................................................... 2.264

To form unusual noun plurals correctly ................................................................................. 2.265

To use and spell singular and plural possessive nouns and pronouns correctly .................... 2.266

To choose the correct pronouns for subject and object .......................................................... 2.267

To choose proper punctuation in writing ............................................................................... 2.268

To use the present tense correctly in the third person singular .............................................. 2.269

To use negative and affirmative contractions ........................................................................ 2.270

To avoid using double negatives ............................................................................................ 2.271

To omit redundant words in the subject of a sentence ........................................................... 2.272

To understand and use correct sequential structure ............................................................... 2.273

To develop responsibility for self-appraisal and checking .................................................... 2.274

To develop a spelling list related to current needs, interests, and learning themes ............... 2.275

P

P

P

P

2.172

STEP TWO

WRITING


W. 2.54

W. 2.55

W. 2.56

W. 2.57

W. 2.58

W. 2.59

W. 2.60

W. 2.61

To take dictation to improve spelling .................................................................................... 2.276


To use a multisensory approach to spelling ........................................................................... 2.278

To use visual techniques in spelling ...................................................................................... 2.279

To use an auditory approach to spelling ................................................................................ 2.280

To discover and correct patterns of spelling errors ................................................................ 2.281

To distinguish between homophones ..................................................................................... 2.282

To use sound clues to look up words in a dictionary ............................................................. 2.283

2.173

STEP TWO

VOCABULARY


V. 2.1

V. 2.2

V. 2.3

V. 2.4

V. 2.5

V. 2.6

V. 2.7

V. 2.8

V. 2.9

V. 2.10

V. 2.11

To talk about things heard, seen and/or read ......................................................................... 2.284

To identify a word by using clues in pictures, cartoons, or maps .......................................... 2.285

To guess the meaning of a word by using what is given in the sentence ............................... 2.286

To guess the meaning of an unknown word when it is part of a list of words already known .. 2.287

To recognize compound words .............................................................................................. 2.288

To use newly learned words in communicating facts and ideas ............................................ 2.289

To use the metric system prefixes .......................................................................................... 2.290

To enrich vocabulary by learning new meanings for already familiar words ........................ 2.291

To be aware of idioms and colloquial usage .......................................................................... 2.292

To clearly describe one�s feelings and those attributed to others .......................................... 2.293

To know and use specialized vocabulary pertaining to a specific subject area ..................... 2.294

P

P

2.174

STEP TWO

THINKING SKILLS


T.S. 2.1

T.S. 2.2

T.S. 2.3

T.S. 2.4

T.S. 2.5

T.S. 2.6

T.S. 2.7

T.S. 2.8

T.S. 2.9

T.S. 2.10

T.S. 2.11

To improve auditory recall ..................................................................................................... 2.295

To improve visual recall ........................................................................................................ 2.296

To recognize similarities and differences .............................................................................. 2.297

To classify items by grouping ................................................................................................ 2.298

To read, listen to, and talk about imaginative works ............................................................. 2.399

To play with words ................................................................................................................ 2.300

To relate to the feelings and behaviour of others ................................................................... 2.301

To become more flexible in thinking ..................................................................................... 2.302

To distinguish between fact and fiction ................................................................................. 2.303

To distinguish fact from opinion ............................................................................................ 2.304

To understand analogy ........................................................................................................... 2.305 P

2.175

STEP TWO: GQD 202Listening and Speaking


L.S. 2.1To listen to others in order to takepart in a discussion.

• To encourage the adults tolisten quietly, concentrate, andrespond in a discussion.

Content

- informal discussions- taped discussions

1. The teacher discusses with the adults the importance ofallowing others to contribute in discussions, withoutinterrupting. The teacher explains to the adults thatgood listeners make good conversationalists, and that itis necessary to concentrate in order to appreciate theinput of others.

2. The adults listen to recorded discussions, perhaps fromradio programs. The teacher points out the pattern ofdiscussion and how each participant takes turns makingcontributions.

3. In a smaller class, the teacher leads a general discussionon a topic familiar to the group so that there is plenty ofinput. If the class is too large, the teacher may formgroups of three or four adults.

4. To better control the discussion, the teacher has theadults raise their hands when they wish to contribute.

5. The teacher asks the adults to acknowledge the previousinput by repeating or rephrasing what they have justheard.

2.176



L.S. 2.2To speak loudly enough to beheard.

• To develop self-confidencein the adults so that they areable to express themselvesclearly in various situations.

Content

- telephone conversations- discussions- meetings

1. For those adults who are shy or reluctant to speak, theteacher makes tapes of their voices and plays them back.The teacher repeats this activity until the adults aresatisfied with the volume of their voices.

2. The adults move on to one-to-one conversations.The teacher encourages them to speak loudly andclearly.

3. The teacher leads a class discussion, promptingthose who are timid by questions such as:- What do you think of this?- Do you agree?- Would you do the same?

The teacher monitors the volume of the discussion sothat those who speak more quietly will not be drownedout or discouraged from speaking.

4. The teacher holds a class meeting to discuss a class tripor special activity and encourages the adults to speak bytelling them that their contributions are necessary andimportant. Good organization will allow the adults toexpress themselves loudly and clearly.

2.177




P • To help the adult providecorrect answers to specificquestions.

Content

- question/answer cards- stories

1. The Wh questions are shown on the blackboard andexplained.

Using paper of two different colours, the teacherprepares pairs of questions and answer cards withcorresponding numbers. The teacher mixes up the cardsof each colour and gives one question and one answercard to each adult.

One at a time, the members of the class read out aquestion. The adults raise their hands to provide theanswer. This continues until all the questions areanswered.

2. An adult starts by saying, �I�ve been reading aninteresting book� or �I took a trip last year.� The otherstake turns asking questions, such as �Who are thecharacters?� �Where do they live?� �How does thestory begin?�

The questions become more specific once more detail isknown. The storyteller should provide correct answersto the questions.

Using a very simple story as an example, the teacherprovides the adults with three or four kinds of questionsto ask.

2.178



L.S. 2.4To provide personal informationclearly.

P • To enable the adults to givepersonal data in variouseveryday situations andeffectively communicateappropriate information.

Content

- interviews- personal data- role-plays

1. The teacher prepares a work sheet of questions at anappropriate level for an exchange between the adults.

The adults circulate, choosing partners to interview.Examples of questions are:- What is your name?- Where are you from?- What is your telephone number?- What is your date of birth?- What is your address?

2. The adults role-play telephone conversations orsituations which require them to provide personalinformation. For example:- applying for a phone- opening a bank account

Questions may be provided as a guide.

3. �Ice-breaker� games at the beginning of the course givethe adults an opportunity to exchange personalinformation.

2.179




• To develop the adults�ability to listen for detail andimprove their memorytechniques.

Content

- memory games- retelling of facts

1. The teacher prepares an anecdote or detailed short storywhich is unfamiliar to the adults.

Four or five adults leave the room while the teacher tellsthe remaining adults the story. Adult no. 1 enters theroom and is told the story. When adult no.2. comes in,the first adult retells the story. The group listens andpoints out any omissions or inaccuracies. Thisprocedure continues until all the adults have re-enteredthe room and retold the story.

Several stories may be prepared so that each adult has anopportunity to retell a story.

2. The adults make phone calls, gathering information toshare with the rest of the group. For example:- bus station: times, fares- directory assistance: numbers- The Gazette Info Line: sports scores, weather- movie theatres: times, prices

3. After listening to taped news stories and weather reports,the adults are quizzed on specific information heard.

2.180



L.S. 2.6To interpret directions andmessages accurately.

• To help the adults followdirections correctly in the orderin which they are given andinterpret messages accurately.

Content

- directions (maps)- messages- directions for use

1. In pairs, the adults are given simple street maps. Theteacher presents vocabulary for asking for and givingdirections.

2. The teacher provides household products with directionsfor their use, which are enlarged and photocopied. Theteacher reviews the vocabulary. For example:- directions for making instant coffee- directions for using shoe polish- directions for using cleaning products

While one adult reads out loud, another carries out theinstructions being read.

3. The adults should be encouraged to jot down messages,using key words. The teacher shows examples of office,telephone, and personal messages.

The teacher reads messages aloud while the adults jotthem down clearly and concisely.

The adults listen to recorded messages and write downthe most important information.

The teacher explains how to paraphrase.

2.181




• To show the adults how tofollow the steps in everydayinstructions.

Content

- medical instructions- assembly instructions- appliance instructions- recipes- fire drill instructions- forms

1. The teacher reviews vocabulary of sequence(Objective L.S. 1.4).

A discussion follows about instructions used in theworkplace or in domestic tasks.

2. The adults are given a disassembled child�s toy orhousehold item, and easy assembly instructions. Theteacher and the adults read the instructions together andthe teacher clarifies the vocabulary. Adults are chosen tocarry out each step.

3. The teacher uses various board games with instructions,such as Scrabble.

4. The teacher presents fire drill instructions. The classstages a mock fire drill in which the adults carry out theinstructions given: close all windows, exit by nearestdoor, turn right, etc.

5. The teacher reviews vocabulary for recipes. If feasible,the adults make a recipe, following the instructionsprecisely.

6. The adults fill in basic forms while the teacher reads outthe instructions. For example:- Put your name here.- Put an X in the box if�

2.182




• To teach the adults tophrase questions correctly, toask appropriate and pertinentquestions, and to makerequests politely.

Content

- phrasing of information and yes/no questions- polite requests

1. The teacher presents the structure of questions andrequests. See Objectives L.S. 1.2 and L.S. 1.7.

2. One adult thinks of an object familiar to the class.Others ask such questions as:- Is it large?- Is it green?- Is it my sweater?

A maximum number of questions may be set, in order toencourage the adults to ask only pertinent questions.

3. Each adult is given a sheet with 10 �find someone who�questions to formulate. For example:- Find someone who likes liver.- Find someone who was born in 1958.

The adults circulate randomly, asking each otherquestions to find 10 people who�For example:- Excuse me, do you like liver?

4. The adults practise making polite requests with eachother. For example:- May I borrow your pen?- Do you know the time?

2.183



L.S. 2.9To give instructions anddirections so that others mayfollow them.

• To help the adults recognizethe difference betweeneffective and confusinginstructions and directions.

Content

- vocabulary of sequence- instructions- maps

1. The teacher reviews vocabulary for giving instructionsin a sequence of steps. (See Objective L.S. 1.4)

2. The adults are paired off, one given a fairly simplepicture of an object or shape, the other given a blanksheet.

This activity is similar to L.S. 1.4 except that the focusis on the adults giving clear instructions so that theirpartners can as accurately as possible reproduce thepicture without seeing it.

3. Using materials such as wire, matchboxes, paper, twist-ties, pipe-cleaners, one group constructs a shape,building, etc. Detailed instructions are compiled toenable the second group to reproduce the item asaccurately as possible, using similar materials. Theadults practise giving the instructions and the resultsshould speak for themselves!

4. Working with town maps, the adults provide the bestdirections possible to guide each other from point Ato B.

2.184



L.S. 2.10To relate one�s own experiencesto ideas and concepts heard andread.

• To encourage the adults toshare their experiences inresponse to ideas they hear.

• To help the adults expresstheir own opinions and beliefsgained through experience.

1. The teacher distributes a text, either sad or happy, adisaster or news story, and asks the adults to pickout six or seven words upon which they couldrecreate a personal experience.

The teacher asks them to think back to an experiencewhich the words may fit or describe. These experiencesare shared with the group.

In pairs, the adults explain to each other the relevance ofthese words to their lives.

2. An editorial is selected from a newspaper andsimplified, if necessary, to correspond to the adults�ability level. For example: an editorial on parking in thecity. The teacher either reads it aloud or gives out copiesto the adults to read.

The teacher asks the adults to informally express theirviews on the article, thinking back to their ownexperiences.

The adults contribute opinions or suggestions to enlargeon the content of the article.

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STEP TWO: GQD 202Reading


R. 2.1To take risks.

• To encourage the adults toaccept error and to perseverewithout being fearful of newchallenges.

Content

- coping strategies- independent learning- various reading material

1. The adults may be reluctant to attempt to read materialin an unaccustomed format or style. The teacher andadults should collaborate to choose reading material thatwill suit the adults� needs and objectives.

2. By demonstrating that there is a variety of readingmaterial available, the teacher can make readingactivities more interesting: For example:- a simple recipe or recipes- low-vocabulary-high-interest books- a short article from a magazine or newspaper (on personal interests)

3. To avoid frustration, the teacher may break the task intosmaller segments or temporarily change activities,always having the adults return to the original task tocomplete it.

4. The teacher encourages the adults to read material thatcomes to their homes: newspapers, flyers,advertisements. Buying the daily paper and just readingthe headlines would be a good start.

5. The adults keep a journal of daily reading goals andaccomplishments.

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R. 2.2To understand the need tocommunicate in society.

• To make the adults awarethat the ability to communicateorally or through writing orreading is essential in order tofunction adequately in dailylife. To remind the adults thatcommunication encompassesmuch more than just speaking.

Content

- �real life� reading material- forms- labels- official letters

1. The teacher discusses a variety of situations inwhich communication is essential:- in a thank-you note- in a conversation with a neighbour- to order food in a restaurant- to ask directions- to read and answer mail- to discuss finances- in a telephone message

2. The adults role-play typical situations such as phoningthe Canada Employment Centre or visiting a counsellor.The adults write out and read an imagined conversation,using actual forms from the C.E.C. and reading back theinformation.

3. Using simple reading material, the adults discuss themessage intended by the writers.

4. The teacher selects an editorial or letter to the editor at asuitable level and discusses the theme and main points.

5. The teacher examines an instruction booklet or thelabels on household or medical products with the adults.

6. The adults compile a daily record of situations in whichthe need to read is essential.

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P • To help the adults feel lessisolated on a daily basisbecause of an inability to readwhat others take for granted.The adults may have a desireto read in order to feel lessalienated and ostracized indaily life.

Content


1. The adults set goals and objectives by establishing whythey want to read, and record these objectives, reviewingthem regularly to ensure that they are satisfied with thegoals set.

2. The teacher describes a situation in which the ability toread is essential. For example: filling in governmentforms or applications, understanding labels.

3. The teacher organizes activities which allow the adultsto feel successful and/or to become aware of the need toread. For example:- reading books to children- reading and copying recipes from simple cookbooks

4. The teacher reads simple articles and extracts from dailynewspapers, and discusses what information can bylearned from them.

5. With incentive and motivation in mind, the teacherdesigns reading activities at an appropriate level for theadults in order to improve their basic reading skills.

6. The teacher encourages the adults to keep a log ofsituations in which they need to read.

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• To use the adults� personalstory writing, non-fictionwriting and other generalwriting as reading material, orto select reading material tosuit the adults� culturalbackground.

Content


1. The teacher surveys the interests, hobbies, traditions,work, background, culture, musical interests, travelexperiences, food or cooking interests, etc. of the adults.

2. With this information in mind, the teacher helps theadults choose appropriate reading material.

3. The teacher uses the adults� own writing as the basis forin-class reading. The adults transcribe, dictate, or createa story, fiction or non-fiction. With this as the basis forstudy in class, the teacher examines the adults� sentencestructure, vocabulary, plot sequence, grammar, etc.

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• To help the adultsdetermine the meaning andpronunciation of a word byexamining the known words inthe sentence.

Content


1. From a text being used in class, the teacher designs acloze exercise, selecting a paragraph and leaving outsome words, and the adults fill in the blanks.

2. The teacher listens to the adults read, noting any errorsin pronunciation, and prepares a cloze exercise leavingout the mispronounced words. The teacher asks theadults comprehension questions to help them determinethe unknown words.

3. The teacher creates a multiple-choice exercise with wordchoices for blank spaces in given sentences.For example:

Balloons Biscuits

The dog eats dog _____________. Bananas

4. The teacher creates sentences in which one word hassome letters missing and asks the adults to complete theword.

5. The teacher creates sentences in which associated wordpairs occur, leaving one word of the pairs blank in thesentence. For example:- I like coffee with cream and ______________.

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R. 2.6To develop an advanced sightvocabulary.

P • To assist the adults inrecognizing words by shape orsize rather than phoneticbreakdown.

Content

- advanced sight lists- sight lists based on themes

1. The teacher helps the adults make a list of sightvocabulary words to suit their interests. They practisereading these words until they recognize them by sight.Cards of single words or lists, pairs, or groups of wordsmay be used.

2. The teacher makes a list of sight vocabulary words tosuit a theme of study. For example:- learning styles- personal growth- career guidance

The adults practise reading these words until they havebeen mastered.

3. The teacher, with the adults, writes a �languageexperience� book. If the adults dictate the book and theteacher writes it, the adults will use much-advancedvocabulary. The teacher uses some of this vocabulary asthe basis for an advanced sight vocabulary.

4. Sight words without obvious meanings, such as upon,many, before, think, where, seem, etc., should bepresented in context.

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R. 2.7To meet basic readingrequirements.

P • To make the adults awarethat in daily life individualsare faced with basic readingrequirements: letters, forms,directions, labels, street signs,calendars, bulletins andnotices, etc.

Content

a variety of �real life� readingmaterial

The adults should be prepared to read:- a text independently- an application form- a menu- a road sign- a simple magazine article- simple instructions or directions- product labels- recipes- pamphlets- brochures- any other common everyday reading material

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R. 2.8To determine the purpose andcontent of different types of texts.

P • To familiarize the adultswith the various types ofreading material�fiction, non-fiction, poetry, diary, journal,etc.�and help them identifythe type from the presentationand content of the text.

Content

a variety of texts

1. The teacher presents the adults with a variety of texts,such as notes, letters, advertising, novels, short stories,poems, newspapers, magazines, instruction booklets,comics, guides, timetables, workbooks.

2. For each type of text, the teacher designs questions onthe purpose of the text. For example:- Where do we find such texts?- Why are they written?- What do we learn from them?- Who is the text geared toward?- When does a person need such a text?

The adults discuss the various answers to the questions.

3. The teacher and the adults examine each text togetherfrom cover to cover, discussing the layout and thepurpose of the organizational pattern.

4. The adults compare and contrast types of texts, forexample:- textbook vs fiction- cookbook vs dictionary

The teacher discusses the reasons for various structuresand formats of texts.

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R. 2.9To analyse the organization ofreading material.

P • To help the adults judgewhether reading material isfiction, non-fiction, poetry,letters, directions, forms, etc.and what the content may befrom the organization of thetext.

Content


1. Using a text to suit the current class theme, the teacherhelps the adults analyse the text�s overall organization,examining such elements as titles, subtitles, paragraphstructure, dialogue, chapters, diagrams, pictures.

2. The teacher helps the adults understand the function orpurpose of the text through an analysis of theorganizational pattern. For example:- to inform- to entertain- to explain

3. If the text being used is a novel, a basic introduction tothe organization of plot or a basic explanation of howsetting or characters are introduced may be given.

4. If the text used is a workbook, an examination of thetable of contents and a discussion of the sequence ofactivities may be provided.

5. If an essay or editorial is being used, a study of topicsentences would be helpful. An overview may be givenof basic techniques of argument, for example,comparison and contrast.

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R. 2.10To enjoy listening to and readingthe sounds, rhythms, and imagesof language.

• To encourage the adults toappreciate language in itspoetic form.

Content

a variety of reading texts

The teacher and the adults:

1. Listen to taped poetry and discuss the sound of thelanguage and its effects.

2. Read simple poems and discuss:- the rhyme scheme, repetition of words or phrasing- how pictures (images) can be created with words- the rhythm created when a poem is read fluently- the sensory details: seeing, touching, hearing, smelling, tasting

3. Read descriptive sentences and discuss:- the use of descriptive words- the use of sensory detail

4. Read or listen to non-fiction and discuss the impact ofsome of the word choices, expressions, etc.

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R. 2.11To use reading to improveconfidence and enhance currentinterests and abilities.

• To help the adults realizetheir reading potential,appreciate the value of readingin their lives, and enhance theirspecific interests and skillsthrough reading.

Content


1. With the adults, the teacher selects reading material thatis interesting and intellectually challenging but notdifficult. The adults will feel successful if they can readwith ease. This type of reading exercise will also helpthe adults to continue to have a desire to read.

2. The teacher and the adults brainstorm to compile a listof the adults� interests. From a library (or at a library,with the adults) the teacher selects books that reflect theadults� interests. With the adults, the teacher skims orreads the selection of books, discussing the content.

3. The adults keep a log of the books they read.

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R. 2.12To recognize various forms ofliterature.

P • To help the adults recognizethat there are many formswithin literature: novels, plays,poetry, short stories, mysteries,romance, etc.

Content

a variety of texts

1. The teacher leads a discussion on the variety of forms ofwriting, using the adults� experiences to enhance thediscussion.

2. The teacher brings to class a variety of literary worksand discusses the purpose of a book of poems or shortstories, a mystery, a drama, etc. The teacher talks aboutthe pleasure of reading solely for entertainment andoffers an annotated bibliography to the class.

3. The adults read simple short stories, a short novellaparticularly suited to their reading level, simple poems, ashort play, a mystery, etc.

4. The adults keep a reading log, noting the names of textsand the number of pages read as well as interestingcontent.

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R. 2.13To recognize consonant soundsincluding consonant blends.

P • To help the adults recognizeand know the sounds of eachconsonant in the alphabet,including hard and soft sounds,and recognize and know thesounds of common consonantblends.

Content

- consonants: - g, c: hard or soft - s: hard �z� sound or soft

- beginnings: bl pl spl br pr wr cl sn str sp cr st dr tw thr

- endings: mp nt sk ld nd rk st

1. The teacher reviews consonant sounds, using word lists,pictures, commercial charts, etc.

2. The teacher points out that some consonants have two ormore sounds. For example:s - send x - foxs - his x - exam

x - xylophone

The teacher reviews the rule that when g or c is followedby e, y, or i, it usually has a soft sound. For example:g - goat c - cakeg - gem c - centre

3. The teacher and the adults create word lists together andreview word lists of the consonant blend being studied.

4. The teacher dictates, then reads, with the adults, lists ofwords with specific consonant blends.

5. When reading, the adults note or look for specificconsonant blends in words.

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• To help the adultsunderstand that digraphs areconsonant combinationsrepresenting one sound.

Content

th, ch, sh, ph, wh, gh

1. The adults work from word lists of words with similarsounds.

2. The adults work from word lists of words with a varietyof sounds.

3. The adults peruse old magazines and find pictures thatcorrespond to words with specific digraph sounds.

4. The teacher uses flashcards of digraph sounds or wordscontaining them.

5. The adults study a written text and note or search forwords containing specific sounds.

6. The teacher records the sounds on tape, and plays thetape and asks the adults to locate the sounds or words inan accompanying written text.

7. The adults play digraph bingo.

8. The teacher prepares cloze exercises using selections ofdigraphs to fill in the blanks.

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R. 2.15To recognize silent letters.

• To help the adults recognizethat in many common wordsthere are silent letters.

Content

- when two vowels are together, the first is sounded and the second is silent- the silent e- ight words- silent t after s: wrestle- silent w before r: wrong- silent g before n: gnaw, design

1. The teacher makes word lists of words with commonsilent letters and reads the word lists with the adults.

2. When reading, the teacher notes any words with silentletters and makes word lists of words with similar silentletter combinations.

3. The teacher reviews silent letter rules with the adults.

4. The teacher keeps word charts of words with silentletters in the classroom and refers to them frequently.

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R. 2.16To recognize words that soundalike (homophones).

• To help the adults recognizehomophones, words that arepronounced similarly but differin meaning and spelling.

Content

homophones:- loan - lone- serial - cereal- by - buy- hole - whole- etc.

1. The teacher prepares cloze exercises, using homophonesto fill in the blanks.

2. The teacher prepares matching exercises in which theadults have to select the correct word.

3. The teacher prepares multiple-choice exercises.

4. The adults write sentences in which the meaning of thehomophone is shown.

5. The teacher dictates sentences using homophones andthe adults write the correct choice of homophone.

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R. 2.17To pronounce words by soundunits.

• To help the adultspronounce each letter or lettercombination by sound,separately, in order to hearhow words are constructedand thus enhance theirphonetic reading ability.

Content

- initial and final consonants- other consonant sounds- long and short vowels- other vowel sounds- silent letters- digraphs

1. The adults read a prepared list of words (appropriate totheme or objectives), each reading a word, sound bysound.

2. When the adults come across an unknown word in atext, they pronounce the word by sound units.

3. The teacher dictates words by sound units and asks theadults to write the words.

4. The teacher tapes words, pronouncing them by soundunits and then as whole words, and the adults follow thetape while reading from a prepared word list.

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• To help the adults recognizethat some letters, such as g, c,or s may have more than onesound.

Content

word lists

1. Using a text of his or her choice, the teacher finds asmany words as possible that contain letters that mayhave more than one sound and reviews the words withthe adults.

2. The teacher reviews lists of words which containcommon letters that may have more than one sound.

3. The teacher makes flashcards of words containing lettersthat may have more than one sound, such as g or c.

4. The teacher uses pictures to illustrate words containingletters that may have more than one sound.

5. The teacher makes index cards of words containingletters that may have more than one sound and asksthe adults to place the cards in �sound� piles.

6. The teacher tapes or dictates words and the adults write,then read, them.

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R. 2.19To recognize that different lettersor combinations of letters mayrepresent the same sounds.

• To help the adults recognizethat different lettercombinations, such as ch as inmachine and sh as in share,may have the same sound.

Content

word lists

1. Using a text of their choice, the adults select as manywords as possible that contain different lettercombinations with the same sound, and review them.

2. The teacher and adults review lists of words withdifferent letter combinations that have the same sound.

3. The teacher makes flashcards of words with differentletters that have the same sound and practises thesewords with the adults.

4. The teacher uses pictures to illustrate words with thesesounds.

5. The teacher makes index cards of words with differentletters that have the same sound and the adultscategorize the words by sound.

6. The teacher dictates words and the adults write thewords, then read them back.

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R. 2.20To recognize, understand, anduse prefixes and suffixes and rootwords.

• To make the adults awarethat many words containprefixes (letter groups at thebeginning of a word) andsuffixes (letter groups at theend of a word).

• To help the adults realizethe basic component of a wordis the root word from whichother words are developed bythe addition of prefixes andsuffixes.

Content

- prefixes- suffixes

1. The teacher refers to commercial lists of suffixes andprefixes. For example:- prefixes: a bi mal mis ante de semi un- suffixes: ed ly ness ing er able

2. The teacher prepares suffix or prefix cards and rootword cards, and asks the adults to combine cards tocreate new words.

3. The teacher makes charts of common prefixes andsuffixes and asks the adults to refer to them often.

4. Some definitions should be learned to help invocabulary retention.

5. The teacher prepares fill-in-the-blanks exercises, and theadults fill in either the suffix, the prefix, or the rootword.

6. The teacher makes lists of root words to match withsuffixes and/or prefixes.

7. The adults search for root words in a given text.

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• To help the adultsunderstand syllabication, theprocess of dividing a word intosyllables.

Content

words to be divided intosyllables

1. The teacher selects words from the textbook being readand uses these words as the basis for syllable exercises.

2. Using vocabulary from the adults� own writing, theteacher prepares syllabication exercises.

3. The teacher reviews these rules:- Each syllable must have one sound. Count vowel sounds in words.- Silent vowels do not �count� in syllabication.- Vowel combinations such as ea or ee produce one sound.

4. The adults practise reading compound words.

5. The teacher shows how prefixes and suffixes are oftenseparate syllables.

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R. 2.22To read possessives correctly.

P • To teach the adults topronounce the s sound whenreading a possessive.

Many adults omit wordendings when reading,consequently losing themeaning or context of theword.

1. The teacher reviews the rule for written possessives,singular and plural.

2. The teacher writes a list of possessives on theblackboard and the adults read them, distinctlypronouncing the �s� sound.

3. From the text of study, the teacher selects possessives touse as examples.

4. The teacher gives the adults a variety of singular nounsto be made plural and plural nouns to be made singularand they read the lists together.

5. If the adults omit a word ending when reading, theteacher points out the error and insists the word bereread.

6. The teacher gives fill-in-the-blanks exercises forpossessives and the adults read the sentences aloud.

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R. 2.23To understand the concept ofabbreviations.

• To help the adults recognizeand read abbreviated words.

Content

common abbreviations:- Mr., Mrs., Dr., p., pp., St., Blvd., a.m., p.m.- months of the year- days of the week- cities- provinces- countries

1. Because many adults are unfamiliar with the concept ofabbreviations, a review of the purpose of abbreviation isappropriate. (See Objective W. 2.37.)

2. The teacher reviews lists of common abbreviations.

3. The teacher assists the adults in recognizing and readingvarious abbreviations.

4. The adults make a list of the abbreviations they use,then read these lists.

5. The teacher reads addresses and discusses the variety ofabbreviations in an address, and the adults write andread their own address.

6. The adults make note of all abbreviations used over aperiod of a few days and read this list.

7. The adults look at maps and read the abbreviated namesof various places.

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R. 2.24To use alphabetical order.

P • To help the adults recognizehow the letters of the alphabetare ordered.

• To help the adults applyalphabetical order in real lifesituations.

Content

- alphabet- alphabet charts

1. The teacher discusses various uses of alphabetical order:index, files, encyclopedias, classified ads, class lists,team lists, telephone books, yellow pages, cookbooks,address books, information directories, dictionaries,almanacs, etc.

2. Using one of the sources listed above, the teacherdesigns alphabetical order exercises for the adults topractise the process of alphabetizing.

3. The teacher designs role-playing situations in whichalphabetical order is used.

4. The teacher gives the adults lists of words (related to thetheme) to place in alphabetical order.

5. The teacher asks the adults to:- reorder a �confused� list of letters of the alphabet- alphabetize the names of class members- complete an address book- practise filing some file folders

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R. 2.25To tell time.

P • To teach the adults to readthe numbers, recognize theminute markers, andunderstand the function of thesecond hand on a clock orwatch, and to read thenumbers, including the a.m.and p.m., on a digital clock.

Content

- numbers- minutes- seconds- clocks- watches- timers

1. The teacher times a reading activity and asks the adultsto keep track of how much time has passed.

2. The adults show the length of the class or tutorial on aclock face.

3. The teacher discusses the purpose of time andpunctuality and explains how schedules relate to time.For example: TV listings, bus schedules, cooking times,doctor or dentist appointments.

4. Using a clock face, the teacher explains the placement ofthe hour numbers, the minute markers, and the five-minute indicators as well as typical time-telling termssuch as noon, quarter past/after, midnight, 6:30, 1300hours or 1400 hours.

5. The teacher gives the adults time-related problems to beread and solved.

6. The teacher teaches the digital clock and a.m. and p.m.

7. The adults keep a log of significant times during the dayor week.

8. The adults bring in various clocks and watches asexamples.

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R. 2.26To use calendars.

P • To help the adults use acalendar to enhance ororganize daily life and to helpthem recognize months of theyear, days of the week, anddates on a monthly or yearlycalendar.

Content

- pocket calendars- wall calendars- agendas

1. The teacher brings to class a typical wall calendar, asmall pocket calendar, and an agenda, and discusses themany reasons for their use.

2. The teacher explains why and how an agenda is used,and encourages their use by the adults for recordinghomework, special dates, reminders, and appointments.

3. The adults read the date on a medicare card and readdates in newspapers, magazines, etc.

4. The adults list dates in the year that are important forthem, and note these with special messages in theappropriate calendar spaces.

5. The adults read and learn to spell the days of the weekand months of the year.

6. The teacher discusses the special days marked oncommercial calendars.

7. The teacher points out the significance of the full moon,half moon, and so on.

8. The teacher discusses the shortest month, February, andexplains leap year.

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R. 2.27To recognize common symbols.

P • To help the adults recognizethat signs, place names, andproduct labels use internationalsymbols that must beunderstood for safe and carefulliving.

Content

common symbols

1. The teacher discusses common symbols found in thecommunity, examining their purpose and value. Forexample: yield, crosswalk, crossroad, signal ahead, stop,railroad, road narrows, slippery when wet, schoolcrossing, playground.

2. The adults look at other common symbols and try tolearn or memorize them for later use. For example,symbols:- on appliances such as washing machines, dryers- on product labels: danger, flammable, caution- in public places: restroom, telephone

3. The adults play memory games or bingo with symbols,using the symbols as bingo squares.

4. The teacher makes symbol flashcards.

5. The teacher prepares quizzes, using symbols as answersin multiple-choice or matching exercises.

6. The teacher brings in household products and instructionmanuals that contain symbols and reviews them, askingthe adults to note as many symbols as they can.

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R. 2.28To become aware of varioussources of information.

• To make the adults awarethat there is a variety of typesof reference material:dictionaries, encyclopedias,phone books, almanacs, etc.

Content

a variety of resource material

1. The teacher plans a discussion of the types of resourcematerial we refer to in our lives to find furtherinformation on various subjects.

2. The teacher presents the adults with a variety ofresource material:

Household:- phone book and Yellow Pages- dictionary or thesaurus- almanac- books of facts, statistics, or quotations on sports, television, etc.- newspapers or magazines

Library:- encyclopedia- atlas- large dictionary- non-fiction- magazines- newspapers- etc.

3. The teacher prepares scenarios in which specificinformation is required and asks the adults which sourceof information should be used to locate the information.For example:- Where would you look to find the meaning of�?- Where would I find the population of�?

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R. 2.29To recognize specific informationrequired.

• To help the adultsrecognize, when usingreference material, whatspecific information is neededto complete a given task orresearch assignment.

Content

- discussion- gathering information

1. The teacher plans a discussion of the various types ofreference material. For example:

Telephone book: In order to use a telephone book, thename of the individual is needed, last name, then firstname. A knowledge of alphabetical order is necessary. Astreet name and city name are also useful. (SeeObjective R. 2.30.)

Yellow Pages: To locate a specific service, the generalnature of the service is needed, for example, pet care,medical services, carpet cleaning. A knowledge ofalphabetical order is also required.

Dictionary or thesaurus: To use a dictionary to locateword definitions or synonyms, the correct spelling of theword and a knowledge of alphabetical order arerequired. (See Objectives R. 2.31-2.33.)

Encyclopedia: To use an encyclopedia, the subject or�title� of the specific information is needed, spelledcorrectly. A knowledge of alphabetical order and howto locate information in a volume is also required.

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R. 2.30To use telephone directories.

• To help the adults use atelephone directory to find thetelephone number of a friend,business, community service,government service, etc.

Content

the telephone book

1. The teacher reviews alphabetical order.

2. The teacher discusses the overall content of thetelephone directory. For example:- rate information- emergency numbers- service information- government services- municipal services- area codes- time zones

3. The teacher refers to the �How to use this dictionary�page in a Bell telephone directory.

4. The teacher reminds the adults there are differenttelephone directories for various regions, for example,Montréal, Québec City, South Shore.

5. The teacher prepares several telephone directoryproblems in which the adults have to locate telephonenumbers. For example:- Find the number of the local hospital.- Find the number of the city hall.- Locate the number of a certain restaurant.

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R. 2.31To become familiar with theorganization of a dictionary.

P • To familiarize the adultswith the alphabeticalorganization, guide words,entry words, definitions, andintroductory informationregarding syllabication,pronunciation, parts of speech,etymology, cross-references,etc.

Content

dictionaries

1. The teacher presents a dictionary page on an overheadprojector, and reviews overall structure of the dictionary,highlighting the general content of the introductorypages, alphabetical order, the guide words, thenumbering of definitions, the notation of the words, andparts of speech such as noun, verb, etc.

2. The teacher demonstrates how the guide words, locatedat the top of the dictionary page, can be used to easilylocate the entry words, listed on the page (when thecorrect spelling is known).

3. The adults do several alphabetical order exercises. Theteacher presents a list of five words and the adults putthem in alphabetical order by looking at the first letter,second letter, etc.

4. The teacher explains the value of examining the variousdefinitions of certain words.

5. The adults practise using the pronunciation keys.

6. The teacher reminds the adults to refer to the dictionaryin daily life.

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R. 2.32To use a dictionary to find themeaning of a word.

P • To teach the adults to use adictionary to locate a new wordand to identify the mostappropriate meaning to suit thecontext of the original source,or simply to use dictionarydefinitions to enhancevocabulary.

Content

- dictionary- vocabulary words

1. The teacher reviews dictionary features, for example:- alphabetical order- guide words- syllabication- cross-references- parts of speech

2. Once a word is located in the dictionary, the teacherassists the adults in finding the proper meaningaccording to its context.

3. The teacher gives the adults lists of vocabulary words tolocate in the dictionary.

4. The teacher asks the adults to keep a list of vocabularypreviously looked up while reading. The definitions ofthese words should also be included.

5. The teacher uses a word with multiple meanings in asentence and writes all possible definitions from thedictionary for the adults to consider. The adultsdetermine the correct definition from the context.

The teacher gives out about 10 sentences, with words tobe defined underlined in each sentence, and the adultsgive at least three meanings for each underlined word.

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R. 2.33To use a dictionary to find thespelling of a word.

P • To teach the adults to usethe dictionary entry words tospell and divide wordscorrectly.

Content

- dictionaries- word lists- spelling strategies

1. The teacher reviews alphabetical order, guide words,syllabication, and the pronunciation key.

2. The teacher reviews spelling strategies. See ObjectiveW. 2.61.

3. The teacher chooses a word, for example, the colourblue. Using guide words and alphabetical ordering, theadults go to the section where words beginning with blare listed.

The adults think of possible spellings for the next sound,�oo,� and write their guesses: bloo, blew, blue, etc.

Each possible spelling is looked up in the dictionary.The adults identify the correct spelling from thedefinition.

4. The teacher reminds the adults to always use adictionary to clarify spelling, trying a variety of spellingsuntil the word is finally located.

5. The teacher locates spelling errors in the adults� ownwritings and asks the adults to find the correct spellingof these words in the dictionary.

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R. 2.34To learn about libraries anddiscover various librarydepartments.

• To inform the adults thatlibraries are available to thecommunity, and to show themhow to locate a library in theirneighbourhood and how to jointhe library.

• To show the adults that onecan find, fiction, non-fiction,newspapers, magazines,children�s books, referencematerials, audio material, etc.in a library.

Content

- discussion- field trip

1. On a map, the teacher locates the city or municipality inwhich the adults live, and determines whether they areaware of the location of the library nearest theirresidence.

2. Referring to a telephone directory, the teacher locatesthe phone number and address of the library nearest tothe adults and visits the library with them.

3. The teacher shows the adults where the circulation deskis, how they can obtain membership and a library card,and where they can go for information, and discusses thegeneral layout of the library.

4. The teacher plans a scavenger hunt in the library, givingthe adults a list of types of books to find. The adultslocate the books in the appropriate library departments.

5. The teacher discusses the many reasons one should usethe library regularly and encourages the adults to do so.

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R. 2.35To understand and use thecatalogue system at the library.

• To show the adults how touse the catalogue system tofind material under author andsubject headings.

Content- library- catalogue samples- library field trip

1. The teacher supplies the adults with a variety of samplecatalogue cards and reviews the call number, author,title, publication date, total number of pages in the book,and subject, author, and title cross-references.

2. The teacher gives the adults a list of books to find in thelibrary by author or subject or title.

3. As a research topic, the adults write when they will haveto use the catalogue system to locate reference books.

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R. 2.36To use schedules and timetables.

• To help the adults read bus,train, metro, airline, and schoolschedules and timetables.

Content

various timetables andschedules (these may need tobe reproduced in larger print)

1. The teacher discusses the need for schedules andtimetables in our daily lives and explains the potentialconsequences of misreading or being unable to read atimetable or schedule.

2. The teacher examines and discusses the structure andlayout of a schedule, explaining the headings, columns,subheadings, index, symbols, etc. as well as the use ofthe 24-hour clock.

3. The teacher gives the adults an assignment in which theymust plan a day�s transportation around a timetable orschedule of some form of public transit.

4. The adults plan a trip to and from a specific destination,choosing convenient departure and arrival times on thechosen mode of transport.

5. The adults bring in a timetable or schedule to examine(preferably related to their daily activities, sports, travel,etc.).

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R. 2.37To read plans and diagrams.

• To help the adults read floorplans and the diagrams thatcome with instructions forhousehold appliances andhome entertainment systems.

Content


1. The teacher discusses the need to understand plans suchas a floor plan or the assembly instructions for a vacuumcleaner.

2. The teacher brings in a variety of instruction bookletsthat contain basic assembly instructions and reads them.

3. The teacher examines a basic floor plan for an apartmentor home and discusses the plan.

4. The adults draw a floor plan of their apartment or home.

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R. 2.38To use an encyclopedia.

• To help the adultsunderstand and use theencyclopedia, paying particularattention to the alphabeticalorder of the volumes andindex.

Content

- alphabetical order- encyclopedia

1. The teacher explains that an encyclopedia is organizedin alphabetical volumes, including an index, and that itcontains a wide range of knowledge on a variety ofsubjects.

2. The class brainstorms a list of subjects to research, usingthe encyclopedia.

3. The adults research each of the subjects, reading thehighlights and, whenever possible, the entry itself.

4. The teacher reminds the adults that the encyclopedia is ameans of adding to general knowledge.

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STEP TWO: GQD 202Writing


W. 2.1To spell and use words related topersonal information.

P • To enable the adults to spellwords related to personalinformation found on forms.

Content

- name- address- forms- etc.

1. The teacher explores words related to personalinformation found on forms, for example: surname, firstname, maiden name, street address, province, country,postal code, country of origin, languages spoken, andmother tongue.

The words should be shown in block letters as that ishow they usually appear on forms.

2. For techniques for learning to spell, see ObjectivesW. 2.56, W. 2.57, and W. 2.58.

3. The adults practise writing their name on various forms.For example:- John M. Smith- Smith, John M.

4. A variety of government forms are brought in forpractice: UIC, medicare, income tax, passport, jobapplication, and bank forms. Field trips may also betaken to complete the forms on site.

5. For fun, entry forms to different contests with prizesmay be brought in.

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P • To help the adults gainenough self-confidence andenjoyment in writing tobecome willing and confidentwriters.

Content

- dictation- directed writing- free writing

1. The more the adults write, the easier it will become.Therefore, the adults must be encouraged to write asmuch as possible in a daily diary or journal.

2. Risk-taking by guessing at spelling should beencouraged.

3. Through dictation, the teacher may present spellingstrategies the adults can use to attack words in differentways. The teacher should not be critical of errors andshould include in the dictation words which challengethe adults. In this environment the adults should show awillingness to take dictation and an enjoyment in doingso.

4. Opportunity should be given for free writing. At times,the teacher may notify the adults in advance that thewriting will not be collected. The adults will then beless concerned about errors and more willing to writeabout personal matters, using the writing as anemotional outlet.

5. Directed writing should be related, where possible, tothe adults� world: letters to friends, family history,experiences.

6. A supportive and uncritical environment will help theadults write willingly and confidently.

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P • To enable the adults to writewithout the assistance of theteacher or other individuals.

1. The teacher should give support when the adults ask forit; however, the teacher should encourage the adults towrite independently.

2. Although the adults are eager to have correct spellingand grammar, they should be encouraged to guess atspelling.

3. The adults should try to organize their ideas and focuson the main idea when writing. (See Objective W. 2.19)

4. With proper encouragement and a supportiveenvironment, the adults will feel comfortable andsupported enough to take risks and write independently.

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• To teach adults to formletters and words using cursivewriting, paying attention to theshapes of the letters, the slant,the left-to- right direction inletters as well as in words, andthe connection of the letters toeach other.

Content

the letters of the alphabet

1. It is assumed, at this stage, that the adults have alreadybegun to use cursive writing.

2. It would probably still be useful for the teacher toprovide the adults with exercises in tracing and copyingletter combinations and, in particular, words that includeproblem letter combinations, for example, qu, fix, zone.

3. For adults at this level who have never used cursivewriting, see Objective W. 1.34 for beginning exercises,and Objective W. 1.55 for multisensory techniques tofacilitate learning.

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W. 2.5To form complete sentences.

P • To help the adults recognizethat a sentence is a group ofwords that makes sense byitself.

1. The teacher explains the following:

A sentence is a group of words that makes sense byitself. It is an assertion, a question, a command, a wish,or an exclamation. It begins with a capital letter andends with appropriate end punctuation.

Most sentences can be divided into two parts: the partthat tells who or what the sentence is about (the subject)and the part that gives information about the subject ortells what the subject does (the predicate).

2. The teacher examines sentences, either taken from areading text or written by the adults, and discusses whoor what the sentence is about (the subject) and whatinformation is given about the subject in the sentence.The adults should try to decide if the sentence makessense and is complete by itself.

3. The teacher prepares exercises in which incompletesentences are given to the adults to complete. (SeeObjective W. 2.7.)

4. Conversely, the adults may divide run-on sentences intosmaller, complete sentences.

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• To help the adults writequestions, structuring themcorrectly and using �questionwords.�

Very often the adults rely onintonation and the rise of thevoice at the end of the sentenceto create the impression of aquestion, for example:�You have a car?� rather than�Do you have a car?�

Content

- �question words�: who, what, when, etc.

1. The adults practise forming questions beginning with:who, what, when, where, why, which, how, can, could,may, would, will, do, does, did, are, is, was, were, have,etc.

2. The teacher presents the adults with a statement and asksthem to form the corresponding question. For example:- They are here. - Are they here?- He is five years old. - How old is he?

3. The teacher reminds the adults to use a capital at thebeginning of the question and a question mark at theend.

4. The adults make written requests for tourist informationon different locations.

5. The adults may take turns writing questions andanswering them in writing, as preparation for a jobinterview, etc.

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• To assist the adults indistinguishing betweencomplete sentences that makesense by themselves, andsentence fragments, groups ofwords that do not make senseby themselves.

Content

sentence fragments, forexample:- when I went to the hospital- that she couldn�t attend

1. The teacher explains that a group of words that does notmake sense by itself is called an incomplete sentence orsentence fragment, and reviews subject and predicate.(See Objective W. 2.6)

2. The teacher presents the following example to theadults: The boy. Hit the ball. The boy hit the ball.

The teacher asks the adults which of these is a sentenceand points out that the first group of words does not tellwhat the boy does, and the second does not tell who hitthe ball. The third is complete.

3. The adults and teacher word together looking at otherexamples of complete sentences and sentence fragments.

4. The adults are given sentence fragments lacking asubject or a predicate, and the adults complete thesentences. For example:- My friend ________________________.- _________________ walked home with me.

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W. 2.8To capitalize the first word in aformal piece of writing.

P • To teach the adults to use acapital for the first letter of thefirst word in a formal piece ofwriting.

Content

- capital for the first letter of the first word in a sentence- salutation: Dear Mary- closing: Sincerely- traditional poetry- direct quotation: He asked, �May I leave?�

1. The adults look at a variety of texts and identify thecapital letter at the beginning of the first word in eachsentence.

2. In preparation for letter writing (Objective W. 2.27), theteacher points out the capital D in Dear and S inSincerely in a sample letter.

3. Similarly, the teacher presents samples of poetry andnewspaper articles or short stories with directquotations. In each case the capitals are highlighted,perhaps with a transparent marker.

4. During the editing process, the teacher asks the adults tocheck their work for omission of capitals. Alternatively,the adults could review each other�s work.

5. Formal exercises may be given involving checking formissing capitals in sentences, quotations, letters, andpoetry, and the correction of these errors.

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W. 2.9To capitalize proper nouns.

• To teach the adults to usecapital letters to begin eachword of the name of a person,place, or organization.

Content

- people: John Brown- places: Clear Lake, Montréal, Rocky Mountains- organizations: Boy Scouts of Canada, The Bay

1. The adults practise capitalizing the first letter in first andlast name, using names of family members or others inthe class.

2. The adults practise capitalizing the names of streets,the school, a favourite store by making a map of theneighbourhood.

3. On a map of a local area, the adults label lakes, rivers,the ocean, cities, towns, islands, etc.

4. The teacher prepares formal exercises in capitalization,in which the capitals for proper nouns have beenomitted.

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W. 2.10To capitalize calendar divisions.

P • To teach the adults to usecapitals for the first letter inays of the week, months of theyear, and names of holidays.

Content

- days of the week- months- holidays

1. The adults write down the birth dates of all the membersof the class.

2. Each adult prepares a calendar, labelling the days of theweek and months of the year and writing in the holidays,remembering to capitalize the first letter.

3. Daily journals or diaries may be kept for writingpractice, with the date written for each entry, includingthe day and month with initial capitals.

4. The adults correct sentences in which initial capitalshave been omitted for days, months, and holidays.Either the sentences may be rewritten, with capitalsadded where necessary, or the lower case may becrossed out and the appropriate capital letter inserted.

5. During the editing process, the teacher reminds theadults to check for the omission of capitals in their ownwork. Similarly, the adults could review each other�swork.

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W. 2.11To know when words referring topeople should be capitalized.

• To teach the adults to usecapitals for titles of respect,nouns of kinship, epithets, thedeity, races and ethnicgroups.

Content

- titles of respect, professional or official titles: Dr. Beech, Your Honour- nouns of kinship: Grand- father, Aunt Judy- epithets: Jack the Ripper- deity: God- race: Caucasian- ethnic group: Spanish

The teacher helps the adults understand when wordsreferring to people should be capitalized by:

- showing the adults the telephone listings for doctors anddentists and pointing out the title of Dr.

- pointing out titles of government officials innewspaper articles, such as Prime Minister,Governor General

- having the adults write the names of members oftheir families, showing kinship, for example, Aunt,Uncle, Grandfather

- showing that the word God is capitalized in theBible

- introducing a story in which an epithet is added tothe name of a person, describing a characteristic orattribute, such as, Jack the Ripper, or Maurice �TheRocket� Richard

- bringing in the Yellow Pages, looking up ethnic orcultural organizations under Social ServiceOrganizations, and pointing out that the names ofsuch organizations have initial capitals, for example:Japanese Canadian Cultural Centre

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W. 2.12To be willing to write despitespelling problems.

• To help the adults overcomea reluctance to write due tospelling problems.

Content

- write frequently- take risks in spelling- write drafts- proofread

1. The teacher provides encouragement and selectsinnovative topics to keep the adults involved andinterested.

The teacher notifies the adults in advance when theirwork will not be collected, freeing them to write withoutconcern for errors.

2. Writing often, perhaps in a diary or journal, will makethe adults more comfortable with spelling.

3. The teacher provides frequent and varied writingexercises, such as notes, messages, greeting cards,letters, narrative.

4. Sustained timed writing activities make writing morepleasurable and encourage reluctant writers. (SeeGlossary for S.W.I.S.H. technique.)

5. The adults should be encouraged to edit and proofreadtheir work and to write drafts. A dictionary ofcommonly misspelled words may be used. Computerswith spell-checkers are fun and useful.

6. The adults should use sound cues to look up words(see Objective W. 2.58).

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W. 2.13To use copying as an aid inwriting and spelling.

• To have the adults copywords, sentences, poems, orshort passages as an aid inimproving writing andspelling.

Content

- words- names- lists- sentences- poems- short passages

1. Meaningful material should be provided for the adults tocopy as practice in writing and spelling.

2. The adults copy relevant personal information or signsin the building or nearby streets.

3. In a work context, the adults copy signs in the company,forms, instructions, etc.

4. With the teacher�s assistance, the adults may copynames of family members, classmates, the school,stores, companies, and organizations familiar to them inan address book.

5. Poems or short passages may be copied onto cards andmade into greeting cards for special occasions.

6. Oral language, provided through the languageexperience approach, may be transcribed by the teacherand copied by the adults to help them under-stand thatwriting expresses actual oral language.

7. By copying groups of letters, syllables, or entire words ata time, the adults will find it easier to remember words.

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W. 2.14To create a personal spellingdictionary of troublesome words.

• To help the adults learn tospell words that causedifficulty by creating apersonal spelling dictionary.

Content

- alphabetical order- card index- address book for spelling

1. The adults create a personal spelling dictionary oftroublesome words to aid learning and, at the same time,provide a reference tool and give them practice inalphabetizing.

2. File or index cards may be used for this purpose andplaced in alphabetical order, making it very easy fornew words to be added.

3. A small address book is useful as the pages are alreadylabelled alphabetically and the format makes it easy tocarry around.

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• To help the adults spellwords commonly used in theirdaily life in social and worksettings.

Content

- names- days and months- numbers- places- public signs- work-related words- transportation words- recreation words

To practise spelling words commonly used in theirdaily life, the adults:

- make a personal calendar and fill in months anddays

- write cheques and fill in bank forms (a visit to thebank would be useful)

- make maps of routes normally taken and labelnames of towns, streets, addresses, metro and busstops, etc.

- are given a map of the layout of the school and theylabel the various parts of the school: our class,office, exit, gym, etc.

- fill in blank sign shapes: STOP, etc.

- fill in forms for the workplace, e.g., order forms, orfrom the government, e.g., UIC

- fill in job application forms: relevant vocabulary

- list names and addresses of family and friends andthe birthday of each person

See Objectives W. 2.55-W. 2.58.

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• To teach the adults to spellwords frequently used inwriting that may or may not bephonetically spelled.

Content

- spelling list of high- frequency words- common verb forms- pronouns- plurals- �question words�

1. To help the adults master the spelling of common verbforms, pronouns, plurals, �question words�, and otherfrequently used words, the teacher assigns a few wordsat a time to be studied and practised in context insentences dictated by the teacher or produced by theadults.

2. Troublesome words are added to the adults� personalspelling dictionary (see Objective W. 2.14).

3. The teacher may dictate the word list slowly onto acassette to enable the adults to practise the word listat home.

4. See Objectives W. 2.56-W. 2. 58.

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W. 2.17To spell frequently used wordswith difficult spellings.

• To help the adults recognizethat some letters in certainconsonant combinations aresilent or represent differentsounds in different words.

Content

- silent letters: kn, wr, gn, mb- consonant combinations: ph, gh

1. The teacher points out letters that are silent in certainletter combinations, for example, k in kn. To reinforcethis, the teacher introduces typical words using thesesilent combinations, for example: know, write, sign,climb.

2. The adults find these words in sentences, read themcorrectly, then cross out the silent letter.

3. The teacher uses missing-letter exercises.

4. The teacher introduces the consonant combinationsph and gh and explains that the ph in phone and gh in rough represent the consonant sound f, but thatthe gh in the word light is silent.

5. The teacher gives the adults word lists using thesecombinations for pronunciation practice.

6. The teacher presents pictures and words with missingletters, and the adults fill in the missing letters. Forexample:

li_ _ t bulb

7. See Objectives W. 2.56 and W. 2.57.

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W. 2.18To write as a means of expressingoneself, ordering one�sexperience, or clarifying one�sthoughts and ideas.

Content

- lists- stories- diaries- journals- notes- schedules- reports- minutes of meetings

1. The teacher reminds the adults that:- writing can be a valuable means of organizing one�s thoughts or ideas- lists are useful for shopping, keeping track of things to do, or reasoning out a decision by weighing advantages versus disadvantages- transportation schedules, etc. are useful for planning- a journal or diary is an important way of recording events, experiences, ideas or reflections- reports are another way of ordering one�s ideas

2. The teacher points out that writing is a good way ofpreparing for an interview or oral presentation. Theteacher gives the adults sample job interview questionsto answer in writing.

3. The adults write a short autobiography to practiseordering their experiences.

4. The teacher arranges meetings of the student counciland/or the class to plan special events or debates. Asecretary is appointed to take the minutes.

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• To assist the adults inorganizing their thoughts inpreparation for writing.

Content

- choose a topic- read or discuss- collect information- organize ideas- define the purpose

1. The teacher should assist the adults in choosing a topic.A choice of titles may be given to help the adults focuson the main idea.

2. The adults are encouraged to do any necessary research.The teacher reads and discusses this information withthem.

3. Before beginning to write, the adults discuss with theteacher the organization of the writing and the sequenceof ideas.

4. The adults make note of the sequence of ideas ororganization of thoughts.

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P • To help the adults write thefirst draft of their work, payingattention to the content andmeaning of the writing.

Content

first draft

1. The adults write the first draft of their work, trying tofocus at all times on the main idea or purpose of thewriting.

2. To avoid a tendency to stray from the topic, the adultsrefer to the sequence of ideas or organization of thoughtsalready prepared (see Objective W. 2.19).

3. In the first draft, it is essential that the adults writeprimarily for content and meaning. Corrections ofspelling and sentence structure are made after the firstdraft has been completed.

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• To have the adults reviewthe first draft of their writing,checking for meaning, spelling,and sentence structure.

Content

- reread- check meaning- discuss- check spelling and sentence structure

1. The adults read and reread the first draft of the writingand then review it to ensure that it is related to the topic,is in a logical sequence, and clearly conveys the intendedmeaning.

2. The adults then have the teacher or another adult readthe piece of writing to confirm that the meaning isexpressed adequately.

3. Anything that is not clear is discussed with the teacher.The adults may share their writing at this stage anddiscuss ways to make improvements.

4. The next step is for the adults to check for errors inspelling and sentence structure and try to make thenecessary corrections. If working on a word-processingprogram, they may use the spell-checker.

5. The teacher points out the errors in spelling and sentencestructure and the adults make the corrections. Ifnecessary, the teacher works with them to find andcorrect the errors.

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W. 2.22To choose words carefully toconvey the precise meaningintended.

• To help the adults selectwords that offer both varietyand precise meaning.

Content


1. The teacher encourages the adults to carefully selectappropriate vocabulary. This is especially important indescriptive writing or story-telling.

2. An elementary-level thesaurus and/or a dictionary ofsynonyms and antonyms may be used.

3. The teacher encourages the adults to vary their choice ofwords rather than repeating words.

4. During the editing process, the teacher points out areaswhere a stronger, more precise vocabulary could beused. In particular, the adults should be made aware ofrepeated words and how they could be varied.

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• To have the adults recopythe edited version of theirwriting and present it to theteacher and other adults.

1. The final version of the adults� writing should berecopied once all editing and revision are completed.This copy is presented to the teacher.

2. The teacher should give the writings carefulconsideration in the presence of the adults, making sureto praise any improvement and compliment them on theeffort made.

3. The adults share their writing by reading it to the groupor by giving the other adults copies to read together.

4. In the case of letters, the writing may be mailed.

5. An area of the class may be reserved for the adults�writing to be displayed, or exceptional writing may beshared through a school newsletter or in a book ofthematic texts which could be used as reading materialfor future adult learners in the program.

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W. 2.24To write messages.

• To help the adults recordmessages accurately, beingcareful to select the essentialcontent.

Receiving and writingmessages is very demanding.The adults must decide whichelements are important andhow to arrange them inacceptable sentences andformat. To restrict the writingdemands of this task, thisexercise may be done usingprinted message pads.

Content

- telephone calls- appointments

1. The teacher explains that for phone messages, it isimportant to write down the following: who the call isfor, the name of the caller, the time and date of the call,the phone number of the caller, an accurate message, andwho took the message.

2. The adults should be instructed to repeat the phonenumber and message back to the caller.

3. Practice may begin with taped calls, then the adultscould phone for specific transit information or call amovie theatre and jot down movie titles and times ofscreenings.

4. Role-playing activities may be used, with one personacting as a caller and leaving a message, while the otherperson takes and confirms the message.

5. The adults may use a calendar for noting appointments,being careful to place the note in the correct date boxand include all information.

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• To have the adults writeinformal notes as reminders ormessages or to give permissionor say hello to a friend.

Content

informal notes to self, family,neighbour, landlord, etc.

1. The teacher explains that informal notes may be writtenfor a variety of purposes. For example:- as a reminder to yourself to do something, perhaps written on the calendar- to tell family members where you are and when you will be home- to give a reason for a child�s absence from school- as thank-you notes, invitations, etc.- as reminders- as short messages to inform- to give permission- to simply say hi

2. The teacher reminds the adults to answer the who, what,when, where, why questions to ensure that their notesare complete.

3. The teacher explains that the use of Dear is notnecessary but that the adults should remember to includethe name of the recipient, and that the date should beindicated when the note is to excuse an absence or whenan action has to be done at a certain time.

4. The teacher points out that the content should includewhat the adult or someone else has to do or what thenote is about, and that the note should be signed but thatno formal closing is needed.

5. Different types of notes should be practised.

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W. 2.26To write greeting cards andpostcards.

• To have the students writebrief notes on postcards andgreeting cards.

Content

- greeting cards- thank-you notes- wedding announcements- birth announcements- moving announcements- invitations- postcards

1. The teacher points out that brief notes may be written tofriends and/or family members for a variety of reasonsand that sometimes complete sentences are notnecessary, for example, when writing on a postcard�Having a great time.�

2. For wedding, birth, or moving announcements as well assome invitations, the adults may use printed cards thatonly require filling in the appropriate information.

3. The adults practise filling in actual postcards of theirhome town or region and mail them to friends.

Pen pals may be found who are in literacy programs inother cities or provinces or even other countries. Theadults could begin by exchanging postcards and noteswith each other.

4. The adults may practise writing invitations by invitinganother class to visit for a social function.

5. At different holidays, the adults may exchange cardswith each other and friends and write a brief note oneach card.

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W. 2.27To know the required format fora letter.

P • To have the adults write apersonal letter, placing theaddress, date, greeting, body ofthe letter, closing, andsignature in the proper places.

Content

- heading- opening- body of letter- closing- margins- type of paper and pen

1. The teacher explains to the adults that it is preferable touse 8 ½ "× 11" paper, writing on one side only, and ifpossible, to type letters, but if not, to write in clearhandwriting with black or blue ink.

2. The teacher prepares a short sample letter with a marginof 1� at the top, bottom, and sides of the paper. Linesshould be added to represent the sender�s address at thetop right-hand corner and the date directly below. A lineshould indicate the salutation, then several lines for thebody of the letter, and two lines for the closing. (SeeObjective W. 2.39.)

3. The teacher points out that initial capitals are needed forDear in the salutation and Sincerely in the closing. (SeeObjective W. 2.9 for capitalization.) A choice ofclosings should be given to the adults.

4. The adults jot down a short list of things to write aboutbefore beginning a letter. The teacher suggests that for afriendly letter, the adults should pretend to be talking tothe other person and write in a natural way. The lettersmay be thank-you notes, letters to pen pals, etc.

5. The adults edit the first draft and recopy the revisedversion before actually mailing it.

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W. 2.28To keep a personal diary orjournal.

• To have the adults write in apersonal diary or journal on adaily basis.

Content

- diary- journal

1. The adults should write a diary or journal to keep arecord of events, personal experiences, and thoughts orobservations. This will also give them practice inwriting dates and ordering events in sequence.

2. The more the adults write, the easier the writing processwill become.

3. The diary or journal should not necessarily be checkedby the teacher, giving the adults the chance to take riskswith spelling and be free of concern about errors. Aswell, this allows the adults to write about personalmatters and provides an emotional outlet.

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W. 2.29To gain confidence in writingdifferent types of personal letters.

• To help the adults gainconfidence in writing personalletters by practising differenttypes of letters.

Content

- letter to family or friends- invitation- thank-you note- sympathy note

1. For the required format for a letter, see ObjectiveW. 2.27.

2. If the adults have a hard time getting started, thefollowing tips may be useful:- Jot down a list of things to talk about.- Upon receiving a letter, highlight parts needing comment.- Start by using a smaller paper format, as it is easier to fill up than a larger one.- Begin by writing only short letters.- Write the way you speak.

If the adults are uncomfortable writing to someone theyknow, they may write to an imaginary friend.

3. The adults practise writing an invitation to someone tovisit, a �get well soon� letter to someone who is ill, aletter of sympathy, a thank-you letter, or simply a newsyletter to a family member or friend.

4. Sample letters should be supplied, with frequently usedexpressions, such as, See you later, Bye for now, Bestwishes, Take care, With love, Sincerely, As always, etc.

5. A pen pal program with another literary group elsewherein the province or country could be arranged.

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W. 2.30To narrate.

• To help the adults relate asequence of events, give thehistory of something, or tellabout a single incident.

Content


1. The teacher explains that the purpose of narrativewriting, whether true or fictional, is to tell whathappened in story form. The teacher helps theadults:- find a unifying statement or topic sentence that reflects the purpose of the writing- brainstorm to list the events that happened- choose the most important events and put them in the correct sequence

2. The adults write the story, being sure to use transitionaldevices such as: later, after, when, etc.

3. When the story has been completed, the adults makesure all sentences relate to the topic sentence.

4. The teacher provides ideas for writing: personalexperiences, such as �my first job�, �the happiestmoment of my life�, �my first date�; a dream; past andpresent events in the news; etc.

5. For adults having difficulty with narrative writing, booksare available showing sequences of pictures which mayprovide inspiration. Comic books may also be useful.

6. A story may be started by the teacher, with each adulthaving the opportunity to write a few lines.

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W. 2.31To describe.

• To have the adults describea person, place, object, orfeeling, using clear, detaileddescriptions that appeal to thesenses.

Content

- person- place- object- feeling

1. The teacher explains that a description should appeal toall the senses -- sight, hearing, touch, taste, and smell --and that when writing a description, the adults should tryto create an effect by careful use of detail and choice ofadjectives, adverbs, nouns, and verbs.

2. The teacher points out that comparisons can be used tocreate a clearer picture, especially of somethingunfamiliar.

3. The adults should start by describing familiar people andplaces, always beginning with a sentence that gives themain idea of the writing: if it is about a person, then theopening sentence should indicate this. A description ofthe person should follow, to paint a clear imaginarypicture of the person. The face, body, clothes, and eventhe way the person moves may be described.

4. To help them describe a place, the adults could firstdraw a picture of it. The exterior of their own housecould be used. The description should follow a logicalorder, starting at the top and working down.

5. Conversely, the adults could try to draw pictures afterhaving read their classmates� writing, including as muchdetail as possible.

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W. 2.32To record.

• To teach the adults to recordinformation or make briefnotes or entries.

Content

- address book- calendar- forms- journal- lists- reports- diaries- bills- receipts

1. To help the adults practise recording information onforms, the teacher brings in application forms for amedicare card, a social insurance number, andunemployment insurance as well as job applicationforms.

2. The adults practise making entries in an address book,including name, address, and phone number.

3. The teacher instructs the adults on the use of a calendarto keep track of appointments.

4. A journal or diary may be used to record day-to-dayevents, experiences, ideas or reflections.

5. The teacher explains that although complete sentencesare not necessary in these situations, notes must be clearand concise and contain all appropriate information.

6. A variety of bills (Hydro, Bell, etc.) may be used toshow how information is recorded.

7. If a bazaar occurs at the school, the teacher could ask theadults to list the items to be sold and prepare practicereceipts.

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W. 2.33To write compound and complexsentences.

Content

- compound sentences- complex sentences

1. The teacher explains that a compound sentence containstwo or more thoughts connected by a coordinatingconjunction. For example: I ran home, but my brotherhad already left.

2. The teacher prepares short sentences and asks the adultsto connect them using or, but, and. This will helpcorrect the tendency to write short, choppy sentences atthe earlier stages of writing.

The teacher should point out that compound sentencesmake writing more interesting.

3. The teacher explains that complex sentences contain oneindependent and one or more dependent clauses.For example:- John was watching the men who were playing football.- Although I would like to go, I must work late.

4. The adults are asked to combine related sentences usingspecific conjunctions such as while, when, if, although.For example:- He guarded the prisoners. John piloted the plane to freedom.

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W. 2.34To correct faulty sentences.

• To have the adults reviewsentences for errors instructure, punctuation,capitalization, and spellingand attempt to correct theseerrors independently.

Content

- punctuation- capitalization- subject-verb agreement- incomplete sentences- run-on sentences- correct use of pronouns- correct verb tenses- omitting unnecessary words- checking spelling- choice of words

1. The adults should first ensure that the sentence iscomplete and makes sense by itself. Is it a run-onsentence which would be better divided into smallersentences?

2. The adults should read the preceding and followingsentences in a text to see whether combining thesentences would be appropriate. (See ObjectivesW. 2.5, W. 2.7, W. 2.33.)

3. Once the structure of the sentence has been corrected,the adults should check for errors in verb tenses, subject-verb agreement, and use of pronouns, adjectives, andadverbs.

4. The adults should check the text to ensure that the wordschosen are appropriate. (See Objective W. 2.22.)

5. Finally, the spelling should be checked as well as thepunctuation and capitalization. (See Objectives W. 2.8,W. 2.9, and W. 2.11.)

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W. 2.35To form the past tense of regularverbs.

P • To help the adultsunderstand that ed is added tothe infinitive of regular verbsto form the past tense.

The understanding of the threedifferent ways of pronouncinged is important for spelling, asadults often try to spellaccording to the sound theyhear. For example:workt instead of worked.

Content

- work - worked- pronunciation of ed: �t,� �d,� or �id�

1. The teacher explains that ed is added to the infinitive ofregular verbs to form the past tense.

2. The teacher explains:

- The suffix ed is pronounced as �d� when the end sound of the base word is voiced. For example: cleaned, played.

- When the end sound of the base word is unvoiced, the ed takes the sound �t.� For example: stuffed. Exception: When the word ends in d or t, the suffix ed is pronounced as �id.� For example: landed, painted.

The teacher emphasizes that although the ed may bepronounced as �d,�, �t,� or �id,� the spelling remains

ed.

3. For practice, the adults write about what they didyesterday, last weekend, or some time previously, orchange sentences written by the teacher in thepresent tense to the past tense.

4. The adults answer questions about the past.

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W. 2.36To understand and use commonirregular verbs in the past tense.

Content

- write - wrote- draw - drew

1. The teacher gives the adults a list of common irregularverbs and the past tense of these verbs (e.g., catch -caught).

2. The teacher prepares an audio cassette of these verbs tohelp the adults practise reading the irregular spellingsand practise their pronunciation.

3. The adults change the verbs in sentences from thepresent to the past for additional practice. Forexample:- I go shopping every Saturday. � I went shopping last Saturday.

4. The teacher prepares questions containing irregularverbs, for example:- Where did you go yesterday? I went to school.

5. The adults write about something that happened inthe past to practise the past tense of both regular andirregular verbs.

6. The adults practise correcting common mistakes, forexample: I seen, I done.

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W. 2.37To understand the use of periodsin abbreviations.

• To help the adultsunderstand that abbreviationsare used often in daily life andbusiness and that abbreviationsmust have a period at the end.

Content

- Mr.- Nov.- etc.

1. The teacher gives the adults a list of commonly usedabbreviations and the words that they represent. (SeeObjective R. 2.23.)

2. The teacher explains that there is no rule forforming abbreviations and that they are formed in avariety of ways:- the first few letters of the word and then a period- the first and last letters of the word and then a period- the first letter of each word, in an abbreviation of more than one word, with a period after each letter (Y.M.C.A., S.P.C.A.)

3. The teacher explains that the function of the periodis to indicate that the word has been abbreviated,and shows the adults abbreviations such as:in. - inch Sat. � SaturdayWed. - Wednesday Man. - Manitobano. - number sing. - singular

These examples highlight the importance of the periodin an abbreviation, as there is a great deal of differencebetween no and no. in a sentence. For example:- There is no phone no. listed.

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• To teach the adults to usethe apostrophe in commonlyused contractions andpossessives.

Content

- isn�t- girl�s

1. The teacher introduces the common contractions: not- n�t; is, has - �s; had, would - �d; am - �m; are - �re.

2. The teacher explains that contractions are not alwaysused in writing. For example:- I like some cake.- I would like some cake.- I�d like some cake.

The adults should be aware of the contractions used inspeech as well as in writing.

3. The teacher explains that the apostrophe in possessivesshows ownership, and the position of the apostrophe inrelation to the s is an indicator of singular versus plural.For example:- the girl�s toys (the toys belong to one girl)- the girls� toys (the toys belong to more than one girl)

4. The teacher gives the adults exercises requiring thecontraction of two words or the separation ofcontractions into separate words.

5. The teacher gives exercises requiring that the adultsform singular or plural possessives.

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W. 2.39To meet standards for headings,margins, indentations, andwriting and spelling in all writtenwork.

Content

headings, margins andindentations in:- business letters- friendly letters- newspapers- books

1. The teacher explains that the heading (the sender�saddress and date) in friendly or business letters shouldbe written at the top right side of the paper, the headingof a newspaper story or article should be centred on thepaper, and the title of a chapter should be placed at thetop or beginning.

2. The teacher explains that the margins in business lettersshould be at least 1" at the top, bottom, and sides, andthat on loose-leaf paper, the margin should be 1¼" onthe left side of the paper.

3. The teacher explains that it is generally necessary toindent the first line of each new paragraph by a spaceroughly equal to four or five letters, but that in businessletters, one may double-space between paragraphsinstead.

4. The teacher gives the adults samples of friendly andbusiness letters and they examine the headings, margins,and indentation. (See Objective W. 2.27.)

5. Newspapers and books are shown to the adults toillustrate the standards for headings, margins, andindentation in print.

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W. 2.40To use the appropriate format andstyle to complete different typesof forms.

P • To help the adults use theappropriate format whencompleting forms, i.e.,abbreviations, initials, etc., andwrite legibly in the spaceprovided.

Content

- forms (application, registration)- block letters- abbreviations, initials

1. The teacher shows the adults a completed application orregistration form.

The teacher:- points out the block (capital) letters (if required)

- indicates any abbreviations used: Ms., yrs., Mtl., etc.- points out that the date of birth is written numerically: day, month, year, e.g., 02/10/55- points out the use of initials: Bob B. Jones or Jones, Bob B.- demonstrates how to write legibly in a limited amount of space

2. The adults practise these points in their notebooks.

3. The teacher gives out fairly simple blank application orregistration forms and works through them with theadults to ensure that the correct format and style areused, i.e., correct abbreviations, periods after initials,etc.

4. See also Objective W. 2.1.

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W. 2.41To use initial capitals for namesof buildings, places andgeographical features, andorganizations and businesses.

P • To help the adults realizethat names of streets, hospitals,schools, lakes, businesses andorganizations, etc. requireinitial capital letters. To helpthe adults understand propernouns.

Content

- maps- addresses- sentences

1. The teacher gives the adults a number of sentenceswhich contain names of buildings, towns, rivers, andorganizations and businesses that have been capitalized.

2. The adults circle the capitalized words and make a list ofthese words. The adults discuss the commonalities ofthese words.

3. The teacher explains the difference between a commonnoun and a proper noun. For example:- This is a large lake.- Lake Erie is one of the five great lakes.

4. The adults brainstorm names of buildings, places,geographical features, and businesses and organizationsin their own environment. The teacher writes a list onthe blackboard, indicating the use of initial capitals.

5. On a map of the local area, the adults write in the namesof buildings, places, lakes and rivers, and organizationsand businesses, using initial capitals.

6. The teacher prepares sentence exercises in which theadults circle the names of places, buildings, etc., andfill in capital letters where necessary.

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W. 2.42To use and spell correctlycommon plural forms of nouns.

P • To familiarize the adultswith the rules for writing theplural forms of nouns.

Content

- ch, sh, z, s, x- y- f/fe- o- irregular plurals

1. The teacher explains that although most nouns simplytake an s to form the plural, there are some words,depending on the end spelling, which require spellingchanges before the s is added.

2. The teacher writes matches, wishes, boxes, glasses onthe blackboard and explains that es is added to form theplural of words ending in ch, sh, s, and x.

3. The teacher writes candy-candies, cherry-cherries, berry-berries on the board and explains that since the letterbefore the final y is a consonant, the plural is formed bychanging the y to I and adding es.

4. The teacher uses the words wife-wives, half-halves andexplains that for words ending in f or fe, the plural isformed by changing the f or fe to v and adding es.

5. The teacher writes the words potato-potatoes and radio-radios and explains that for words ending in o precededby a consonant, the plural is formed by adding es,whereas for words ending in o preceded by a vowel,only s is added.

6. The teacher shows a picture with the correspondingword in the singular, then shows it with the word in theplural. Then the teacher shows the picture alone and theadults write the word in the plural.

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W. 2.43To form unusual noun pluralscorrectly.

• To help the adults recognizeand use plural noun formsother than the common s form.

Content

- irregular plurals- nouns which do not change- compound plurals- hyphenated plurals

1. The teacher explains to the adults that in the plural,some nouns do not take an s but rather haveirregular forms. For example:mouse - mice tooth - teethman - men ox - oxen

2. The teacher shows that some nouns are the same in thesingular and plural forms. For example: deer, sheep,salmon, moose. The teacher gives the names of otheranimals in this category.

3. The teacher explains that for many compound nouns,the plural is formed by adding an s to the noun partof the compound, and gives examples:mother-in-law - mothers-in-lawcommander-in-chief - commanders-in-chief

4. The teacher explains that for other compound nouns,the plural is formed by adding s to the end, andgives examples:drive-in - drive-instwo-year-old - two-year-olds

5. With or without using a dictionary, the adults give theplural forms of a list of nouns: goose, shrimp, son-in-law, trout, foot, child, etc.

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W. 2.44To use and spell singular andplural possessive nouns andpronouns correctly.

• To help the adultsdifferentiate between singularand plural possessive pronounsand nouns and use and spellthese possessives correctly.

Content

- his, hers, theirs- this, these- the boy�s book, the boys� book

1. The teacher points out possessive pronouns and singularand plural possessive nouns in reading texts or stories.

2. The teacher has the adult note the s on the end of hers,theirs, ours, yours, and the �s and s� used with regularsingular and plural nouns respectively.

The teacher indicates that the �s in the boy�s booksmeans that there is only one boy who owns the bookswhile the s� in the boys� book means that more than oneboy owns the book, and explains that the phrase theboy�s book could by replaced by his and the phrase theboys� book could be replaced by theirs.

3. The adults practise using and spelling possessive nounsand pronouns in formal exercises. For example:- Mary has a car. It is _____ car. It is _____.- The girls like their dresses. They are _____ dresses. They are _____.

4. The adults do similar exercises with this/these;that/those.

5. Reinforcement of correct usage and spelling of singularand plural possessive nouns and pronouns may beprovided through analysis of the adults� writing.

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W. 2.45To choose the correct pronounsfor subject and object.

• To teach the adults to usethe correct subject and objectpronouns to replace nouns in asentence.

Content

- subject pronouns- object pronouns

1. The teacher explains that pronouns are used in place ofnouns and refer to nouns, and the adults identify thenouns in a sentence written on the board. For example:- The boys will put the books away. (boys, books)

2. If the adults find the concept of parts of speechconfusing, the teacher should explain that boys is thesubject of the sentence, while toys is the object becauseit answers what after the verb.

3. The teacher explains that pronouns may replace nouns asthe subject or object in a sentence and writes a list ofeach on the blackboard, stressing the importance ofchoosing the correct pronoun as subject or object.

4. The teacher demonstrates incorrect usage. Forexample:- John is with she and I. (her and me)- Bill and me went to the show. (I)

5. In future writing exercises by the adults, the teacherhighlights any errors in the use of subject and objectpronouns and has the adults correct their own work.

6. The teacher continues to point out correct usage ofpronouns in reading material.

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W. 2.46To use proper punctuation inwriting.

• To familiarize the adultswith the types and uses of endpunctuation and the comma.

Content

- end punctuation: . ! ?- comma: ,

1. The teacher reviews the use of the period, questionmark, and exclamation mark and points out words whichbegin questions (do, wh�, etc.).

2. The teacher examines sentences containing variousforms of end punctuation and encourages the adults touse the appropriate intonation, and demonstrates that acomma represents a pause in speaking.

3. Since there are so many rules for comma usage, it isbest at this level to introduce only a few, givingexamples of sentences for reinforcement:- to separate words in a series- between names of places in addresses- in dates- when beginning sentences with words like yes or no

4. One common problem the adults have is the use of thecomma. The teacher presents them with a shortparagraph with no commas, but needing commas, andreads it aloud to them, demonstrating how confusing itsounds without commas. The adults add the necessarycommas. The teacher reminds them to use a commaonly if it follows the rules provided.

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W. 2.47To use the present tense correctlyin the third person singular.

P • To teach the adults to addan s to verbs in the presenttense in the third personsingular.

Contents

- third-person subject- present-tense verbs

1. The teacher reads aloud several sentences in the presenttense, some with an s on the verbs, others without. Forexample:- The dog barks. - I like her.- The dogs bark. - He likes her.

2. The teacher points out the differences and writes thesentences on the blackboard, indicating the s onpresent-tense verbs with he, she, it or a singularnoun as subject, e.g., dog.

3. The teacher shows the adults pictures and has them writesimple present-tense sentences using an s on the verb.For example:- The woman cleans every Saturday.- The boy likes ice cream.- He watches TV on Friday night.

4. The teacher explains how the spelling changes when s isadded to verbs ending in ch, y, etc.

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W. 2.48To use negative and affirmativecontractions.

• To teach the adults to use heapostrophe correctly and toomit the correct letters informing negative andaffirmative contractions.

Contents

- I�m- I�ve- isn�t- haven�t

1. The teacher explains that the apostrophe is used incontractions to show where one or more letters havebeen omitted: contractions are two words �pulledtogether� to form one.

2. The teacher makes sure the adults understand thedifference between the possessive pronoun its and thecontraction it�s, and your and you�re. For example:- It�s a shame the dog broke its leg.- You�re going to lose your book.

3. The teacher demonstrates how negative contractionsare formed: �m not; isn�t or �s not; aren�t or �re not;haven�t

4. The adults rewrite short paragraphs, contracting allpossible verbs.

5. The teacher provides continued practice in writingcontractions in future writing assignments and erroranalysis.

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• To help the adults recognizedouble negatives and learn touse words like nothing,neither, hardly, never, etc.correctly in forming negativesentences.

Content

- �do not never do that�- �doesn�t have no money�- no, not, never, none, nothing

1. The teacher points out that the use of two negatives inthe same sentence or clause is confusing andgrammatically incorrect and shows the adults the correctform. For example:- I don�t have no money � I don�t have any money

2. Should the adults ask, the teacher explains that �I don�tknow why he isn�t here� is correct because each clausecontains only one negative.

3. The adults give examples of some common errors usingdouble negatives. The teacher makes a list of thesesentences and the adults rewrite them correctly. Forexample:

- I don�t need no help.- I didn�t see nobody.- I can�t never understand him.- I don�t see nothing.- He doesn�t like neither coffee nor tea.

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W. 2.50To omit redundant words.

• To help the adults avoidrepetitions such as a nounsubject immediately followedby a pronoun subject.

Content

- this (here) �- the cat (it) �- my fingers (they) �

1. The teacher points out any errors of this nature whichthe adults make when speaking. For example:- This here cup is empty.- John he has a new car.

2. The teacher explains that pronoun subjects areunnecessary when the noun subject is given.

3. The teacher gives other examples which are common inspeaking.

4. The teacher makes mental notes of errors the adultsmake in speaking.

5. There should be continued practice of this in futurewriting exercises. Errors should be pointed out so thatthe adults can make their own corrections.

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W. 2.51To understand and use correctsequential structure.

• To help the adultsunderstand sequence andrecognize and write numbers,letters, stories, etc. ascontinuous or connected series.

Content

- alphabetical order- sequential directions- cause and effect- sequential order of events in stories

1. The teacher scatters the letters of the alphabet or asequence of numbers on a piece of paper. The adultsjoin them up in the correct order with a connecting line.

2. The teacher gives the adults six or seven sentenceswhich form a sequence of directions for assembling anditem, using a household product, etc., and the adultsrewrite the sentences in the correct sequence.

3. The adults write short stories of a trip, their lives, amemorable day, ordering the events correctly as theyoccurred (using then, after, before).

4. The adults reorder scrambled sentences in the correctorder.

5. The teacher gives the adults a list of words and has themwrite the words in correct alphabetical order.

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W. 2.52To develop responsibility forself-appraisal and checking.

• To assist the adults inassessing writing and spellingerrors, recognizing writingfaults, and beginning theediting process.

Content

proofreading techniques

1. The adults should reread any writing out loud tothemselves.

2. The adults could ask a peer to proofread their text,looking for any errors they have overlooked.

3. If the adults have compiled personal spelling lists, theseshould be used and consulted regularly.

4. Dictionaries should be compulsory classroom aids.

5. The adults should have a list of capitalization and basicpunctuation guidelines to refer to in order to accuratelyproofread.

6. When spelling dictations are given, the adults may beasked to self-evaluate by proofreading and correcting.

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W. 2.53To develop a spelling list relatedto current needs, interests, andlearning themes.

• To assist the adults indeveloping a list of spellingwords reflecting personalinterests and abilities that caneasily be referred to at anytime.

Content

word lists

1. When the adults are studying specific themes such ascommunity or social services or holidays, useful wordsshould be noted and listed. These words may becollected by the adults while working through aparticular theme of study, or given by the teacher.

2. The adults and the teacher in conversation brainstorm alist of frequently used words that pertain to the adults�own special interests. The words are written in apersonal spelling dictionary, journal, or notebook.

3. The adults develop a personal directory of frequentlyused words, for example, addresses, names of friends orfamily or doctor.

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W. 2.54To take dictation to improvespelling.

• To dictate, in class or ontape, words, sentences, andparagraphs that will assist theadults in developing spellingskills.

Content

spelling words

1. The teacher dictates theme words.

2. The teacher dictates sentences.

3. The teacher dictates spelling words from the adults�personal spelling dictionary.

4. The teacher dictates a full paragraph that relates to thetheme of study.

5. The adults dictate spelling lists to peers.

6. Taped dictations are prepared for the adults to use athome or school.

7. The adults may be responsible for the first stage ofcorrecting their own writing.

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• To assist the adults inlearning to spell by means of alogical, systematic approach.

Content

spelling strategies

1. The teacher discusses the strategy of breaking wordsinto sound segments to aid in spelling. For example:- class + room (compound word)or- c-l-a-s-s-r-o-o-m (letter-sound by letter-sound)or- un-der-st-and (syllables and consonant clusters)

2. The teacher compiles lists of word groups with theadults, focussing on similar prefixes, roots, rhymes, orendings, etc. For example:

cat sunshine discuss talksmat Sunday disown farmsfat sun dislike restsrat wants

musical softly sidewalk indoorpolitical poorly wallpaper intendcentral lovely mailman indeed

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• To help the adults learn tospell words by using themultisensory (�say, trace, hear,write�) approach to spelling.

Content

Spelling strategies

1. If the adults continue to have difficulty rememberingthe spelling of certain words, it may be useful to trythe multisensory approach:

On a blackboard or sheet of paper or cardboard, theteacher writes the word(s) in large letters, using chalk,pencil, pen, crayon, or marker.

The adults then say the word, tracing the letters asthey say the word: �trace and say�:

c a t

Using fingers only, the adults then trace the letters of theword on the blackboard, paper, or cardboard, or in theair, while attempting to visualize the whole word and, atthe same time, saying the word.

2. The teacher repeats the sequence until the adults are sureof the spelling of the word.

3. See Step One, Objective W. 1.55, for further explanationof this method.

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W. 2.57To use visual techniques inspelling.

• To help the adults learn tospell by using visualtechniques to rememberspelling.

Content

- spelling techniques- look, cover, write- flashcards- word lists- jigsaw puzzles

1. Frequently used words are written on cards to assist theadults in whole-word recognition.

2. The adults look at the word to be spelled, either on theirown page or on an index card, then cover the word andwrite it.

3. Flashcards of theme words may be used as spelling aidsalong with the dictation of the word. The adults hearand see the word simultaneously, then write the word.

4. Words are written on paper or cardboard and cut intojigsaw puzzle pieces, and reassembled by the adults.

5. The adults close their eyes to try to visualize the wholeword.

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• To have the adults use thesense of hearing to help themlearn to spell words throughthe sounds of the individualletters and letter combinations.

Content

- phonics- pronunciation by syllable- mnemonics

1. With the adults, the teacher reviews the phonicscorresponding to the words being learned. For example;initial consonants, consonant blends, long vowels, shortvowels, prefixes, suffixes, etc.

The adults do choral reading of the sounds of the lettersor letter clusters in the words.

2. Working together, the adults look at each word beingspelled, divide it into syllables (the teacher reminds theadults that each syllable has a vowel sound), and thenattempt to spell the word according to the syllables.

3. Using mnemonics, memory aid techniques, the teacherhelps the adults develop rhymes, word associations, orletter associations to help them remember spellings. Forexample: i before e except after c.

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W. 2.59To discover and correct patternsof spelling errors.

• To analyse the phoneticerrors the adults makeconsistently and help themcorrect these errors.

Content

spelling patterns

1. With the adults, the teacher reviews their writing todiscover common spelling errors, for example:- omission of a double letter- omission of a second vowel- omission of a word ending- addition of an initial consonant

2. If a pattern exists in the spelling errors, the teacher, withthe adults, creates appropriate word lists for the adultsrefer to.

3. Through dictation, the adults practise spelling words thattypically give them difficulty.

4. The teacher writes the difficult words or patterns onflashcards and shows the adults each word and the adultswrite it.

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W. 2.60To distinguish betweenhomophones.

• To help the adultsdistinguish between commonhomophones, words that soundthe same but differ in meaningand spelling.

Content

your - you�realoud - allowedby - buycited - sightedhole - wholehour - ourpeace - piecethrough - threwno - knowknew - newright - writewon - oneto - too - two

1. The teacher gives the adults dictation in which choicesof homophones have to be made.

2. The teacher presents the adults with a list of commonhomophones and asks the adults to write or saysentences in which the homophones are used correctly.

3. The teacher presents the adults with a homophone listand a list of sentences in which the adults have to selectthe correct homophones to fill in the blanks.

4. The teacher provides mnemonics to help the adultsremember which is the appropriate homophone choice.

5. The teacher makes flashcards of a variety ofhomophones and quizzes the adults on the correct use ofeach homophone in a sentence.

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W. 2.61To use sound clues to look upwords in a dictionary.

• To help the adults recognizecommon initial consonantsounds, sounds of consonantblends and combinations, andprefixes, root words, andcompound words in order touse the dictionary moreproficiently.

Content

dictionary

1. If the adults are experiencing difficulty with spelling, theteacher should encourage them to use the dictionary.

2. The teacher reviews spelling strategies:- Say the word slowly, letter by letter, sound by sound, or syllable by syllable.- Look up possible alternative spellings of the word.- Focus on the prefix to aid in spelling the word.

The teacher reviews phonics: ph, gh, kn, and a variety ofconsonant and vowel sounds.

3. The teacher dictates words from a word list related to thetheme; the adults write the words, then check in thedictionary to confirm the spelling.

4. The teacher reminds the adults to consult the dictionarybefore asking for help with the spelling of a word.

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STEP TWO: GQD 202Vocabulary


V. 2.1To talk about things heard, seen,and/or read.

• To enrich and build up theadults� vocabulary for moreeffective expression. Toencourage the adults to bedescriptive when talking aboutevents in their lives.

Content

- class presentations- films- stories

1. The adults give class presentations on subjects of theirchoice, for example, work, a film, a book.

2. The adults do reading and retelling:

Each pair of adults is given a different story or article.

The adults each read for a certain amount of time, withthe teacher stopping them at various intervals.

With their partners, they talk about what they have readup to that point.

This activity continues until the text is finished.Each pair then gives a short summary of the text to thegroup.

3. The teacher shows the class a film and the adults havean informal discussion about the film or several adultsgive short summaries.

4. The adults, in pairs, listen to a short taped conversationor dialogue. One adult tells the partner what eachperson said, or gives a brief synopsis of theconversation.

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V. 2.2To identify a word by using cluesin pictures, cartoons, or maps.

• To expand the adults�vocabulary with terms frompictures, symbols, maps, anddiagrams.

Content

- diagrams- maps- instruction symbols- pictures

1. The teacher chooses pictures from a magazine,newspaper, or story book.

Each group of adults selects a picture.

The adults list about twelve words (nouns) suggested bythe picture.

The teacher collects the pictures and asks each group toexchange its list of words with another group.

Each group composes a paragraph describing the picturethey imagine from their new list of words.

The teacher shows the pictures and each group selectsthe picture they feel corresponds to the list they haveworked from.

2. The teacher shows maps or diagrams of amusementparks, zoos, university campuses, big stores, railwaystations, etc., which have symbols that provide cluesabout each location. The adults label locations on othermaps, using these symbols. A list of locations could bewritten on the board for the adults to match withsymbols.

3. See activities in Objective V. 1.8.

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V. 2.3To guess the meaning of a wordby using what is given in thesentence.

P • To help the adults recognizewords in a sentence by usingcontext clues. To encouragethe adults to make reasonableguesses as to the meaning ofwords.

Content

sentences broken intosegments

1. The teacher prepares sentences at an appropriatelinguistic level. Each word is written on a separate cardand the cards grouped into sentences with one wordmissing in each. The adults rearrange the cards, leavinga space for the missing word.

The adults are given another stack of word cards(nouns, verbs, adjectives, etc.) from which to choose thebest word to complete the segmented sentence.

The adults write the completed sentences on theblackboard and take turns reading each sentence aloud,trying to substitute words from their own stack of cardswhich could be used instead of the word chosen. Allcorrect attempts are written on the blackboard.

2. The adults, in groups of four or five, do sentence relays.The teacher signals the first in each group to write aword on the board. The second adult adds a secondword and so on until each member of the group haswritten a word, forming a complete sentence. Wordsmay be added either before or after those already writtenon the board. Misspelled words are erased and the turngoes to the next adult.

3. See Objective V. 1.9 for more activities, but moreadvanced sentences and vocabulary should be used.

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V. 2.4To predict the meaning of anunknown word when it is part ofa list of words already known.

• To help the adults makeassumptions about themeanings of words, based onwhat logically follows a seriesof unknown words.

Content

- grocery lists- directories- recipes- class lists

1. The adults write their weekly grocery lists, placing theitems in categories: meat, vegetables, dairy, etc.

The adults exchange lists and read them, makingreasonable guesses about the meanings of unfamiliarwords, taking into consideration the category the itemsare in.

2. The teacher brainstorms with the adults a list of things totake on a camping trip, picnic, etc. Although the adultsmay not know the word for an item they wish to add,they can explain its use or describe it so that others canguess the correct word.

3. The teacher shows the adults very common recipes, forexample, cookies or bread dough.

Based on whether it is a dry or liquid ingredient, or atwhat point it goes into the recipe, the adults makereasonable guesses as to the meaning of any unfamiliarword in the recipe.

4. The teacher prepares class lists, perhaps arranged interms of seating order. Any unfamiliar orunrecognizable name will be obvious when it is matchedwith the seating order.

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V. 2.5To recognize compound words.

P • To help the adults realizethat new words may be formedby the combination of simplewords.

Content

- simple words- compound words

1. The teacher prepares two lists of words, A and B.

List A contains words which can be matched with wordsfrom list B to form compound words, but the words aremixed up and not matched side by side.

The adults are given a list of definitions, one to matcheach possible compound word.

The adults form compound words from lists A and B tomatch the meanings provided.

2. The teacher presents paragraphs which include a numberof compound words and the adults circle all compoundwords. The teacher lists the compound words on theblackboard and discusses the meaning of the differentparts of each compound word to help the adultsunderstand the compound word.

The adults practise using compound words in sentences.

3. Starting with a basic word like book, the adults for theirown compound words. They refer to a dictionary tobuild up their list or check their attempts.

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V. 2.6To use newly learned words incommunicating facts and ideas.

• To have the adults practiseusing new vocabulary in talksor written work.

Content

- new vocabulary- short talks

1. The teacher presents new vocabulary (adjectives,adverbs, etc.) in selected reading activities at anappropriate level for the adults.

2. The teacher discusses the meaning of each newvocabulary word and demonstrates its use in anothersentence.

3. The adults list topics they would like to hear a talk on,and then exchange lists in pairs.

4. The adults choose topics they would be willing to talkon, and give the lists to their partners.

5. The adults prepare a vocabulary list (five or six wordsfrom the new vocabulary introduced earlier in thelesson) for the topics their partners have elected to speakon. These are key words to guide the adults incommunicating their facts and ideas on the chosen topic.

6. Each one of the pair prepares a short talk using the keywords, and gives the talk to the partner.

7. The teacher listens, making sure the newly learnedwords are used correctly.

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V. 2.7To use the metric systemprefixes.

• To help the adultsunderstand the decimal systemof weights and measures.

Content

- kilo- centi- milli- recipes- highway signs- weights- heights

1. The teacher explains the meaning of the prefixes kilo,centi, deci, milli: 1000, 1/100, 1/10, 1/1000.

2. The teacher indicates that these prefixes are used inmeasuring length, weight, and volume, and provides theunits representing each: metres, grams, and litresrespectively. The teacher uses objects to illustrate each,such as a juice container.

3. To provide a frame of reference, these measurementsmay be contrasted with their equivalents in the imperialsystem, perhaps by means of a chart.

4. The teacher shows the adults recipes which havequantities indicated in both systems. This will provide abetter perspective on the prefix milli.

5. The teacher presents road maps with distances indicatedin kilometres. Distances between two cities familiar tothe adults will provide a better idea of the length of akilometre.

6. The teacher converts each adult�s weight and height intometric measurements. Most of the adults will be used tousing pounds and feet. The teacher brings in a metricscale (if possible) or does mathematical conversions: 1pound = 0.45 kilograms. The teacher brings in a metricstick and the adults measure each other�s height incentimetres.

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V. 2.8To enrich vocabulary by learningnew meanings for alreadyfamiliar words.

• To help the adults learnadditional meanings for wordswhich are already part of theirvocabulary and use thesewords.

Content

- words with multiple meanings- parts of speech

1. See Objective V. 1.14.

The teacher expands the list of familiar words created inStep One, Objective V. 1.14, by adding new words withmultiple meanings. For example:- keys (door, music)- office (place, position)

2. The adults are provided with a list of familiar words thathave more than one meaning, and asked to write onedefinition for each. For example: click, glare, mean,rose, table.

The adults compare the definitions they have written.Some will have written the obvious or most commonmeaning, others may have thought of another. These arecompared and contrasted.

3. The teacher demonstrates, by using the words insentences, that each word has more than one meaning.

4. The adults each write five words of their choice andcheck the dictionary to find meanings other than themeanings they know. Each new meaning is presented tothe group and practised in sentences.

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V. 2.9To be aware of idioms andcolloquial usage.

• To help the adults learncertain expressions or idiomsused in familiar and informalconversation.

Content

- idioms- colloquial language

1. The teacher discusses the fact that idioms andexpressions are unique to each language.

2. The teacher indicates that these are used in familiar andinformal conversation, and that their literal meaning mayhave little significance.

3. The teacher provides examples, such as green thumb,rain check, blow the whistle, and presents the use ofeach in a situation. For example:- John couldn�t accept the dinner invitation because of illness. Because he wanted to go but was unable at the time, John accepted a rain check for a later date.

4. The teacher expands on expressions familiar to theadults. For example:- paint the town red- blow your own horn

The teacher presents situations in which each expressioncould be used, as in the above example, and the adultsfill in the blanks with the best expression.

5. The adults write a list of their own expressions or idiomsand present situations in which to use each idiom.

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V. 2.10To clearly describe one�s feelingsand those attributed to others.

• To help the adults talk abouttheir feelings, thoughts, ideas,and opinions, or those ofothers. To help the adults to beempathetic with, perceptive of,and understanding toward thefeelings of others.

Content

- discussions- music, short stories, films- character analyses

1. The teacher evokes feelings in the adults by having themlisten to musical selections or read emotionally ladenstories or descriptions of situations.

The adults express their reactions to the music or storiesand say why they feel this way.

The teacher asks the adults to think back to situations intheir lives when they have felt this same way and talkabout the circumstances which caused such feelings.

2. The teacher presents scenarios which evoke strongemotions: anger, sadness, happiness. Each adultresponds to and asks questions about the feelings ofother members of the group.

3. The teacher reads a short story with the adults, askingthem to focus on the feelings of specific characters atdifferent points in the story. The teacher asks them totalk about how this character is feeling and the clueswhich indicate this, to think about how they would feelin the same situation, and to assess the feelings of thecharacter compared to their own.

* The teacher presents all new vocabulary on theblackboard as it arises and the adults copy the wordswhich express feelings.

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V. 2.11To know and use specializedvocabulary pertaining to aspecific subject area.

• To help the adults learnspecific vocabulary pertinent tothe different areas of theirlives.

Content

- health- politics- education- professions- journeys- shopping

Through several consecutive lessons, the teacher presentsEach new area of vocabulary listed in the content area, usingthe following activities.

1. The teacher presents new vocabulary in the subject area,perhaps from Longman�s Picture Dictionary. Picturesare presented individually and the adults practise writingthe name under each.

2. The teacher familiarizes the adults with the vocabularyof politics or education through newspaper articles. Theadults read short articles, circling all new vocabulary orwords that pertain to education, politics, etc.

The teacher discusses the meanings of the words and theadults record them. The teacher discusses the article,using the specialized vocabulary.

3. The adults role-play visits to the doctor�s or dentist�soffice. Using vocabulary provided by the teacher, theadults role-play situations between receptionist andpatient or doctor and patient.

4. The class visits a grocery store with a prepared list, andthe teacher indicates the items on the list.

5. The adults plan a class trip, using travel vocabulary.

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STEP TWO: GQD 202Thinking Skills


T. S. 2.1To improve auditory recall.

• To have the adults recallinformation, messages, details,etc. To improve the adults�memory.

Content

- indirect speech- poems- songs- memory games- instructions

1. The teacher recites lists of between 10 and 15 items.After listening once or twice to the list, the adults recordall items they can remember.

2. The adults listen to recorded advertisements and then listall facts remembered (prices, times, dates, places).

3. The teacher provides words with rhythm for easierrecall, teaching the adults to recite poems or sing songs.

4. Discussion activities: at various intervals, the teacherasks the adults to tell, using indirect speech, what aspeaker said or asked.

5. After a series of spoken instructions have been given,the adults try to remember them in the correct order.

6. Either the teacher or one of the adults gives an oralpresentation or speech five to ten minutes in length. Thetopic should be familiar and of high interest to theadults.

The adults write a brief outline of the facts and ideaspresented.

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T. S. 2.2To improve visual recall.

• To help the adultsremember words, patterns,symbols, and shapes and beable to reproduce them.

Content

- word shapes- memory games- patterns or plans- symbols (map, chart)- abbreviations

1. See Objective T.S. 1.3 (Activities 1 and 2) for review ofvisual recall of word shapes.

2. The teacher presents symbols on flashcards along withthe written meanings of the symbols on other cards. Forexample: symbols for church, police station, school,hospital.

The adults label maps, recalling what each symbolstands for.

3. The teacher shows the adults various shapes andpatterns. The adults study each image and reproduce itfrom visual recall.

4. The teacher follows Activity 2, using abbreviationsinstead of symbols, for example, Dr. � Doctor. Theteacher presents the adults with a list of theabbreviations shown earlier and they recall as many asthey can.

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T. S. 2.3To recognize similarities anddifferences.

• To help the adults compareand contrast.

Content

- visual figures, patterns, or shapes- similes and metaphors- synonyms and antonyms- comparison and contrast

1. The teacher explains to the adults that when we comparethings we look at similarities, whereas when we contrastthings we focus on differences.

2. The teacher gives the adults a few topics which lendthemselves to comparison and contrast, such as summerand winter or two breeds of dog. The adults either writeabout or discuss the similarities and differences.

3. The teacher compares and contrasts characters from aclass reading assignment, demonstrating the use ofsimiles and metaphors to draw comparisons.

4. The teacher provides shape discrimination exercises inwhich the adults identify similar shapes in row ofvarious shapes. This exercise can be made moredifficult by increasing the variety of items. Forexample:

5. The teacher presents homophones (their, there; no,know) and point out the similarities in pronunciation andthe differences in spelling and meaning.

╠ ╦ ╔ ╣ ╦ ╠ ╣╔

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• To have the adults sort andgroup objects, words, or ideasby identifying common factorsor similar concepts.

Content

- details, main idea- words, ideas, objects- common factors, similar concepts

1. Using a reading assignment, the adults write the mainideas and list the supporting details below them.

2. The class discusses the occupations and hobbies of theadults. The teacher builds a list of vocabulary related tothese occupations and hobbies. The adults classify thevocabulary according to the particular occupation orhobby.

3. The teacher presents the adults with objects, words, orideas which have been classified in some fashion. Theadults read the words, ideas, etc., thinking aboutcommon factors or similar concepts which form thebases for such groupings. The adults discuss these withthe group.

4. The teacher presents the classified ads from a newspaperor a store directory. The adults examine how the itemsare categorized and discuss how they might bereclassified.

5. The teacher prepares a list of 25 to 30 words with noapparent commonalities. The adults sort them intogroups by whatever common factors they can suggest,giving each group a heading. The teacher discusses allthe suggestions.

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T.S. 2.5To read, listen to, and talk aboutimaginative works.

• To increase the adults�appreciation of literary worksand help them express it.

Content

fiction, poetry, music, drama

1. The teacher increases the adults� exposure to literaryworks by imaginative language by:- playing different types of music- introducing fictional pieces such as short stories or novels- presenting poems- playing radio dramas or showing films

2. For each selection, the adults think about and discusstheir reactions to it and the personal feelings it evokes.Perhaps it elicits certain emotions or brings upmemories. The adults should be encouraged to expressthese.

3. The adults focus on the feelings, viewpoints, moods,etc., expressed by the authors of these selections anddiscuss the works from this perspective.

4. The teacher points out literary devices used inimaginative works: figurative language, metaphors,symbols, etc.

5. The adults choose a favourite story, poem, song, etc. andpresent their selection to the group, explaining why theylike it and how it makes them feel and engaging thegroup in a discussion.

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• To show the adults they canbe experimental and have funwith words.

Content

- jokes- riddles- rhymes- games- puzzles

1. For riddles and definitions, the vocabulary shouldbelong to the topic the class has been reading or writingabout recently. For example:- What has four legs and a back, but no head? (a chair)- What has teeth but not a mouth? (a comb)

2. The teacher says or writes a word, for example, ball.The adults are given a limited time to put down wordssimilar in form, for example, call, tall, fall. One adultreads out his or her list, and the others tick off thosewords on their lists and add any additional words.

3. The teacher gives the adults coded word puzzles todecipher, for example:

r so t

r o a d s s workingd o times c

(crossroads) (rising costs) (working overtime)

4. Crossword partners: Working in pairs, adult A is given acopy of the across clues of a crossword puzzle and adultB is given the down clues. The adults work together tocomplete the puzzle.

5. See Objective T.S. 1.10, Activity 3.

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T.S. 2.7To relate to the feelings andbehaviour of others.

• To help the adultsunderstand and appreciate thefeelings, viewpoints, andbehaviour of others.

Content

- discussion- viewpoints- fictional characters

1. The adults think about and discuss the followingpoints:- Different people have different backgrounds, values, and knowledge.- You should consider other points of view, whether you agree with them or not. Keep an open mind.- There are similarities and differences between viewpoints.

2. The teacher presents the adults with a situation or acurrent controversial issue, for example, loweringcigarette taxes, and presents two points of view on theissue. The adults discuss the government�s position andthat of people who oppose the government�s decision:- Whose point of view is right?- Why is it necessary to see someone else�s point of view?The adults defend the behaviour of the government, andthe views of those opposed to it.

3. See Objective T.S. 1.7, Activity 2. The teacher presentscharacters from short stories, movies, or novels. Theadults analyse the moods, feelings, or actions of thecharacters to come to a better understanding of them.The adults relate their own feelings to those of thecharacters

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• To encourage the adults tothink hypothetically, to beaware of alternative ways ofthinking, and to consider bothsides of an issue.

Content

- both sides of issues- brainstorming

1. The teacher discusses the fact that there are alwaysalternative choices, differing opinions, or another side toan argument.

The teacher points out to the adults that it is important toexamine alternatives, or both sides.

2. The adults give examples of a major decision they havemade recently (work- or home related), and discuss theirchoices. The teacher brainstorms with the adults a list ofother choices they could have made: �What else couldyou have done?�

3. The teacher organizes class debates, assigning the adultsto one position or another. This will encourage thosewho do not agree with the position assigned them tobecome more flexible in their opinion.

4. See Objective T.S. 1.8, Activity 2. Solutions to aproblem: The adults contribute ideas to solve aparticular problem. The teacher encourages furtherthinking by asking, �What if�?� �Is there anything elsewhich could be done�?�

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• To help the adults see thedifferences between workswhich are actual and thosewhich are imagined.

Content

- radio, newspaper stories- advertising- short stories, novels

1. The teacher points out to the adults that facts have actualexistence while fiction is invented by the imagination.

2. The teacher presents examples to demonstrate this.

3. The adults discuss a news story, comparing it with afictional story and listing actual events and fictionalevents from each.

4. Using other reading or listening material � radio,advertisements, etc. � the adults list or circle the wordsin the material that describe facts.

5. The adults write fictional and factual paragraphs ontopics of their choice related to home, work, currentissues, etc.

6. The adults study fictional characters in short stories ornovels and actual characters in biographies.

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• To help the adults describe,using objective and subjectivewords. To help the adultsexpress personal views.

Content

- objective words- subjective words- personal viewpoints

1. The teacher presents examples which distinguish a factfrom an opinion, pointing out that facts are actual orproven while opinions are personal viewpoints orbeliefs.

2. The teacher compares a news story with an editorialfrom a newspaper, pointing out objective words andthose used to express the author�s opinion.

3. The adults describe objects, people, etc. For example:- it�s blue- it�s big- it�s nice

The adults record their descriptions in either fact oropinion columns.

4. The adults write letters to the editor of a local newspaperabout issues of concern to them, expressing theirpersonal beliefs on these issues.


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T.S. 2.11To understand analogy.

P • To help the adults makecomparisons betweenotherwise unlike things, usingfigurative language.

Content

- similes and metaphors- poems- synonyms- comparisons

1. As in Objective T.S. 1.14, the teacher shows the adultshow speech can be more effective and interesting whenwe make comparisons to express ourselves. The adultspractise making comparisons by writing similes.

2. The teacher explains that likeness can also be expressedby the use of a metaphor, a figure of speech in whichcomparison is made implicitly by speaking of one thingas if it were another. This is best demonstrated byanalysing poems. The teacher presents poetry usingmetaphorical language and the adults discuss thecomparisons drawn.

3. The teacher thinks about common figures of speech theadults use and discusses the use of metaphors to drawcomparisons. For example:- drowning in money- a diamond in the rough

4. Using fables, the teacher points out the use of analogy toteach a lesson and focus on human behaviour. Forexample:- The Boy Who Cried Wolf- The Fox and the Crow

STEP THREE

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TABLE OF CONTENTS - STEP THREE



L.S. 3. 1

L.S. 3. 2

L.S. 3. 3

L.S. 3. 4

L.S. 3. 5

L.S. 3. 6

L.S. 3. 7

L.S. 3. 8

L.S. 3. 9

L.S. 3.10

L.S. 3.11

L.S. 3.12

L.S. 3.13

L.S. 3.14

L.S. 3.15

L.S. 3.16

To relate to others by acknowledging their input and opinions .............................................. 2.316

To answer specific factual questions ...................................................................................... 2.317

To recall specific information heard ...................................................................................... 2.318

To receive messages and give directions accurately............................................................... 2.319

To listen to and correctly interpret a short sequence of instructions ...................................... 2.320

To ask questions and make requests ...................................................................................... 2.321

To give instructions clearly so that others can follow them.................................................... 2.322

To pronounce correctly all words commonly used ................................................................. 2.323

To relate one�s own experience to ideas and concepts heard and read................................... 2.324

To relate experiences, feelings, and ideas............................................................................... 2.325

To express opinions ................................................................................................................ 2.326

To agree or disagree courteously ............................................................................................ 2.327

To recognize the important ideas in a presentation................................................................. 2.328

To make the voice reflect meaning and feeling ...................................................................... 2.329

To evaluate radio and television programs ............................................................................. 2.330

To evaluate personal strengths and weaknesses ..................................................................... 2.331

P

P

P

P

P

P

2.307

STEP THREE



L.S. 3.17

L.S. 3.18

To participate in public speaking............................................................................................ 2.332

To participate in community activities.................................................................................... 2.333

2.308

STEP THREE

READING


R. 3. 1

R 3. 2

R. 3. 3

R .3. 4

R .3. 5

R .3. 6

R. 3. 7

R. 3. 8

R. 3. 9

R. 3.10

R. 3.11

R. 3.12

R. 3.13

R. 3.14

R. 3.15

R. 3.16

R. 3.17

R. 3.18

To take risks when reading ..................................................................................................... 2.334

To define personal need and desire to read............................................................................. 2.335

To enjoy listening to and reading the sounds, rhythms, and images of language ................... 2.336

To identify the purpose and content of different types of texts .............................................. 2.337

To use accumulated knowledge to derive meaning from reading........................................... 2.338

To determine the organization of reading material ................................................................. 2.339

To use reading to improve confidence and enhance current interests and abilities ................ 2.340

To recognize various forms of literature................................................................................. 2.341

To use reading materials to define values............................................................................... 2.342

To read to stimulate new interests and abilities ..................................................................... 2.343

To know oneself through comparison and contrast with fictional characters......................... 2.344

To use context cueing ............................................................................................................. 2.345

To recognize consonant sounds, including consonant blends................................................. 2.346

To recognize two-consonant digraphs as representing one sound .......................................... 2.347

To recognize silent letters ....................................................................................................... 2.348

To recognize words that sound alike (homophones) .............................................................. 2.349

To pronounce words by sound units and to understand and apply the principle ofsyllabication ............................................................................................................................ 2.350

To recognize that some letters have more than one sound ..................................................... 2.351

P

P

P

2.309

STEP THREE

READING


R. 3.19

R. 3.20

R. 3.21

R. 3.22

R. 3.23

R. 3.24

R. 3.25

R. 3.26

R. 3.27

R. 3.28

R. 3.29

R. 3.30

R. 3.31

R. 3.32


To recognize root words, prefixes and suffixes ...................................................................... 2.353

To understand the concept of abbreviations ........................................................................... 2.354

To become aware of various sources of information.............................................................. 2.355

To use the telephone directory................................................................................................ 2.356

To understand and use a dictionary......................................................................................... 2.357

To understand and use a thesaurus.......................................................................................... 2.358

To learn about and use libraries .............................................................................................. 2.359

To use a newspaper for finding information........................................................................... 2.360

To use manuals and guides ..................................................................................................... 2.361

To use schedules and timetables ............................................................................................. 2.362

To read plans and diagrams .................................................................................................... 2.363

To read maps........................................................................................................................... 2.364

To use an encyclopedia ........................................................................................................... 2.365

P

P

2.310

STEP THREE

WRITING


W. 3. 1

W. 3. 2

W. 3. 3

W. 3. 4

W. 3. 5

W. 3. 6

W. 3. 7

W. 3. 8

W. 3. 9

W. 3.10

W. 3.11

W. 3.12

W. 3.13

W. 3.14

W. 3.15

W. 3.16

W. 3.17

W. 3.18

To become a willing and confident writer .............................................................................. 2.366

To write independently ........................................................................................................... 2.367

To use cursive writing............................................................................................................. 2.368

To distinguish between a complete sentence and a sentence fragment .................................. 2.369

To capitalize proper nouns...................................................................................................... 2.370

To know when words referring to people are to be capitalized .............................................. 2.371

To develop a willingness to write despite spelling problems ................................................. 2.372

To use copying as an aid in writing and spelling ................................................................... 2.373

To create a personal spelling dictionary of troublesome words.............................................. 2.374

To spell words frequently used in social and work settings.................................................... 2.375

To spell words frequently used in writing .............................................................................. 2.376

To know frequently used words containing silent letters ....................................................... 2.377

To write as a means of expressing oneself, ordering one�s experience, or clarifyingone�s thoughts ......................................................................................................................... 2.378

To prepare to write.................................................................................................................. 2.379

To write a first draft ................................................................................................................ 2.380

To edit, to revise ..................................................................................................................... 2.381

To choose words carefully to suit the precise meaning intended............................................ 2.382

To write and present a final copy............................................................................................ 2.383

P

P

P

P

P

P

2.311

STEP THREE

WRITING

Number Objective Prerequisite

W. 3.19

W. 3.20

W. 3.21

W. 3.22

W. 3.23

W. 3.24

W. 3.25

W. 3.26

W. 3.27

W. 3.28

W. 3.29

W. 3.30

W. 3.31

W. 3.32

W. 3.33

W. 3.34

W. 3.35

W. 3.36

To write informal notes........................................................................................................... 2.384

To keep a personal diary ......................................................................................................... 2.385

To know the required format for a personal letter .................................................................. 2.386

To gain confidence in writing different types of personal letters ........................................... 2.387

To address an envelope correctly............................................................................................ 2.388

To narrate ................................................................................................................................ 2.389

To inform ................................................................................................................................ 2.390

To describe.............................................................................................................................. 2.391

To record................................................................................................................................. 2.392

To write concisely and clearly ................................................................................................ 2.393

To adapt vocabulary and style to writing purpose .................................................................. 2.394

To know the required format for business letters .................................................................. 2.395

To write different types of business letters ........................................................................... 2.396

To write questions................................................................................................................... 2.397

To use periods in abbreviations .............................................................................................. 2.398

To use the apostrophe in contractions and possessives .......................................................... 2.399

To write compound and complex sentences using transitional devices.................................. 2.400

To correct faulty sentences...................................................................................................... 2.401

P

P

P

P

P

2.312

STEP THREE

WRITING

Number Objective Prerequisite

W. 3.37

W. 3.38

W. 3.39

W. 3.40

W. 3.41

W. 3.42

W. 3.43

W. 3.44

W. 3.45

W. 3.46

W. 3.47

W. 3.48

W. 3.49

W. 3.50

W. 3.51

W. 3.52

W. 3.53

W. 3.54

To understand and use common irregular verbs in the past tense .......................................... 2.402

To form the present tense in the third person ......................................................................... 2.403

To show agreement of subject and verb ................................................................................. 2.404

To use capital letters for proper nouns ................................................................................... 2.405

To use quotation marks in direct quotations .......................................................................... 2.406

To use the comma correctly ................................................................................................... 2.407

To form the plural of common nouns .................................................................................... 2.408

To form unusual noun plurals correctly ................................................................................. 2.409

To use and spell singular and plural possessive pronouns and nouns .................................... 2.410

To choose the correct pronouns for subject and object .......................................................... 2.411

To use proper punctuation in writing ..................................................................................... 2.412

To use negative and affirmative contractions ......................................................................... 2.413

To avoid using double negatives............................................................................................. 2.414

To omit unnecessary words in the subject of a sentence ........................................................ 2.415

To understand and use commonly misused adverbs and adjectives ....................................... 2.416

To understand and use correct sentence structure................................................................... 2.417

To meet standards for headings, margins, indentation, writing, and spelling in allwritten work ............................................................................................................................ 2.418

To adapt printing to complete different types of forms .......................................................... 2.419

P

P

P

P

P

P

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STEP THREE

WRITING


W. 3.55

W. 3.56

W. 3.57

W. 3.58

W. 3.59

W. 3.60

W. 3.61

W. 3.62

W. 3.63

To develop responsibility for self-appraisal and checking ..................................................... 2.420

To develop a reference list related to current needs, interests, or learning themes................. 2.421


To use a multisensory approach to spelling ............................................................................ 2.423

To use visual techniques to assist in spelling.......................................................................... 2.424

To use an auditory approach to spelling ................................................................................. 2.425

To correct patterns of spelling errors ..................................................................................... 2.426

To distinguish between homophones...................................................................................... 2.427

To use sound clues to look up words in a dictionary.............................................................. 2.428

P

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STEP THREE

VOCABULARY


V. 3 .1

V. 3. 2

V. 3. 3

V. 3. 4

V. 3. 5

V. 3. 6

V. 3. 7

V. 3. 8

V. 3. 9

V. 3.10

V. 3.11

V. 3.12

V. 3.13

V. 3.14

V. 3.15

V. 3.16

To talk about things heard, seen, or read ................................................................................ 2.429

To determine the meaning of a word in a sentence from its content ...................................... 2.430

To guess the meaning of an unknown word when it is part of a list of familiar words .......... 2.431

To use context clues to understand advertisements and articles............................................. 2.432

To use root words as an aid in determining the meanings of words....................................... 2.433

To build an advanced sight vocabulary relevant to the adult learner...................................... 2.434

To ask questions to clarify procedures or concepts ................................................................ 2.435

To express ideas, facts and opinions clearly ........................................................................... 2.436

To use knowledge of root words and suffixes to understand various job titles and duties..... 2.437

To enrich vocabulary by learning new meanings for familiar words...................................... 2.438

To understand and use the metric system prefixes ................................................................. 2.439

To choose words to express the exact meaning intended ....................................................... 2.440

To be aware of idioms and colloquial usage .......................................................................... 2.441

To clearly describe one�s feelings and those attributed to others ........................................... 2.442

To use new words in discussions, reports, and explanations.................................................. 2.443

To know and use specialized vocabulary pertaining to specific subject areas........................ 2.444

P

P

P

P

P

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STEP THREE

THINKING SKILLS


T.S. 3. 1

T.S. 3. 2

T.S. 3. 3

T.S. 3. 4

T.S. 3. 5

T.S. 3. 6

T.S. 3. 7

T.S. 3. 8

T.S. 3. 9

T.S. 3.10

T.S. 3.11

T.S. 3.12

T.S. 3.13

T.S. 3.14

T.S. 3.15

T.S. 3.16

T.S. 3.17

To improve auditory recall...................................................................................................... 2.445

To improve visual recall ......................................................................................................... 2.446

To reach conclusions based on evidence ................................................................................ 2.447

To question ............................................................................................................................. 2.448

To recognize one�s own values............................................................................................... 2.449

To recognize similarities and differences ............................................................................... 2.450

To classify items by grouping ................................................................................................. 2.451

To read, listen to, and talk about imaginative works .............................................................. 2.452

To play with words ................................................................................................................. 2.453


To distinguish between fact and fiction .................................................................................. 2.455

To distinguish between fact and opinion ................................................................................ 2.456

To understand analogy............................................................................................................ 2.457

To become more flexible in thinking...................................................................................... 2.458

To solve problems by applying flexible thinking skills .......................................................... 2.459

To predict events, given facts ................................................................................................. 2.460

To make reasoned inferences.................................................................................................. 2.461

P

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STEP THREE: GQD 203Listening and Speaking


L.S. 3.1To relate to others byacknowledging their input andopinions.

P • To help the adults listen inorder to take part in a discussion,concentrating on andappreciating input from others.

Content

- discussion groups- debates

1. The teacher breaks the class up into small conversationalgroups and provides each group with a topic of generalinterest to discuss.

The adults prepare short talks on the subject and then aregiven one or two minutes to present their talks.

After the adults have presented their talks, other membersof the group rephrase or respond to what was said,agreeing, disagreeing, asking questions for clarification,and finally adding to the points made.

2. The teacher takes an opinion poll concerning acontemporary controversial issue.

The teacher divides the class into two groups (agree anddisagree).

The class holds a formal debate on the issue, allowing allthe adults a chance to express their opinions, with the�disagree� side responding and adding to the opinionexpressed by the �agree� side.

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• To help the adults understandfactual questions and respondwith the correct information.

Content

- �ice breaker� games- question/answer cards- role-playing

1. This objective may be pursued at the beginning of acourse during �ice-breaker� activities. The adults get toknow each other by asking and answering very specificfactual questions about themselves.

2. The adults, in pairs, role-play situations in which answersto specific factual questions are required. For example: jobinterviews, applying for a bank loan, reporting a crime,criminal trials.

3. Guessing games may be used: I spy, twenty questions(objects, people, places).

4. Each adult is given two numbered cards (one containing aquestion, the other an answer, but not the answer to theirquestion); question and answer cards which go togetherhave the same number.

The teacher reads a question aloud, and the adults respondif they feel they have the correct answer card.

The activity continues until all questions are matched withthe correct answers.

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P • To help the adults listen fordetail and facts and improvememory techniques.

Content

- facts- lists- memory games- announcements

1. The adults listen to taped radio newscasts or weather

reports and, in pairs, pool the information they recall,outlining details and facts.

The tape is replayed repeatedly until all details and factsare outlined.

2. The teacher assigns information-gathering activities suchas phoning for bus schedules or inquiring about the time,cost, and place of a course. All the adults have the sameassignment.

Each adult presents the information to the group,comparing with others to check that the informationrecalled is correct.

3. The class plays memory games with lists of words.

The teacher reads the group a list of words (at thevocabulary level of the adults), repeating the words once ortwice.

The adults then write or say as many words as they canremember.

4. If applicable, the teacher has the adults recall anyinformation which may come over the P.A. system.

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L.S. 3.4To receive messages and givedirections accurately.

P • To help the adults use thecorrect vocabulary whenreceiving and giving messagesand directions.

Content

- messages (telephone,personal)

- directions (classroom, productuse, location)

1. The teacher asks the adults to write down their own office

messages, telephone messages, or personal messages.These are read to a partner, who practises jotting down themessage and in turn gives it to another adult.

2. The teacher compiles a list of expressions and othervocabulary for requesting and giving messages ordirections. For example:- Would you like to leave a message?- Could I leave a message?

The teacher introduces classroom directions (e.g., list,match, discuss, analyze, summarize, explain) anddirections for the use of a product.

In a role-play activity, the adults give detailed directionsfor getting from A to B.

The adults practise receiving and giving directions forclassroom activities.

3. The adults listen to long recorded messages, perhaps froman answering machine, and write the exact information inthe most concise and effective manner.

The teacher demonstrates to the adults how to jot downmessages, paraphrasing where appropriate.

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P • To demonstrate to the adultshow to interpret and follow thesteps in everyday instructions.

• To familiarize the adults withthe vocabulary of sequence.

Content

- vocabulary of sequence- forms- classroom instructions- domestic tasks

1. The teacher reviews and adds to the vocabulary of

sequence: secondly, after this, next step, etc.

2. The adults fill in forms that are more difficult, with moredetailed instructions.

The adults fill in the forms as the teacher reads theinstructions aloud.

3. Each adult is given a different task to prepare a set ofinstructions for. One adult reads the instructions aloud,while another listens and mimes each step of the task.For example:- ironing a shirt- sewing on a button- changing a tire- making bread- making a bed

4. The adults must listen to and interpret instructions eachtime a classroom activity or task is assigned. To ensurethat classroom instructions are correctly interpreted, theteacher has the adults repeat instructions each time theyare given, thus providing continuous practice.

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• To teach the adults to phrasequestions correctly.

• To help the adults make politerequests.

Content

- tag questions- embedded questions- polite requests, courtesy

language

1. The teacher explains that polite requests may be made in

the form of embedded questions as well as whinformation questions.

The teacher shows the adults examples of embeddedquestions, pointing out how the word order is differentfrom the word order in a simple question. For example:- Could you tell me where the bank is? (embedded

question)- Where is the bank? (simple questions)

The adults role-play various situations, using embeddedquestions to make polite requests. For example: makingrequests at an information booth.

2. The adults practise making polite requests of oneanother, using courtesy language such as: may I, couldyou, please, would you, will you, etc.

3. The adults practise extending invitations.

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L.S. 3.7To give instructions clearly sothat others can follow them.

P • To help the adults give effectiveinstructions.

Content

- vocabulary of sequence- instructions (work, domestic

tasks)

1. The teacher reviews vocabulary for giving instructions in

sequence: firstly, next, after this, finally.

2. The teacher assigns each adult a task (domestic or work)to prepare instructions for. The adults present theirinstructions to the class and the class must guess whichtask is being described. (See Objective L.S. 3.5)

The teacher encourages the adults to ask questions toclarify any confusing instructions. The instructions maybe mimed by the group.

3. The adults are paired off, one given a detailed picture ofan object or shape and the other given a blank sheet.

The adults give clear and accurate instructions so thattheir partners can, as closely as possible, reproduce thepicture without having seen it.

4. The teacher gives the adults the opportunity to explainthe instructions for classroom activities to classmateswho may not have understood them.

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L.S. 3.8To pronounce correctly all wordscommonly used.

• To help the adults recognize theimportance of correctpronunciation.

Content

- drills- production exercises- word families- discrimination exercises- pictures

1. Each pronunciation exercise or activity should include

words from the adults� vocabulary. Activities should alsobe adapted to the particular problems of the adults.

2. Pronunciation drills should be held regularly, but not forlong periods: about five minutes for each lesson shouldbe sufficient.

3. The teacher puts on the blackboard 20 numberedsentences which differ slightly in pronunciation butgreatly in meaning. Each adult, in turn, reads a sentencealoud and the members of the group give the number ofthe sentence they think has been read. (The sentencesshould be based on the adults� actual difficulties withsounds).

4. The teacher presents word families based on familiarwords, and forms new words by writing appropriateletters in front of the base words, for example, hand,band, sand, grand, beginning with small, familiar words.The adults practise pronouncing the new words.

5. Using pictures representing words that are difficult topronounce, the adults practise pronouncing the words forthe pictures until the correct pronunciations are learned.

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L.S. 3.9To relate one�s own experience toideas and concepts heard andread.

• To encourage the adults toshare their experiences in relationto subjects that arise in classreading and discussion.

Content

- magazine articles- opinions- ideas, experiences

1. The adults choose a newspaper or magazine article of

particular interest to them and present the ideas in thearticle to the group.

The adults engage in class discussion, agreeing ordisagreeing with, supporting or opposing the ideas andconcepts presented in each article, and relating them totheir own experiences and events in their lives.

2. The teacher presents the adults with a number of generalstatements.

The adults think of ways to back up each statement withpersonal experiences and examples. For example:- family ties are important- returning to school is a major step

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L.S. 3.10To relate experiences, feelings,and ideas.

• To help the adults discuss theirexperiences, emotions, andthoughts freely and confidently.

Content

- problem solving- discussion groups

(feelings, emotions)- class meetings

1. The teacher organizes class discussions or small group

discussions concerning emotions, for example:happiness, sadness, anger, jealousy, etc.

2. The adults discuss people, places, and events in theirlives which are connected with strong feelings. Theteacher encourages the adults to talk about these feelingsand experiences in class or group discussions.

3. The teacher holds class meetings which provide theadults with the opportunity to present ideas on classroomactivities, events, organizations, etc.

4. The teacher organizes brainstorming activities to elicitideas or suggestions from the adults on any issue at hand.

5. The teacher presents the adults with problems ordilemmas to solve and each adult contributes ideas tohelp find solutions.

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• To help the adults becomeconfident enough to expresspersonal points of view and to trustin the value of their own opinions.

• To encourage the adults tocontribute ideas to discussions.

Content

- debates- opinion polls

1. The teacher presents expressions used in stating

opinions. For example:- Personally,...- It is my opinion that...- In my opinion...- I feel that...

2. Class debates provide opportunities for the adults toexpress opinions and to elaborate on them to back uptheir views.

The teacher divides the adults into two groups and giveseach group one side of a debate topic. The adults preparetheir arguments beforehand and all of them participate inthe debate.

3. The adults devise public opinion polls on matters of theirchoice and poll each other on these issues.

4. On a continuous basis, the teacher should encourage theadults to express their opinions on everyday issues,current affairs, classroom proceedings, etc. as theopportunity arises. For example:- How did they like the story?- How did they feel about...?

5. The teacher encourages the adults to express their likesand dislikes as the opportunity arises in class.

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L.S. 3.12To agree or disagree courteously.

• To help the adults express anopposing point of view in a non-confrontational way (politedisagreement) and to expressagreement politely.

Content

- argument- discussion

1. The teacher provides the adults with an issue to consider

and debate, for example: the effect of TV, violenceagainst young people, the right to assisted suicide.

The teacher divides the group into pairs, matching adultswho have differing points of view but who couldpossibly come to a consensus on some points.

The adults argue their points in an organized way, listing,first, areas of agreement and, then, areas of disagreement.

The adults should understand the importance of listeningto each other�s position without interrupting, and thenpolitely presenting an opposing opinion.

2. The teacher should use the same approach whendisagreements arise in any class discussion, andencourage the use of polite phrases. For example:- I have to disagree because...- I�m sorry, but I don�t agree...

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L.S. 3.13To recognize the important ideasin a presentation.

P • To help the adults separatemain ideas from supplementaryinformation.

Content

- outlining- documentaries- adults� presentations- newscasts

1. The teacher makes a taped or live oral presentation,

giving the adults a guide sheet of information to listenfor; this will help them listen for the main ideas. Then theactivity is repeated without the guide sheet.

This activity should begin with short presentationscontaining three or four main ideas, and graduallyadvance to longer presentations. After listening severaltimes, the adults discuss the main points.

2. The adults outline material presented under �main idea�and �supporting information.� They listen to or watchnewscasts, separating headlines from supporting details.

3. The teacher discusses the idea of a topic sentence and theadults practise listening for topic sentences.

4. The adults make short presentations with specific mainideas. Other members of the group listen, recording thedetails under the appropriate main idea.

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L.S. 3.14To make the voice reflectmeaning and feeling.

• To have the adults practiseintonation to express feelings andmeanings.

Content

- plays- debates- presentations and speeches- oral reading

1. The adults read parts from short plays, stressing the

emotional tone to accurately reflect the meaning.

2. The adults write dialogues and read them aloud.

The teacher assigns various situations involvingargument, surprise, sadness, etc. The adults read theirown dialogues for the situations, expressing theemotions.

3. The adults prepare speeches for a variety of purposes, forexample: persuasion, acceptance, congratulation, appeal.

The adults read their speeches, focussing on the thrust ofthe speech and the conviction in their voice.

4. The adults practise using debating methods to argue,convince, agree, or disagree.

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L.S. 3.15To evaluate radio and televisionprograms.

• To have the adults judgeprograms based on a number ofcriteria.

Content

- radio or television programs- questionnaires

1. Depending on the adults� interests, they listen to or watch

taped radio or television programs: news, documentaries,sports commentaries, entertainment programs, comedies,dramas, etc.

Using a questionnaire, the adults evaluate the programs,For example:- Did you understand it?- Was it clear? Interesting?- Do you think it was at an appropriate level?- Would you watch it again?- What type of program was it?- How does it compare to other programs you�ve

watched?

In discussion groups, the adults compare and discusstheir responses.

2. Throughout the course, the adults discuss the value ofany audiovisual material used as it related to the lessonand as a teaching tool.

3. On a scale of 0 to 5 (bad to very good), the adults rate theprograms. They discuss their ratings and the criteria theirratings are based on.

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L.S. 3.16To evaluate personal strengthsand weaknesses.

• To encourage the adults tofocus on their personal strongpoints and shortcomings.

Content

- questionnaires- situational reactions- character studies

1. The teacher puts a list of personal characteristics on the

blackboard. For example: decisive, honest, dependable,aggressive, indecisive, outgoing, assertive, trustworthy,procrastinating.

These are divided into strengths and weaknesses by theadults, who then choose a number of characteristics todescribe themselves.

These choices are discussed in the group, and examplesare given to justify them.

2. The adults answer questionnaires or surveys such asthose found in magazines. For example:- How decisive are you?- How aggressive are you?

3. The adults do character studies based on readingassignments (novels or short stories). They makecomparisons between themselves and the characters.

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L.S. 3.17To participate in public speaking

• To encourage the adults tospeak in front of groups of people.

Content

- group presentations- phone-in talk shows- public speaking contests

1. The teacher starts speaking activities with small group

presentations, allowing the adults to speak about thingsthey know well. This will ease their nervousness.

2. For large group presentations, the adult may work inpairs for their first attempt. This will give them moreconfidence. Suggestions: a �show and tell� activity, a talkabout a favourite film, a trip, or a particular interest orhobby.

3. The adults participate in radio phone-in talk shows. Thismay be done in the classroom. The teacher encouragesthe adults to express their views on the topic of the show.Speaking publicly over a telephone may be lessintimidating than doing so in front of a group of people.

4. The teacher may hold public speaking contests in classfor those who wish to participate, assigning topics andhaving the adults prepare speeches.

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L.S. 3.18To participate in communityactivities.

• To encourage the adults tobecome more active in communityaffairs.

Content

- school extracurricular activities- parent-teacher associations- volunteer programs

1. The teacher gathers copies of community newspapers or

school or church bulletins and the adults identifyactivities appropriate for them.

2. The adults participate in school or community activities:student councils, special days, extracurricular activities.

3. The adults attend parent-teacher meetings and perhaps siton committees.

4. The adults work on volunteer programs (hospitals,seniors� homes, literacy programs, etc.)

5. The adults attend church meetings.

6. The adults enroll in continuing education classes: dance,cooking, computers, etc.

7. The adults attend community fairs or festivals.

8. The adults share with the class their community activitiesor involvement, inviting others to join them.

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STEP THREE: GQD 203Reading

Objective P Explanation and Content Suggested Activities R. 3.1To take risks when reading.

• To encourage the adults to bewilling to accept error and topersevere without being fearful ofnew challenges.

Content

- coping strategies- independent learning- various reading materials

1. The teacher discusses a variety of situations in which the adults might have to face a new reading challenge. For example:

- returning to school- visiting a library and learning to select reading

material- attending a school meeting- reading a new text

2. The teacher discusses coping strategies. For example:- plan ahead- ask for help- when you make an error, try again- break down larger tasks into smaller tasks.

3. The teacher assists the adults in compiling a personal listof reading materials.

4. The teacher exposes the adults to a variety of textswritten at different levels for different purposes.

5. The teacher suggests that the adults keep a daily journalof reading goals and accomplishments.

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• To help the adults realize that indaily life individuals are facedwith numerous situations in whichreading is essential. The adultsshould develop a desire to read inorder to feel less alienated andostracized from the literate society.

Content

- practical reading materials- letters- forms- catalogues- newspapers- magazines- circulars- fiction- non-fiction

1. The teacher sets goals and objectives by asking the adults

their reasons for reading, and records these objectives.

2. The teacher discusses the material an individual needs toread in various situations. For example: mail,government forms, applications, instructions, directions,children�s literature.

3. The teacher uses reading materials gathered from thehome as a basis for reading in class: advertisements,community bulletins, local newspapers, etc.

4. The adults keep a log of reading needs and desires.

5. The teacher designs reading activities to suit the adults�goals, remembering that the desire to read must bereinforced as incentive and motivation to improve basicreading skills.

6. See Objective R. 1.2 for further activities.

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R. 3.3To enjoy listening to and readingthe sounds, rhythms, and imagesof language.

• To continuously stimulate theadults� need and desire to read byexposing them to a variety of typesof material.

Content

a variety of texts:- poetry- paragraph selections- song lyrics

1. The teacher reads poetry with the adults, stopping to

focus on the rhyme schemes or repetitive sounds, anddiscusses the effectiveness of the poetic writing style.

2. The teacher reads selected descriptive paragraphs fromfiction or non-fiction and discusses the imagery and theuse of adjectives and adverbs to create special effects.

3. The teacher discusses the use of sensory detail.

4. The teacher plays a variety of musical or poeticselections on tape and discusses the use of rhythm,rhyme, and repetition.

5. The teacher suggests that the adults choose poetic anddescriptive material to read from time to time, rather thanonly practical texts.

6. The teacher assists the adults in recognizing that thewritten word can be used for simple enjoyment as well aspractical purposes.

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R. 3.4To identify the purpose andcontent of different types of texts.

• To help the adults judgewhether reading material is fiction,non-fiction, poetry, diary, journal,etc. from the presentation andcontent of the text.

• To help the adults develop areading strategy to determine thepurpose of a text through astructural overview of its content.

Content

- a variety of texts- notes- letters- instructions- signs- newspapers- journals- poems- fiction- non-fiction

- discussion

1. The adults should be aware that a variety of texts exist

for a variety of purposes. To illustrate this, the teacherpresents the adults with a variety of reading material, forexample: magazines, plays, short stories, journals,instruction manuals, etc. The adults and the teacherdiscuss the value and purpose of each form of discourse.

2. The teacher divides the adults into two groups. Eachgroup is given two or three different types of texts anddirected to do a structural overview of the texts: Whowrote the text? When? Where? What does the table ofcontents tell you? What does the index indicate? Arethere chapter headings, illustrations, glossaries,appendices? The objective of this exercise is todemonstrate that by examining the content of a text, thereader can determine the purpose of the text.

3. The adults visit a library, with or without the teacher, toassess the variety of types of texts available and thepurposes of these texts. For example: reference,information, instruction, pleasure.

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• To use the adults� personalstory writing, non-fiction writing,and other general writing asreading material or to selectreading material to suit the adults�personal (cultural) background orinterests.

Content


1. The teacher discusses the adults� hobbies, traditions,

travel experiences, educational experiences, and interestsin cooking, literature, and current events, etc.

2. The teacher assists the adults in choosing readingmaterial that will enhance and develop their interests.

3. If the adults encounter difficulties when reading, theteacher determines whether drawing on their commonknowledge can assist in the decoding process.

4. The teacher uses the adults� own writings as material forreading. The adults should be able to writeknowledgeably on some personal interest. Through theediting process they will learn to improve specificwriting skills. Through the reading process the adults willlearn the value of this written material.

5. The teacher encourages the adults to read independently,drawing on accumulated knowledge and writing skills toderive meaning from reading.


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R. 3.6To determine the organization ofreading material.

• To help the adults judgewhether reading material is fiction,non-fiction, a textbook, a referencework, etc. through an overview ofthe organization and format of thetext.

Content

a variety of reading material invarious reading and writing modes

1. The teacher studies paragraphs from the adults� selected

readings. Together, they identify the introductorysentenced, subtopic sentences, concluding sentences,transitional expressions, adjectives, specific punctuation,capitalization, etc. The teacher explains that a patternmay exist from paragraph to paragraph in the text.

2. The teacher instructs the adults on how to develop astructural overview of the text. (see Objective R. 3.4,Activity 2.

3. The teacher helps the adults understand the function orpurpose of the text. For example: Is it organized toinform? To entertain? To explain? How can this bedetermined?

The teacher discusses the variety of responses.

4. If literature is being studied, the teacher examines suchdetails as setting, main character, organization of plot,introduction, and conclusion.

5. The teacher discusses techniques of persuasion orargumentation in essay or editorial writing. For example:Is comparison/contrast used? Is repetition used? How isthe argument presented in the opening paragraph?

6. See Objective R. 3.4 for further suggestions.

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R. 3.7To use reading to improveconfidence and enhance currentinterests and abilities.

• To use reading to help theadults realize their readingpotential, appreciate the value ofreading in their lives, and enhancetheir specific interests and skills.

Content


1. The teacher and the adults visit a library. Bearing inmind the adults� personal interests, they seek outappropriate books to reinforce the value of thoseinterests.

2. The adults plan an oral presentation to show theirknowledge of a certain subject and their ability to sharethis information.

3. Through the use of a personal reading log or journal, theadults become aware of and satisfied with the growingamount of information they have accumulated.

4. If the adults are reading material in a specific area ofinterest, there will be a certain amount of familiarvocabulary. This familiarity will be a confidence booster.

5. In a class setting, the adults share the books they arereading. This will also help the adults realize the value oftheir interests in the society around them.


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R. 3.8To recognize various forms ofliterature.

• To recognize that withinliterature many forms exist:novels, plays, poetry, shortstories, mysteries, romance,science fiction, etc.

Content

a variety of texts reflecting thetheme of study

1. The adults may have little exposure to actual literature;therefore, an introduction to a variety of literary formswould be helpful.

2. The teacher brings an assortment of literary texts to classand explains the purposes and characteristics of each typeof text.

3. The teacher reads passages from different literary formswith the adults and assists them in determining theliterary form.

4. The adults:- read and discuss a poem- read and discuss a short storyread and discuss a selection from a full-length play- discuss the differences and/or similarities between these literary forms

5. In their reading log, the adults note what type ofliterature they are reading.

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R. 3.9To use reading materials todefine values.

• To use themes presented inliterature to illustrate social values.

Content

- a variety of texts- theme analysis- discussion

1. The teacher explains that the reader can determine whatvalue systems are reflected in a literary piece through thestudy of the characters and themes.

2. In groups, under the direction of the teacher, the adultsdiscuss clearly stated literary themes: why a writer haschosen to write on a certain theme, how that theme fitsinto society, how it reflects morals or values, andwhether the writing expresses a belief the adults share.

3. The teacher explains that writers sometimes choose atheme to illustrate or interpret values or morals.

4. The adults list themes they might write on which reflecttheir personal values, and read them out loud.

5. The adults list their values and then compare them withthose of a literary character.

6. Refer to the activities listed in Objective R. 4.6 forfurther suggestions.

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R. 3.10To read to stimulate new interestsand abilities.

• To help the adults discovernew interests and new abilitiesthrough the research and readingprocess.

Content

a variety of texts

1. With the adults, the teacher brainstorms a list of interestareas to be developed.

2. The teacher assists the adults in selecting appropriatereading materials. For instance, if they would like tolearn more about birds of the region, the teacher helpsthem pinpoint that type of material.

3. The adults visit a library in order to discover themultitude of topics covered.

4. After showing a video documentary on a new topic, theteacher helps the adults choose reading material in thisnew area of interest. (Note that choosing readingmaterial at a level slightly lower than the actual readinglevel may encourage further reading with diminishedfrustration.)

5. The adults share their discoveries with the class or group.

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R. 3.11To know oneself throughcomparison and contrast withfictional characters.

• To help the adults learn aboutthemselves through the analysis of avariety of fictional characters froman assortment of texts, films, ortelevision shows.

Content

- a variety of literature, especially short stories- films- television shows

1. After reading a chapter of a novel or an entire shortstory, the adults study the main characters and discusswho they are, why they behave the way they do, whatmotivates them, what values they reflect, where theycame from, etc.

After completely analysing the character(s), the adultslist the same type of characteristics they see inthemselves. The adults, individually or with theirgroup, compare and contrast themselves with thesecharacters.

2. After viewing a film, video, or television show, theadults analyse the main characters and compare theirown strengths and weaknesses with those of thecharacters.

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• To help the adults determinethe meaning and pronunciation ofa word by examining the knownwords in the sentence surroundingit. • To help the adults understand aword by analysing it in itscontext.

Content

- a variety of reading material- cloze exercises- various sentences

1. The teacher designs cloze exercises using the materialbeing read in class. The teacher extracts a completeparagraph from a text, leaving blank spaces for specificwords, and asks the adults to fill in the missing words.

2. The teacher creates sentences based on current readingand vocabulary, with words or letters missing. The adultsfill in the missing letters and/or words. This may be donewith entire sentences.

3. After listening to the adults read, the teacher creates avocabulary or cloze exercise with those words which arecausing them difficulty.

4. The teacher reads to the adults, occasionally omittingselected words. Then adults listen carefully while theteacher reads, and fill in the words missing from the text.

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R. 3.13To recognize consonant sounds,including consonant blends.

• To help the adults recognize thesound of each consonant in thealphabet, including hard and softsounds, and the sounds of commonconsonant blends.

Content

- consonant blends: br pl st mp fr bl sp nd cr cl sc nk pr fl sk rk gr gl str ld tr sl spr nt

- hard and soft g and c- soft and hard s: since, cosy

1. The teacher prepares sentences, leaving blanks andoffering a choice of words containing similarconsonants or blends to fill in the blank. For example:- stare or scare: Please do not ______ the cat.- house or mouse: If you scare the cat, it won�t chase the _____.

2. The teacher prepares charts of consonant blends andwords containing those blends, and drills and reviewsthese words. For example:- cl: clean, clear, clothes- str: straw, straight, strong

3. From the text being studied in class, the teacher selectswords containing specific consonants the adults havedifficulty with and the adults study these words.

4. The teacher prepares lists, flashcards, or charts ofwords that include difficult sounds. For example:words containing a hard or soft g sound, or an x sound.

5. The teacher dictates words or sentences containingspecific consonants and consonant blends.

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P • To help the adults recognizetwo-consonant digraphs asrepresenting one sound.

Content

- th, ch, sh, ph, wh, ng, gh- sample words:

- thought- chase- shelves- photographs- whales- ghostly

1. Using the text being read in class, the teacher selectssentences or paragraphs to analyse which contain anumber of digraphs, and asks the adults to circle orunderline the digraphs or the words containing digraphs.The teacher makes a list of these words or sounds andrecites and reviews them with the adults.

2. The adults keep lists of words containing confusingdigraphs in a reading journal.

3. The teacher dictates words and sentences containingdigraphs.

4. The teacher creates fill-in-the-blanks or multiple-choiceexercises to review digraphs.

5. The teacher keeps word charts of lists of commonly useddigraphs in class.

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R. 3.15To recognize silent letters.

P • To recognize the silent letters inmany common words.

Content

- when two vowels are together, the first is sounded and the second is silent (e.g., fearful)- silent e (e.g., experience)- ight words (e.g., slight)- silent t after s (e.g., nestling)- silent w before r (e.g., write)- silent g (e.g., gnome)

1. The teacher reviews lists of words containing commonsilent letters.

2. Using the text being read in class, the teacher selectsand discusses words containing silent letters.

3. The teacher dictates words containing silent letters.

4. The adults note any confusing words containing silentletters in their reading journals.

5. The teacher reviews silent letter rules with the adults.

6. The teacher challenges the adults to write and then readout loud a paragraph containing many words with silentletters.

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• To help the adults recognizethat a homophone is one of agroup of words that arepronounced similarly but differ inmeaning and sometimes spelling.

Content

homophones:- brake - break- forth - fourth- peace - piece- wait - weight

1. Using the text of study as a reference, the teacherprepares cloze exercises in which the adults must makethe correct choice of homophone to fill in the blanks.

2. The teacher dictates sentences in which the adults mustchoose the correct homophone to suit the context of thesentence.

3. The adults keep in a journal lists of homophones theydiscover while reading or those they find confusing.

4. The teacher prepares multiple-choice exercises in whichthe adults must choose the correct homophones.

5. To enhance their dictionary skills, the adults define morechallenging homophones by doing dictionary research.

6. The teacher creates a crossword puzzle usinghomophones.


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R. 3.17To pronounce words by soundunits and to understand and applythe principle of syllabication.

P • To help the adults pronounceeach letter or letter combination bysound, separately, to hear how aword is constructed, consequentlyenhancing phonetic reading ability.

Content

- initial and final consonants- other consonant sounds- long short vowels- other vowel sounds- silent letters- digraphs

1. A review of specific phonics would be appropriate.

2. Using a dictionary as a resource, the adults search forwords that are multisyllabic and write them in anotebook, pronouncing each syllable as it is written.

3. Using a list of words from the theme of study, theadults read the words, carefully pronouncing eachsyllable.

4. For difficult words encountered in assigned reading, theteacher reminds the adults how to sound out the words.One approach is letter by letter, for example:- dictionary: d - i - c - t - i - o - n - a - r - y

Another approach is by syllables, remembering thateach syllable must contain a vowel sound:dic/tion/ar/y.

5. The teacher reviews consonant blends if necessary.

6. Refer to the activities list in Objective R. 4.16 forfurther suggestions.

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• To help the adults recognizethat some letters, such as g, c, ors, may have more than one sound,and to review the long and shortvowel sounds.

Content

- word lists- vowels- consonants- digraphs

1. Using the adults� own writings, the teacher selects wordscontaining letters that my have other sounds. The teacheruses the adults� own texts to reinforce their confidence intheir writing and reading.

2. Using the current reading text, the teacher selects avariety of words containing identical letters with differentsounds. The adults make lists of these words on theblackboard or in a notebook.

3. The teacher notes the letters the adults have difficultywith during individual oral reading and reviews theseletter sounds.

4. The teacher provides the adults with fill-in-the-blanks(letters or words) exercises, sentences and paragraphs.The material to be filled in should contain letters thatmay have more than one sound. The teacher should try touse a text from the adults� current reading.

5. The teacher tapes or dictates appropriate words for theadults to write, then read.

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• To help the adults recognize thatletter combinations such as ch inmachine and sh in share may havethe same sound even though theletters are different.

Content

word lists

1. The teacher makes lists of such letter combinations assh, tion, ch, in which the sounds of the lettercombinations are identical, and makes posters displayingthese lists. The adults keep the lists in their readingjournals or notebooks.

2. The teacher makes index cards of words with differentletters/same sound combinations. The adults categorizethe sounds.

3. The teacher dictates a variety of words from the adults�current text of study to reinforce the spelling differences.

4. After giving the adults the appropriate word lists fromthe current reading theme, the teacher asks them tolocate the words in a dictionary and to note thepronunciation key in the dictionary.

5. In a group or individually, the adults brainstorm as manydifferent letters/same sound combinations as possible.


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R. 3.20To recognize root words, prefixesand suffixes.

P • To help the adults understandthat the basic component of a wordis the root word, from which otherwords are developed by theaddition of prefixes and suffixes.

Content

- root words- prefixes:

outoverpostmultikilointersemi

- suffixes:ableagecledomednessly

1. The teacher makes charts of root words, illustrating howthey change by adding prefixes and suffixes:

2. Using word lists derived from their current reading, theadults identify each root word and then the suffix andprefix.

3. The teacher gives the adults a challenge. Using a timerand setting a time limit, the teacher gives the adults rootwords and they create as many words as possible witheach one.

4. Alternatively, using the timer, the teacher asks the adultsin a limited time to identify as many words as possiblewithin a challenging word.

5. Using suffixes or prefixes, the adults create new words.

6. The teacher chooses an entry from the dictionary thatcontains various forms of a root word, for example,hard, harden, hardheaded, and analyses the wordstructures.

7. See activities listed in Objective R. 4.15.

Prefix Root Word Suffixde mean ing

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• To help the adults recognize andread abbreviations.

Content

abbreviations:- titles before proper nouns: Mr., Mrs., Rev., Hon.- expressions used with numerals: a.m., p.m.- provinces, countries, cities, months, days- street names: Rd., Blvd.

1. The teacher gives the adults a list of common and lesscommon abbreviations to read and reviews the meaningof the challenging abbreviations.

2. The teacher prepares a series of sentences containing avariety of abbreviations. The adults read the sentencesout loud, reading each abbreviation in full.

3. The teacher looks at a map of Canada or Québec withthe adults and reads place names in full, indentifyingtheir abbreviated forms.

4. The teacher reviews capitalization rules forabbreviations.

5. The teacher identifies abbreviations as they areencountered in the current reading.

6. See activities listed in Objective R. 4.17 for furthersuggestions.

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• To make the adults aware thatinformation can be found in avariety of sources which areeasily accessible.

Content

- discussions- dictionaries- thesauruses- encyclopedias- atlases- maps- telephone directories- schedules- almanacs

1. With the adults, the teacher discusses what type ofinformation is often needed that cannot be obtained fromtelevision or radio, such as telephone numbers,information on government services, facts and statistics,general information on specific subjects, and wordmeanings or spellings.

2. On index cards, the teacher writes an assortment of topicsthat require some research and distributes the index cardsto the adults. Individually or in groups, the adults listideas of where the information may be found and discussthese ideas.

3. The teacher creates a �problem box� containing problemsor descriptions of scenarios in which the adults have toseek out information. The adults discuss or role-playthese problems to discover appropriate solutions.

4. The adults play current events or general informationgames, using an almanac to locate the answers. Theteacher may adapt this game to other sources ofinformation.

5. The teacher may introduce a computer and CD-ROM (ifappropriate); these are often found in libraries.


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R. 3.23To use the telephone directory.

P • To help the adults use atelephone directory to find thetelephone number of a friend,business, community service,government service, etc.

Content

- alphabetical order- telephone book

1. Each adult brings in a telephone directory. The teacherprepares a scavenger hunt of several questions which askthe adults to locate specific telephone numbers, forexample:- F. Wilson on Elm Street in Montreal West- CLSC on boul. René-Lévesque Est- library in Boucherville

2. The teacher prepares and distributes a worksheet ofproblems which the adults solve by locating the answersin the telephone directory and writing them down.

3. The teacher reviews alphabetical order. From thetelephone book the teacher selects several entries, writesthem out of order on a worksheet or on the blackboard,and challenges the adults to find the entries in thetelephone book and place them in alphabetical order.

4. The adults explore the Yellow Pages, using the activitieslisted above.

5. The teacher discusses the value of toll-free 1-800numbers for finding information. For example, bycalling the 1-800 operator, you can get the numbers ofprovincial tourism bureaus.

6. The adults keep a record in a journal or reading logwhen they use the telephone directory.

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R. 3.24To understand and use adictionary.

• To review the contents andorganization of the dictionary andto assist the adults in using it tofind spellings, pronunciations,and definitions.

Content

dictionary

1. The teacher reviews the contents and purpose of thedictionary:- finding words, using the guide words, the first and last

words on the page- word entries: the bold-faced main word, pronunciation, and syllabication- spellings: Canadian or American- abbreviations- syllabication: for pronunciation, to aid in spelling, and to show where a word may be divided at the end of a line- pronunciation: refer to pronunciation key- parts of speech- word history: etymology can assist the adults in remembering definitions- definitions: multiple, numbered definitions

2. For each component of the dictionary, the teacher givesthe adults a written exercise.

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R. 3.25To understand and use athesaurus.

• To help the adults understand thepurpose of a thesaurus and use it toimprove their writing andvocabulary.

Content

- thesaurus- synonyms- antonyms- alphabetical order

1. Some thesauruses have a confusing format; the teachershould help the adults select one that is organizedalphabetically and is similar in layout to a dictionary.The teacher reviews alphabetical order, if necessary.

2. The adults are given a list of sentences using simplevocabulary. Using a thesaurus as a reference, the adultsreplace simple words with more advanced ones.

3. The adults write a short paragraph on a topic related tothe theme of study. For example: self-esteem, how dowe learn?, human rights, pollution.

When the adults are finished writing, they circle anywords they would like to replace with more challengingvocabulary and make a list of these words.

The teacher shows how a thesaurus may be used tochoose appropriate replacement words for thoseoriginally used. The adults rewrite their paragraph,replacing the old vocabulary with new.

4. The teacher should encourage regular use of athesaurus.

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R. 3.26To learn about and use libraries.

• To review the availability oflibraries in the adults�community. To help the adultsjoin a library and understand theorganization of the library anduse it for home and schoolreference needs.

Content

- discussion- field trip- library activities

1. The teacher organizes a guided tour of the school or locallibrary. During this visit, if possible, the adults take outlibrary memberships.

2. The teacher reviews the Dewey Decimal System or thenew Library of Congress system for categorizing books insubject areas. The teacher explains the call number, thebook�s individual number, and tells how to recognize it inthe card catalogue and on the book�s spine.

The teacher describes the card catalogue and thealphabetical information system, explaining the filingsystem by author, title, and subject. Sample cards may beused for practice.

3. The teacher describes the variety of material available inthe library, such as history, social science, language,literature, technology.

The adults may also be reminded that magazines,newspapers, cassettes, and pamphlets are readily availablein libraries, as are reference books such as encyclopedias,dictionaries, atlases and almanacs.

4. A computer with CD-ROM may be used.

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R. 3.27To use a newspaper for findinginformation.

• To introduce the adults to avariety of newspapers and to makethem aware of how a newspaper maybe used to provide a variety ofinformation about many subjectareas.

Content

- newspaper- current events- general information

1. The adults are asked to bring a newspaper of theirchoice.

2. Individually or in groups, the adults skim thenewspaper, writing down what they consider to be themain aspects or highlights of the newspaper. Ageneral list is written on the blackboard and thencategorized under specific headings. The adults thensee the overall general-interest categories of mostnewspapers.

3. With the adults, the teacher closely examines theindex, noting such headings as Arts, Births, Deaths,Classified, Editorials, Travel, Weather, etc.

4. The teacher creates a scavenger hunt with generalquestions. For example: What is the weather forecast?What news item is headlined on the front page? Findme a new car for $3 000. What is the punchline of the�For Better or for Worse� cartoon?

5. The teacher discusses the type of photos used in anewspaper.

6. The teacher encourages the regular purchase of a dailynewspaper.

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R. 3.28To use manuals and guides.

• To help the adults explore thevariety of manuals and guidesavailable, understand theimportance of using them, andknow where to find them.

Content

- first-aid manuals- cookbooks- car owner�s manuals- appliance manuals- guides to specific subjects: - birds - cities - restaurants - government services- �how to� reference books

1. As there are multitudes of manuals and guides available,the teacher selects or suggests guides to be used for classstudy that are directly related to the theme of study or thathave caused the adults particular difficulty.

2. With the adults, the teacher brainstorms a list of manualsand guides which are typically available. For example:TV guide, radio guide, restaurant guide, city guide, guideto a museum or special event; manuals for VCRs,refrigerators, microwave ovens, washers and dryers, orcars.

3. With the adults, the teacher examines the layout of aguide: table of contents, index, chapter or sectionheadings, numbering or lettering system, etc.

4. Together, the teacher and the adults study how the guideor manual can be used to pinpoint specific information.For example: I want to know how to set the clock on mymicrowave oven.

5. The teacher prepares a list of questions appropriate to theguide or manual being studied.

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• To help the adults read bus,train, metro, and school schedulesand timetables.

Content

various timetables and schedules

1. With the adults, the teacher practises setting up a weeklyschedule, using an agenda or a chart.

2. The teacher presents the adults with a sample list ofcourses and asks them to set up a study or class scheduleusing the information presented.

3. The teacher enlarges a train, metro, or bus schedule andreviews the 24-hour clock, the coding system often usedfor days of the week, the time slots, the stops anddestinations, etc. The teacher gives the adults a studyguide or questionnaire to test their comprehension of theuse of a timetable or schedule.

4. The teacher gives the adults problems to solve accordingto the timetables in use. For example: I would like totake a train from Trois-Rivières to Montréal, then a busfrom the train station to my hotel situated on SherbrookeStreet and Berri.

5. Some of the adults prepare a mini-quiz or scavengerhunt with specific questions based on a timetable, anddistribute it to the rest of the group.

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• To help the adults read floorplans or diagrams that arepertinent to their specific needs.

Content

- sample floor plans and diagrams- other plans and diagrams

1. The teacher presents the adults with a variety of diagramsrelated to different subjects, such as health or biology,appliances, engines.

2. The teacher discusses the layout of diagrams and thedifferent labelling systems used.

3. On an overhead projector, the teacher shows the adults asample floor plan or pattern, examines the layout,instructions, and design, and discusses the components ofthe plan or pattern.

4. The adults draw a plan of the school building, their ownhome or apartment, or any familiar object, taking care tolabel each part, and present the results to the group or to apeer.

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R. 3.31To read maps.

• To help the adults read roadmaps, public transportation maps,city maps, provincial maps, andunderstand scale, longitude, latitude,and map indexes.

Content

a variety of maps

1. The teacher discusses with the adults the type of mapused on a day-to-day basis and uses this type of map tostart instruction.

The teacher examines the map title, the scale, the mapcolours, the longitude and latitude or other grids, andthe specific areas covered: streets, cities, provinces,rivers, lakes, etc.

2. The class may progress to a simple atlas. The teacherexamines the contents of the atlas, reviewingalphabetical order.

3. As a basic introduction to topography, the teacherexplains how to identify mountain ranges and otherterrain.

4. The teacher gives the adults a mini-quiz in which theyhave to locate specific cities, rivers, lakes, etc. on amap.

5. The adults draw a basic road map of theirneighbourhood.

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• To help the adults understandthe purpose and use of anencyclopedia to find informationand the need to pay attention tothe alphabetical order of volumesand the index.

Content


1. The teacher explains that an encyclopedia contains shortarticles on many subjects, describes the purpose ofencyclopedias and says where they may be found(reference section of the library).

2. The teacher explains the volume set-up and the purposeof the index to the adults.

3. The teacher may go to the library with the adults and givethem several topics to research. The relevant volume inwhich the appropriate information may be found shouldbe identified.

4. The teacher explains to the adults that commonencyclopedias are the Encyclopedia Britannica and theWorld Book Encyclopedia.

5. The adults look up information on assigned topics andwrite a summary of the information they find in note orshort paragraph form. The adults read the informationout loud.

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STEP THREE: GQD 203Writing



• To help the adults gain enoughself-confidence and enjoyment inwriting to become willing andconfident writers.

Content

- diary or journal- directed writing- free writing- newsletter

1. The more the adults write, the easier the writing processwill become. A personal diary or journal provideseffective daily writing practice. (See Objective W.3.20.)

2. The teacher provides an environment that is supportiveand uncritical.

3. The teacher encourages the adults to take risks inspelling and writing.

4. The teacher structures directed writing to relate to theadults� lives: letters to friends, family history,experiences, etc.

5. The teacher gives the adults ample opportunity for freewriting. On occasion, the teacher may notify the adultsin advance that the writing will not be collected. Thisfrees them from concern about errors and provides anemotional outlet to write about personal matters.

6. The teacher encourages the adults to submit their bestwriting efforts to a literacy newsletter or to start one forthe centre, prepared by the adults themselves.

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• To help the adults writewithout the assistance of theteacher or other individuals.

1. The teacher encourages the adults to take risks in spellingand to use the spelling strategies they have been taught forunfamiliar words.

2. The adults consult a dictionary of commonly misspelledwords if searching in a regular dictionary provesunsuccessful.

3. The teacher suggests that the adults prepare an outlinebefore writing and focus on the main idea when writing.

4. The teacher stresses the importance of the writing processand the learning experience rather than a perfect finalproduct.

5. See Objectives W. 3.14 and W. 3.15 for suggestions onhelping the adults prepare to write and write the first draft.

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P • To help the adults form lettersand words using cursive writing,paying attention to the shapes of theletters, the slant, the left-to-rightdirection in the letters as well as inthe words, and the connection ofthe letters to each other.

The adults at this stage have alreadylearned to form the letters of thealphabet in cursive writing.However, they may still bealternating between printing andcursive writing.

Content

the letters of the alphabet

1. The teacher provides exercises in copying sentencesthat include letter combinations that are difficult incursive writing.

2. Some adults may vary the slant of the words in thesame piece of writing. The teacher should encouragethe adults to adopt a standard writing style and maintainthe size and slant of the letters consistently throughouttheir work.

3. Some adults may have entered the literacy program atthe level of Step Three without ever having learnedcursive writing.

For these adults, see the activities in ObjectivesW. 1.34 for beginning exercises in cursive writing andW. 1.55 and W. 1.56 for multisensory techniques tofacilitate learning.

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• To help the adults distinguishbetween complete sentences, whichmake sense by themselves, andsentence fragments, groups of wordsthat do not make sense bythemselves.

Content

examples:- when I went to the hospital- that she couldn�t attend

1. The teacher explains that a sentence is a group ofwords that make sense by itself and a sentencefragment is a part of a sentence that may be punctuatedas if it were a complete sentence.

2. The teacher presents the adults with an exerciserequiring them to distinguish between sentences andsentence fragments.

3. The adults check to make sure that each sentenceincludes:- a subject: the part of the sentence that tells who or

what the sentence is about- a predicate: the part of the sentence that gives information about the subject or tells what it does; the predicate always contains a verb

It is necessary that the adults understand the termssubject and predicate at this stage.

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W. 3.5To capitalize proper nouns.

P • To teach the adults to use capitalletters to begin each important wordin the name of a person, place, ororganization.

Content

- people: John Brown- places: Clear Lake, Montréal, Rocky Mountains- organizations: Boy Scouts of Canada, The Bay

1. The adults use an address book to practise capitalizing:- the first and last names of family members, friends, and classmates- the names of streets, cities, provinces, and countries in the addresses of the above persons- the names of stores, banks, organizations, and government departments that the adults call or write to frequently

2. The adults practise capitalizing the names of lakes,rivers, oceans, cities, towns, islands, and mountains bylabelling a map of the part of the province where theylive.

3. The teacher gives formal exercises that involvecorrecting sentences in which the capitals for propernouns have been omitted.

4. The teacher explains the difference between a commonnoun and a proper noun. For example:- This is a large lake.- She has sailed on Lake Erie.

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W. 3.6To know when words referring topeople are to be capitalized.

P • To teach the adults to use capitalsfor titles of respect, nouns of kinship,epithets, the deity, races, and ethnicgroups.

Content

- titles of respect, professional titles: Dr. Beech, Your Honour- nouns of kinship: Grandfather, Aunt Judy- epithets: Jack the Ripper- the deity: God- races: Caucasian- ethnic groups

The teacher helps the adults understand when wordsreferring to people should be capitalized by:- having the adults make a family tree to practise the capitalization of nouns of kinship, such as Aunt Mary

- reviewing the telephone listings for doctors and dentists, pointing out the capital letter for Doctor

- providing newspaper articles with the capitalized titles of government officials such as Prime Minister underlined

- showing a story in which an epithet is added to the name of a person to describe a characteristic, such as Jack the Ripper

- bringing in a dictionary or encyclopedia and looking up the names of races, such as Caucasian or Mongolian, and ethnic groups, such as Chinese, pointing out that these are all capitalized

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W. 3.7To develop a willingness to writedespite spelling problems.

• To assist the adults inovercoming a reluctance to writedue to spelling problems.

Content

- write frequently- take risks in spelling- write drafts- proofread

1. The more often the adults write, the easier it becomes.Frequent writing exercises may include:- a daily diary or journal- sustained timed writing- notes, messages, greeting cards, poetry, etc.- free writing (the writing is not collected)

2. The adults may use a computer with a word-processingprogram that has a spell-check function, a pocket-sizedspelling computer, or a dictionary of commonlymisspelled words.

3. The teacher encourages the adults to write drafts andproofread, and stresses the importance of the writingprocess rather than a perfect final product.

* See the Glossary for S.W.I.S.H. (silent writing intensivesustained habit).

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W. 3.8To use copying as an aid inwriting and spelling.

• To have the adults copy poems orshort stories as an aid in improvingwriting and spelling.

Content

- poems- short stories

1. The adults copy poems onto letters or greeting cardsto make personalized cards or messages for specialoccasions.

2. The adults copy short stories they have read andenjoyed.

3. The teacher records the adults telling short stories.These stories are transcribed by the teacher andcopied by the adults.

4. The teacher encourages the adults to copy entirewords, or at least entire syllables, at a time. Thespelling of a word is more easily remembered if theletters are meaningfully grouped.

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W. 3.9To create a personal spellingdictionary of troublesome words.

• To have the adults create apersonal dictionary to help themspell words that cause difficulty.

The personal spelling dictionaryhelps the adults learn to spell thesetroublesome words, provides ahandy reference, and gives theadults practice in alphabetizing.

Content

- alphabetical order- card index- spelling book (address book)

1. The personal spelling dictionary may consist of:- file or index cards: with this system it is very easy for some new words to be added and kept in alphabetical order- a small address book: this is sometimes preferable as the pages are already labelled alphabetically and it is small enough to be carried around for quick reference

2. Alphabetical order may be reviewed and relatedexercises provided.

3. Using a personal story or other writing by the adults,the teacher assists the adults in locating frequentlymisspelled words, patterns of spelling errors, ordifficult letter combinations.

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• To help the adults spell wordscommonly used in their daily lives insocial and work settings.

Content

- names- health terms- household terms- numbers- places- recreation terms- transportation terms- work-related terms- public signs

1. The adults practise spelling words commonly used indaily life by:- making a personal calendar and writing the days and months- writing the date in a personal diary- writing cheques and filling in blank forms- writing names and addresses of family, etc.- making grocery lists- listing all the medicines at home- writing directions to a specific location, including signs and names of places- filling in a layout of their workplace, indicating the names of the different departments- completing forms, such as order forms, from the workplace

2. Refer to the activities in Objectives W. 3.57-W. 3.60for techniques and approaches to teach spelling.

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• To teach the adults to spell wordsfrequently used in writing that mayor may not be phonetically spelled.

Content

- spelling list of high-frequency words- common verb forms- pronouns- plurals- �question words�

1. Words are assigned to be studied and practised incontext in sentences dictated by the teacher orproduced by the adults.

2. Frequently used words that the adults have difficultywith are added to their personal spelling dictionary.

3. The teacher makes a cassette, dictating the word listslowly, and the adults practise writing the words athome.

4. Exercises in a spelling series are assigned to help theadults master high-frequency words.

5. See activities in Objectives W. 3.57-W. 3.60 fortechniques and approaches to teach spelling.

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W. 3.12To spell frequently used wordscontaining silent letters.

• To help the adults recognize thatsome letters in certain consonantcombinations are silent.

Content

silent letters:- kn- wr- gu- mb- wh- lf- gh

1. The teacher introduces frequently used words withsilent letters: know, write, guide, comb, where, half,high. The adults cross out the silent letter in eachword.

2. The teacher presents common consonantcombinations that have silent letters: kn, wr, gu, mb,wh, lf and gh. The adults brainstorm for words withthese consonant combinations.

3. The adults study frequently used words with silentletters.

4. The teacher dictates these words in sentences.

5. See the activities in Objectives W. 3.57-W. 3.60 fortechniques and approaches to teach spelling.

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W. 3.13To write as a means of expressingoneself, ordering one�sexperience, or clarifying one�sthoughts.

Content

- lists- stories- diaries, journals- notes- schedules- reports

1. The adults use writing as a means of expressingthemselves by:- writing short stories- writing about thoughts, feelings, or problems as an emotional outlet or a means of communicating their feelings to another person

2. The adults use writing as a means of orderingexperience by:- writing daily schedules, appointments, and activities in an agenda book- writing a diary or journal- writing a report of an event- writing a recipe

3. The adults use writing as a means of clarifying theirthoughts by:- reasoning out a decision that has to be made by writing lists of advantages and disadvantages- preparing an outline before writing

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P • To assist the adults in organizingtheir thoughts in preparation forwriting.

Content

- choose a topic- read or discuss- collect information- organize the information- define the purpose

1. If the adults are having difficulty choosing a topic,the teacher offers suggestions.

2. The adults choose a title to help them focus on themain idea or purpose of the writing.

3. The teacher assists the adults in finding readingmaterial related to the topic.

4. The adults collect the information needed. Theteacher discusses the information that is relevant andthe information that is not relevant to the writing.

5. The adults identify the main idea in the writing, thenorganize the information into an outline, focussingon the purpose of the writing and ordering the ideasor the sequence of events.

6. If the adults have difficulty organizing their writing,exercises may be given that provide lists ofinformation to be organized into an outline.

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W. 3.15To write a first draft.

P • To have the adults write the firstdraft of their work, paying attentionto the content and meaning.

Content

first draft

1. The teacher explains that the first draft is the stageof the writing process when the writer transfers hisor her thoughts onto paper.

2. After brainstorming for ideas, the adults prepare anoutline.

3. When writing the first draft, the adults should try towrite their ideas down on paper as quickly aspossible, focussing on the content and meaning ofthe work.

4. The teacher stresses that it is not necessary to worrytoo much about getting the wording right the firsttime and that this will be done in the editing stage.

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W. 3.16To edit, to revise.

P • To have the adults review the firstdraft of their writing, checking formeaning, spelling, and sentencestructure.

Content


1. The teacher gives the adults exercises to practiseediting:- paragraphs to edit for sentences not related directly

to the topic sentence- exercises involving the ordering of details in logical sequence- paragraphs with errors in spelling and sentence structure to be corrected

2. To edit their first draft, the adults:- read and reread the first draft- look at the topic sentence to see if it catches the reader�s attention- make sure the supporting sentences relate directly to the main idea and are arranged in logical order- make sure that the words chosen suit the precise meaning intended- check the spelling and sentence structure

3. After the adults have made the necessary revisions,the writing is reviewed with the teacher.

4. If the adults are unable to correct all the errors, theteacher helps in the final editing process.

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• To help the adults select wordsthat offer both variety and precisemeaning.

Content


1. The adults visualize an object or something personal,such as their own room, and verbalize about it, withdetails.

2. The adults carry out a similar exercise with a fantasyimage (a creature, ideal place, etc.), using words thatdescribe the image precisely. The teacher or otherclassmates question the adult and summarize theirunderstanding of the image to see if the descriptionwas precise enough.

3. The teacher gives exercises involving brainstormingfor:- verbs: e.g., pull: yank, tug, drag, tow, etc.- adjectives: e.g., fat: stout, plump, portly, etc.- adverbs: e.g., loudly: noisily, deafeningly, etc.- nouns: e.g., group: flock, herd, team, etc.

4. The adults use a thesaurus and/or a dictionary ofsynonyms and antonyms to search for words thatoffer more variety or precise meaning, and check thedictionary for the exact meaning of any unfamiliarsynonyms.

5. During the editing process, the adults select moreprecise, stronger, or more varied words to improvethe writing.

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• To have the adults recopy theedited version of their writing andpresent it to the teacher and otheradults.

1. The adults recopy the final version of their writingafter the editing and proofreading have beencompleted and all the revisions have been made.

2. The teacher reviews the final copy with the adults,pointing out any small errors that have been madein copying and emphasizing the improvements thathave been made to the writing.

3. The final copy of the work may be:- mailed, if it is a letter- posted on a bulletin board- included in a school newsletter- shared with the class- included in a book of thematic texts

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• To have the adults write informalnotes as reminders or messages or togive permission or say hello to afriend.

Content

informal notes to:- self- family- teacher- neighbour- landlord

1. Different types of informal notes may be written. Theadults may write actual informal notes or doexercises, practising writing notes for which theinformation is provided by the teacher.

2. Types of informal notes that may be written by theadults are:- postcards- notes to remind themselves to do something- appointments on a calendar- telephone messages- messages to family members or others- excuses for a child�s absence from school- thank-you notes- invitations- notes on a greeting card

3. The teacher instructs the adults to include the name ofthe person the note is directed to (explaining that�Dear� is not necessary), the date, and their ownname, and to use the �who, what, when, where, why,and how� questions to ensure that the note iscomplete.

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W. 3.20To keep a personal diary orjournal.

• To have the adults write in apersonal diary or journal on a dailybasis.

This provides the adults with practicein writing dates, ordering events, anddescribing situations and emotions.

Content

- diary- journal

1. The teacher explains that a diary or a journal maybe used to record events of the day and theirmeaning, to express present difficulties and to planfor the future, and to write about anything that theadults find exciting or interesting.

2. The diary or journal may be written on a dailybasis and not checked by the teacher. Because ofthe lack of scrutiny, the adults may feel more freeto express their personal sentiments and emotions.

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W. 3.21To know the required format fora personal letter.

P • To show the adults the correctplacement of the heading, body ofthe letter, closing, and signature in apersonal letter.

Content

- heading- opening- body of the letter- closing- margins- type of paper and pen

1. The teacher gives the adults a sample personal letterwith the names of the five parts indicated: margins,heading, opening, body of the letter, and closing.

2. The teacher gives the adults a blank sheet with linesindicating the placement of the various parts of apersonal letter and supplies the information to beplaced on the appropriate lines.

3. Similar exercises may be provided on blank 8½" ×11" sheets. The adults should be instructed to writeon one side only, leaving a margin of 1" at the top,sides, and bottom of the sheet and using theappropriate spacing for the five parts of the letter.

4. A personal letter may be typed by the adults orhandwritten using black or blue ink.

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• To help the adults gain confidence inwriting personal letters by practisingwriting different types of letters.

Content

- letters to:- family- friend

- invitation- thank-you note- sympathy note

1. The teacher provides ideas to help the adultsovercome difficulties in writing letters:- Pretend you�re talking to the other person and write the way you talk.- Write short letters often: the more often you write, the easier it gets.- When you get a letter, list things you want to talk about and use the list to start your reply.- Before starting to write, jot down a list of things you want to write about.

2. The teacher gives the adults a sample personalletter and reviews the format for a personal letter,pointing out the use of �Dear,� the person�s firstname, and a comma in the opening or greeting.

3. The teacher discusses the ways to begin a friendlyletter and standard phrases used in invitations,thank-you notes, and expressions of sympathy.

4. The teacher brainstorms for closings frequentlyused in personal letters: Your friend, Sincerely,etc.

5. The adults practise writing actual letters to family,friends, or a pen pal.

6. See Objective W. 3.21 for further suggestions.

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W. 3.23To address an envelope correctly.

P • To show the adults how toaddress an envelope, orienting itproperly and putting the stamp, thereturn address, and the address of therecipient in the correct places.

Content

- return address- address of person or company receiving the letter- stamp

1. The teacher gives the adults a sample of a correctlyaddressed envelope and verifies that the adults knowthe placement of the return address, the recipient�saddress, and the stamp.

The teacher reminds the adults that the flap goes atthe top of the envelope at the back.

2. The teacher provides exercises that give informationabout the person sending the letter and the person orcompany to whom the letter is being sent and theadults use this information to practise filling in ablank envelope.

3. As practice in envelope writing, the adults may:- send Christmas or birthday cards and write the addresses on the envelopes- assist the office staff in the school by addressing envelopes- write to pen pals in other literacy classes and address the envelopes

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W. 3.24To narrate.

• To help the adults relate a sequenceof events, give the history ofsomething, or tell about a singleincident.

Content


1. The teacher explains that narrative writing istelling a story; it may involve recounting apersonal experience, describing a news event, orwriting fiction.

2. Before beginning to write, the adults:- visualize the story: make a mental movie- verbalize: present the story orally to themselves or others- arrange the events in logical order- write down a story plan or plot

3. The teacher explains that a basic plot is made upof four parts:- beginning: tells who the story is about, where and when it takes place- presentation of a problem: describes some problem the main character must solve- description of a struggle or conflict: relates the solving of the problem- climax: the most exciting part of the story, in which the main character either reaches or fails to reach the goal

4. The teacher provides ideas for writing: past orpresent events in the news, a fable, a personalexperience, a first job, a dream, etc.

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W. 3.25To inform.

• To help the adults provideinformation through notes, forms,and letters.

Content

- letters- notes- forms

1. The teacher presents various writing formulas used toprovide information, including letters, notes, forms.

2. The teacher and adults discuss the purpose of thewriting, the wording, the structure, and the type ofwriting (printing or cursive) for each:- notes:

- to oneself or others, e.g., phone messages- in writing or sometimes printing- complete or incomplete sentences- informal writing

- forms:- medical information, passport application, etc.- in printing- words or sentences

- letters:- personal or business- in writing or typing- sentences and paragraphs- informal and formal wording

3. The adults practise writing in each format, adaptingthe wording and style appropriately.

4. See the activities in Objectives W. 3.54 on adaptationof printing to different forms, W. 19 on writinginformal notes, W. 3.22 on the format of personalletters, and W. 3.31 on different types of businessletters.

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W. 3.26To describe.

• To help the adults describe a person,place, object, or feeling, using clear,detailed language that appeals to thesenses.

1. The teacher recommends writing description by:- appealing to the senses: sight, hearing, touch, taste, and smell- using detail, descriptive adjectives and adverbs, and precise nouns and verbs- using comparisons when possible

2. The adults describe:- people: physical characteristics, clothes, movements, personality- places: home, country setting, city, etc.- objects

3. The adults write an outline and jot downappropriate words that could be used in thedescription before beginning to write.

4. The class play a game in which some of the adultswrite descriptions of school staff or objects in theclassroom and others try to guess who or what isbeing described.

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W. 3.27To record.

• To help the adults recordinformation in writing.

Content

- lists- reports- diaries- forms- bills- receipts

1. The adults practise recording information by:- writing a list of their personal valuables for insurance purposes- keeping a daily diary- filling in forms: medical, medicare, social insurance card, job application, unemployment insurance, etc.- looking at different bills and receipts�restaurant, hydro, Bell, etc. �and entering the information provided on practice bills and receipts

2. The teacher discusses the need to adjust the format tothe writing purpose.

3. The teacher edits the adults� writing to ensure that therecorded information is clear, concise, and complete.

4. Refer to activities in Objective W. 3.20 on keeping adiary.

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• To help the adults write conciselyand clearly, avoiding wordiness,repetition, and ambiguity.

Content


1. The teacher explains that sentences can often havemore than one possible meaning and has the adultsreword ambiguous sentences so that the meaning isclear. For example:Wash the dishes in the sink. This could mean towash the dishes in the sink, not the dishwasher, orto wash the dishes that are presently in the sink.

2. The teacher provides exercises in which the adultsget rid of repetition, eliminating unnecessary wordsand phrases such as: �what I think is�, �you see�,�the thing is�, �the point is�, �you know�, �the reasonis�, etc. For example, instead of �What I mean tosay is, I don�t know,� say �I don�t know.�

3. The teacher explains that groups of wordsbeginning with that, which, or who may beunnecessary in a sentence. For example:- The cookies, which are made with chocolate chips, are homemade.- Improved: The chocolate chip cookies are homemade.

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W. 3.29To adapt vocabulary and style towriting purpose.

• To help the adults adapt thevocabulary and style used to thewriting purpose.

Content

- formal language- informal language- standard language- non-standard language- slang- prose- dialogue

1. The teacher presents examples of a variety of writingforms: a business letter, a friendly letter, a narrativeparagraph, a descriptive paragraph, and a play.

2. The teacher presents parts of sentences using standardand non-standard language, slang, dialogue, etc. andasks the adults to identify in which form of writingthey would be found. For example:- her eyes were like saucers- to whom it may concern- it ain�t so- ten bucks- while I did the shopping

3. The adults practise writing in various forms, andpractise adapting the vocabulary and writing style tothe purpose of the writing.

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W. 3.30To know the required format forbusiness letters.

P • To familiarize the adults with theplacement of the heading, recipient�saddress, salutation, body, closing, andsignature in a business letter.

Content

- heading- recipient�s address- salutation- body- closing- signature

1. The teacher gives the adults a sample business letterfor them to compare the format with that of apreviously written personal letter and explains thatfive of the parts of a business letter are the same asthose of a friendly letter, and that the only additionalpart in a business letter is the address.

2. The teacher points out that the salutation of abusiness letter is different from that of a personalletter, requiring the use of the recipient�s title andlast name (Dear Mr. Jones), job title (DearManager), or a standard salutation (Dear Sir orMadam) and that in a business letter the salutationmust be followed by a colon.

3. The teacher discusses the appropriate closing for abusiness letter: Sincerely, Yours truly, etc.

4. The teacher provides the adults with a blank sheetwith lines to indicate the placement of the variousparts of a business letter and supplies theinformation to be inserted in the appropriate places.The adults do exercises such as this until they knowthe required format for a business letter.

5. See activities in Objective W. 3.21 on the format fora personal letter and W. 3.31 on the different typesof business letters.

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W. 3.31To write different types ofbusiness letters.

• To familiarize the adults with avariety of business letters writtenfor different purposes.

Content

- request for information- reservations- order

1. The teacher provides the adults with sample businessletters: requesting information, making reservations,ordering merchandise.

2. The teacher reviews the format for business lettersand if necessary provides a blank sheet with linesindicating the placement of the heading, recipient�saddress, salutation, body, closing, and signature.

3. The teacher discusses the information that should bepresented in each of the three sample business lettersand helps the adults make an outline for each type ofletter. For example, a letter ordering merchandise:- opening paragraph: product being ordered, brief description including model or reference number, size, colour, etc.- closing paragraph: how you plan to pay for it (cheque, credit card, C.O.D., etc.), postage and handling, how you want it shipped

4. The teacher provides exercises in which the adultspractise writing the three types of letters, usinginformation provided, or write letters requestinginformation from government agencies.

5. Refer to activities in Objective W. 3.30 on the formatof business letters.

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P • To help the adults write questions,using �question words� and structuringthe questions correctly.

Content

- �question words�: who, what, when, etc.- question mark: ?

1. The adults practise forming questions beginningwith Who, What, When, Where, Why, Which, How,Can, Could, May, Would, Will, Do, Does, Did, Are,Is, Was, Were, Have, Had, etc.

2. The teacher discusses questions with tag endings andhow they are often used to start up a conversationand presents different situations and asks the adultsto ask appropriate questions with tag endings toinitiate a conversation. For example:- It�s a nice day, isn�t it?- The bus is late today, isn�t it?

3. The teacher points out the difference between directquestions, which require the use of a question mark,and indirect questions, which do not. For example:- I asked if he had picked up the mail.

4. The teacher explains that statements indicatingsurprise or disbelief are often punctuated with aquestion mark. For example:- He actually ate fifty pancakes at one meal?

5. The adults practise writing questions and take turnsplaying the role of interviewer in a job interview.

6. The adults write questions and interview each otheras reporters for the school newsletter.

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W. 3.33To use periods in abbreviations.

• To help the adults understand thatsome words which are used often indaily life and business areabbreviated and that abbreviationsend with a period.

Content

- Mr.- Nov.- etc.

1. The teacher gives the adults a list of commonly usedabbreviations and the words they represent.

2. The teacher points out that the period is used toindicate the word has been abbreviated.

3. The teacher points out that abbreviations are formedof either:- the first few letters: Jan.- the first and last letters: hr.- the first letter of each word: C.O.D.

4. The teacher brainstorms with the adults forcommonly used abbreviations:- companies or associations: G.E., Y.M.C.A.- days and months: Mon., Jan.- time and dates: 6 a.m., B.C.- place names in addresses: Mtl., Ont., Can.- titles: Dr.

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P • To teach the adults to use theapostrophe in commonly usedcontractions and possessives.

Content

- isn�t- won�t- she�s- let�s- we�ll- girl�s- girls�- women�s

1. The teacher points out that the apostrophe takes theplace of the missing letters when two words areshortened to make one in a contraction. For example:you + have = you�ve.

The teacher points out that some contractions do notfollow the above rule. For example:will + not = won�t.

It is especially important to explain contractions withmore than one meaning. For example:- he�s = he + is or he + has- he�d = he + had or he + would

2. The teacher gives the adults exercises oncontractions:- forming contractions- replacing contractions in sentences with the words in full

3. The teacher reviews the difference betweenpossessive pronouns and contractions: its and it�s,their and they�re, whose and who�s, and your andyou�re. The teacher points out that the apostrophe inpossessives shows ownership.

4. The teacher gives exercises in which the adultspractise forming possessives for singular nouns andfor plural nouns with or without an s.

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W. 3.35To write compound and complexsentences using transitionaldevices.

• To teach the adults to usetransitional devices to link tworelated sentences.

Content

- compound sentences- complex sentences- conjunctions: but, and, or- other connectors- transition sentences using finally, next, before

1. The teacher explains that a compound sentence ismade up of two or more simple sentences joined by acoordinating conjunction such as: and, but, or. Forexample: Turn the radio down, or my father will beupset.

2. The teacher explains that using too many simplesentences makes writing choppy and uninterestingand that connecting related sentences makes writingeasier to follow. The teacher provides simplesentence pairs and the adults rewrite them ascompound sentences, using the conjunctions and, but,or.

3. The teacher explains that a complex sentence is madeup of an independent clause and one or moredependent clauses. For example: When Jane finishedthe dishes (dependent clause), she watched TV(independent clause).

4. The adults do an exercise in forming complexsentences using conjunctions such as: while, when, if,although, whenever. For example:- I try to study. I fall asleep.- Whenever I try to study, I fall asleep.

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• To help the adults correct sentencesfor errors in construction, punctuation,capitalization, word use, and spelling.

Content

- run-on sentences- incomplete sentences- subject-verb agreement- punctuation- capitalization- dangling modifiers- double negatives- choice of words- spelling

1. The adults check sentence construction to see:- that there are no run-on sentencesthat there are no incomplete sentencesthat compound and complex sentences have been formed where necessary, so that the writing is not too simple and choppy

2. The adults:- review sentences for proper punctuation and capitalization- check that the verb tenses are used correctly and there is proper subject-verb agreement- review sentences for misuse of words: confusion of adjectives and adverbs, dangling modifiers, misleading placement of words, double negatives, incorrect choice of words for meaning intended, errors in spelling

3. Exercises are done on each of the common errorslisted above or sentences with a variety of commonerrors are corrected independently by the adults. Theadults may edit their own writing for errors.

4. See activities in Objectives W. 3.4 - W. 3.6, W. 3.35,W. 3.39, W. 3.49, W. 3.50, and W. 4.40 for furthersuggestions.

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Content


1. The teacher provides the adults with a list of irregularverbs including the present tense, past tense, and pastparticiple.

2. The teacher makes an audio cassette of the irregularverbs, to be used by the adults as a dictation to practisethe spelling of these words.

3. The teacher gives exercises on the past tense oftroublesome irregular verbs. For example:He _________ (lie) down on the sofa after supper.

4. The adults often confuse the past participle with thepast tense. For example:- I begun the work yesterday.- I seen it already.

The teacher points out that the past participle is onlyused with have, has, had, or will have.

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W. 3.38To form the present tense in thethird person.

P • To teach the adults to add an s toverbs in the present tense with third-person singular subjects.

Content

- third-person subject- present-tense verbs- the dog barks- the dogs bark

1. The teacher explains that when the subject issingular, the verb in the present tense ends with an s,but when the subject is plural, the verb does not takean s. For example:The swan swims. The swans swim.

The teacher points out that the verb is not plural.

2. The teacher gives exercises with sentences that haveeither a singular or a plural noun as subject and theadults choose the correct form of the verb. Forexample: The pail (leaks, leak).

3. The teacher emphasizes that with the pronouns he,she, or it, the verb ends with an s.

4. The adults rewrite sentences that have a pluralsubject, changing the subject to singular and addingan s to the verb. For example:Bears live in this park. A bear lives in this park.

5. Refer to the activities in Objective W. 3.43 on thespelling of plural nouns, as the same rules apply toadding an s to verbs.

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W. 3.39To show agreement of subjectand verb.

• To teach the adults to make thesubject agree with the verb. If thesubject is singular, the verb must besingular. If the subject is plural theverb must be plural.

Content

- subject- verb

1. The teacher points out that verbs must agree with ormatch their subjects: if the subject is singular, the verbis singular; if the subject is plural, the verb is plural.For example:- The boy practises every day.- The boys practise every day.

2. The teacher emphasizes that, unlike singular nouns,the singular form of a verb in the present tense endswith an s when the subject is the third person (i.e.,other than you or I).

3. The adults do exercises, underlining the form of theverb that agrees with the subject. For example:- My brother (like, likes) Jane.- The children (play, plays) games.

4. The teacher points out that in most cases the subjectcomes before the verb but if a sentence begins withHere or There or is in the form of a question, thesubject follows the verb. The teacher has the adultsidentify whether the subject is singular or plural andunderline the correct verb form. For example:- There (is, are) five students in class.- Here (come, comes) the band.- (Were, was) both drivers speeding?- How often (do, does) those bells ring?

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W. 3.40To use capital letters for propernouns.

• To teach the adults to use capitals forbuildings, places, geographical features,organizations, businesses, trade names,titles, and government departments andpositions.

Content

- Royal Victoria Hospital- Main Street- Lake Erie- Boy Scouts of Canada- The Bay- Coke- Good Housekeeping- Hamlet- Gone with the Wind- Mona Lisa- Catholic- Minister of Education- Prime Minister

1. The class brainstorms the names of familiarbuildings, places, businesses, schools,organizations, and geographical features and theteacher writes them on the board, pointing out theuse of capitals.

2. The adults look through the phone book andYellow Pages to find names and addresses ofstores, businesses, organizations, and governmentdepartments that are part of their lives, and addthem to their personal address books, usingcapitals correctly.

3. The adults look on maps and in an atlas to find thenames of places and geographical features theyhave visited or would like to visit and write themdown, using capital letters correctly.

4. The adults look in grocery store fliers for tradenames of packaged products and write a grocerylist including trade names, using capitals correctly.

5. The teacher points out the use of capitals in thenames of newspapers and magazines. The adultslook through newspapers, highlighting the use ofcapitals in the names of plays, movies, andgovernment departments and positions.

6. The adults do exercises, inserting missing capitalsin sentences.

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W. 3.41To use quotation marks in directquotations.

• To teach the adults to usequotation marks when quoting theexact words that a person said.

1. The teacher reviews the rules for quotation marks(� �):- Quotation marks show the beginning and end of direct quotations. They always come in pairs.- To separate a direct quotation from the rest of the sentence, use a comma. If the quotation is at the beginning of the sentence, place the comma inside the second set of quotation marks. For example: �I don�t know where it is,� she said.- If the quotation is at the end of the sentence, the comma goes before the first set of quotation marks. For example: She said, �It is too late.�- Direct quotations start with a capital letter.

2. The teacher gives the adults sentences with thepunctuation left out. The adults fill in the missingquotation marks, capitals, commas, etc.

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• To help the adults understand thepurpose and use of the comma.

Content

- dates- places- series- introductory words- introductory phrases- complex sentences

1. The teacher explains that a comma is a mark ofseparation that signals a pause when reading.

2. The teacher has the adults read, paying carefulattention to commas and pausing every time a commais encountered.

3. The teacher explains that commas can sometimeschange the meaning of a sentence. For example:- No, help is coming.- No help is coming.

4. The teacher demonstrates the use of a comma in:- dates: On Tuesday, March 3, 1989, we�- addresses: He moved to 25 Wood Street, Victoria, B.C.,�- series: She sings, dances, and plays the guitar.- introductory words: Paul, your sister is here.- introductory phrases: In my opinion,�- complex sentences: When it stopped snowing, Tom went skiing.

5. The adults do sentence and paragraph exercises,inserting missing commas.

6. The teacher instructs the adults on the correct use ofcommas in all their writing.

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W. 3.43To form the plural of commonnouns.

• To familiarize the adults with therules for forming common pluralsof nouns.

Content

- ch, sh, s, x, z- y- f/fe- o

1. The teacher gives the rules for forming the plural ofnouns:- Most nouns simply take an s.- For words ending in ch, sh, s, x, and z, add es to form the plural.- If a word ends in y, change the y to I and add es.- If a word ends in f or fe, change the f or fe to v and add es.- For most words ending in o preceded by a consonant, add es. For musical terms, however, add only an s.

2. The teacher teaches the above rules separately andprovides many examples of each rule on the boardand in exercises.

3. The teacher gives exercises in which the singularform of nouns is provided and the adults write theplural form.

4. The teacher gives the adults sentences with pluralswritten correctly and incorrectly and the adults correctthe plurals where necessary.

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W. 3.44To form unusual noun pluralscorrectly.

• To help the adults recognize anduse plural noun forms other than thecommon s form.

Content

- irregular plurals- nouns which do not change- compound plurals- hyphenated plurals

1. The teacher explains that some nouns do not take an sto form the plural, but change spelling instead. Forexample: man - men, tooth - teeth.

2. The teacher explains that some nouns have the sameform in the singular and plural. For example: deer,sheep, moose, etc.

3. The teacher explains that some compound nouns add sat the end of the entire compound. For example:go-between - go-betweens, hold-up - hold-ups.

4. The teacher explains that some compound nouns add sto the first part of the compound. For example:mother-in-law - mothers-in-law.

5. The teacher gives the adults a list of singular nounsand the adults write the plural forms, with or withoutthe use of a dictionary.

6. The teacher provides sentences containing unusualnoun plurals written correctly and incorrectly. Theadults correct the plurals where necessary.

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W. 3.45To use and spell singular andplural possessive pronouns andnouns.

P • To help the adults use and spellsingular and plural possessivepronouns and nouns.

Content

- his, hers, theirs- this, these- the boy�s book- the boys� book

1. The teacher explains that the apostrophe in boy�s andboys� indicates ownership by one boy and by more thanone boy respectively.

2. The teacher prepares exercises on singular and pluralpossessive nouns.- The adults rewrite groups of words, using apostrophes. For example: the paws of the cat - the cat�s paws.- The adults rewrite singular possessives, making them plural. For example: the fox�s den - the foxes� den.- The adults add apostrophe-s to plural nouns that do not end in s. For example: the toys of the children - the children�s toys.

3. The teacher demonstrates that expressions usingpossessive nouns can be replaced by possessivepronouns, pointing out the s at the end of mostpossessive pronouns but emphasizing that there is noapostrophe. For example: yours, his, hers, its, ours.

4. The adults do exercises, changing expressions usingpossessive nouns into pronouns. For example: It isJill�s doll. It is her doll. The doll is hers.

5. The adults correct errors in the use of possessive nounsand pronouns in sentences and paragraphs in their ownwriting or that of other adults.

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• To help the adults choose thecorrect subject or object pronounwhen there is a noun in addition tothe pronoun.

Content

- Mary and I went to the store.- John invited Sue and me.

1. The teacher explains: The pronouns that can be used inplace of a noun which is the subject are I, you, he, she,it, we, and they. These are called subject pronouns.When the subject consists of a noun and a pronoun,many adults have difficulty using the correct pronoun:- My mother and I visited Québec City. (correct)- My mother and me visited Québec City.

The adults could try reading the sentences without thewords �My mother and.� It will then be clear that �I,�not �me,� is the pronoun to use. The teacher providesexercises for practice.

2. The teacher explains: The pronouns me, you, him, her,it, us, and them, are called object pronouns. They oftencome after an action verb. Sometimes an action verb isfollowed by a noun and a pronoun. If the adults are notsure which pronoun to use, they should read thesentence without the noun and the word �and.� Forexample:- John invited Laura and I to the party.- John invited Laura and me to the party.When the sentence is read without �Laura and,� it isclear that �me,� not �I,� is the correct pronoun. Theteacher provides exercises.

3. The teacher provides sentences with nouns to bereplaced by the appropriate pronouns.

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• To familiarize the adults withthe use of the comma, endpunctuation, quotation marks, theapostrophe, and the period inabbreviations.

Content

- end punctuation: . ! ?- comma: ,- quotation marks: � �- apostrophe: �- period in abbreviations

1. The teacher reviews the correct use of the comma. Theadults practise using commas by:- writing the date on class work, daily journal entries, friendly and business letters- writing addresses on envelopes and letters and in an address book

2. The teacher reviews the use of the question mark andexclamation point.

3. The teacher shows that certain sentences that beginwith How or What are not questions, such as: How easyit is! What a mess it was!

4. The adults do sentence and paragraph exercises,inserting missing punctuation.

5. The teacher uses the adults� writing to teach the use ofpunctuation.

6. See Objectives W. 3.32, W. 3.33, W. 3.34, W. 3.41,and W. 3.42 for additional punctuation activities.

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W. 3.48To use negative and affirmativecontractions.

P • To teach the adults to formnegative and affirmative contractionsby using an apostrophe and omittingthe correct letters.

Content

- I�m- I�ve- isn�t- haven�t

1. The teacher explains that the apostrophe is used inplace of the letter or letters that have been omittedwhen two words are combined and discusses where it isappropriate (speech, dialogue, friendly letters) andinappropriate (signs, directives, business letters) to usecontractions.

2. The teacher points out that �s can represent is, has, orus, and that �d can represent had or would, and ensuresthat these contractions are understood in context byproviding exercises in which the adults separatecontractions with �s and �d into their originalcomponents.

3. The teacher ensures that the adults understand thedifference between the possessive pronouns andcontractions its and it�s, your and you�re, etc.

4. The teacher indicates that affirmative contractions arenot used at the end of a sentence, but that negativecontractions can be. For example:- He�s not lost, but she is.- He is lost, but she isn�t.

5. The adults rewrite assigned sentences and paragraphs ortheir own writing, forming contractions whereappropriate.

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P • To help the adults recognizeand avoid double negatives inspeech and writing, and learn theproper use of: any, nothing,neither, hardly, etc.

Content

- do not never do that- doesn�t have no- no, not, never, none, nothing

1. The teacher presents examples of double negatives:- I don�t want no coffee.- I didn�t go nowhere- I can�t never do math.- I hardly never go to the movies- He doesn�t want neither coffee nor tea.

2. The teacher corrects the above examples with the adults,pointing out the negative meaning of not, no, never,neither/nor, hardly, scarcely, and barely. The teacherdiscusses the use of any in place of no, ever in place ofnever, and either/or in place of neither/nor to eliminatedouble negatives.

3. The adults rewrite sentences containing doublenegatives, correcting the errors.

4. The adults correct paragraphs from their own or eachother�s writing for the use of double negatives.

5. The teacher corrects the adults when they use doublenegatives in speech.

6. The teacher points out that I am not should be usedinstead of I ain�t.

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W. 3.50To omit unnecessary words in thesubject of a sentence.

P • To help the adults avoid repetitionsuch as a noun subject followed by apronoun subject.

Content

- This here cup is empty.- My son he�

1. The teacher points out the errors that the adults make inspeaking, repeating the adults� sentences and asking theadults to correct them by omitting the unnecessarywords.

2. The teacher gives the adults examples of sentences withunnecessary words and asks them to cross out thosewords. For example:- That there stapler is broken.- This here book is finished.- My friend he is sick.

3. The adults edit their own or each other�s writing toeliminate unnecessary words.

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W. 3.51To understand and use commonlymisused adverbs and adjectives.

Content

- good, well- bad, badly- real, very- sure, surely

1. The teacher points out that most adjectives can be madeinto adverbs by adding the suffix ly. For example:- a quiet walk (adjective)- the woman walked quietly (adverb)

The teacher explains that not all words that end in ly areadverbs, that a few adjectives, such as friendly (thefriendly dog), lonely (a lonely beach), and lovely (alovely sunset), also end in ly.

2. The teacher discusses the kinds of words that aremodified by adjectives and adverbs.

3. The teacher reviews commonly misused adverbs andadjectives, providing examples of the correct use of eachword in a sentence:

good (adjective)well (adverb)well (adjective when referring to health)bad (adjective)badly (adverb)real (adjective)very (adverb)sure (adjective)surely (adverb)

4. The adults do fill-in-the-blanks exercises, choosing thecorrect words.

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W. 3.52To understand and use correctsentence structure.

• To help the adults put words in thecorrect order within a sentence.

Content

- verbs- adverbs- adjectives- nouns- pronouns- prepositions

1. The teacher shows a variety of sentences and looks atthe placement of the verbs, adverbs, adjectives, nouns,pronouns, and prepositions.

2. The teacher points out that most often the subjectcomes before the verb. For example: A colony of sealions lives on those islands.

The teacher adds that, for variety, the subject issometimes put at the end of the sentence. Forexample: On those islands lives a colony of sea lions.

3. The teacher explains that adverbs can usually beplaced almost anywhere in a sentence but thatsometimes putting the adverb in a different positionchanges the meaning of the sentence. For example:- Foolishly, Doug answered all the questions.- Doug answered all the questions foolishly.

4. The teacher provides exercises in which the adultsreorder the scrambled words of a sentence. Forexample:- Hotdogs are best the Tom�s.- Tom�s hotdogs are the best.

5. See activities in Objective W. 3.46 on the placementof subject and object pronouns.

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W. 3.53To meet standards for headings,margins, indentation, writing, andspelling in all written work.

• To help the adults adapt thewriting format and presentation tothe requirements of an assignmentor task.

Content

- writing instructions- manual- formats

1. The teacher presents a style sheet or writing manual thatoutlines the basic requirements for all writingassignments.

2. The teacher shows the adults a poorly written, sloppilypresented letter of request (for example) and compares itto a polished version, and discusses pride in presentationand the importance of presentation.

3. The teacher discusses the convenience of dating workfor maintaining organized notes.

4. The teacher discusses the paragraph break as anindicator of the introduction of a new idea in writing,and explains the use of indentation at the beginning of aparagraph.

5. The teacher discusses the use of margins for neatnessand easy readability.

6. The adults should be aware that organization andpresentation of writing should always be considered,even outside of a learning or practising situation.

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W. 3.54To adapt printing to completedifferent types of forms.

P • To help the adults adjust printingfrom upper case to lower case to suitthe format requested on forms orapplications.

Content

- block letters- cursive writing- regular printing- different types of forms:

- applications- requests- information

1. The teacher gives the adults printing or writing lessonsand provides practice to reinforce the different styles ofwriting.

2. To practise block letters, the adults write their name,address, etc. using actual blocks. For example:

3. To practise writing on lines or within small spaces, theadults fill out samples of forms.

4. The teacher assists the adults in filling out actual forms.For example, the teacher presents a passport, jobapplication, medicare, U.I.C., or other form and theadults practise filling out the form using the correct sizeand style of printing.

5. The teacher discusses the importance of neatness andlegibility when filling out forms.

R O B E R T

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W. 3.55To take responsibility for self-appraisal and checking.

P • To help the adults applytechniques and strategies forproofreading written work.

Content

proofreading strategies

1. The teacher gives the adults exercises in whichparagraphs containing errors must be edited. With theadults, the teacher discusses the reasons for thecorrections and editing.

2. The teacher may introduce peer editing, so that theadults become responsible for presenting their writtenwork to someone other than the teacher.

3. The adults are asked to circle or underline misspelledwords or poorly constructed sentences. The teacherthen assists the adults in making corrections.

4. The teacher discusses situations in which it would beunacceptable to submit written work containing errors,for example, job applications.

The adults should learn to ask someone to edit theirwork in important writing situations.

5. The adults keep a personal spelling dictionary or list oftroublesome words to consult for quick editing.

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W. 3.56To develop a reference listrelated to current needs, interests,or learning themes.

• To help the adults easily locatespelling and vocabulary words bycreating personal word lists.

1. In their personal spelling dictionary, the adults insertpages alphabetically or add an appendix of lists ofwords, definitions, or ideas that relate to the currenttheme of class study or that generally interest them.For example:- theme: time management

- schedule- appointment- agenda- day-planner- responsibility- organization

2. The adults should be encouraged to refer to theirvocabulary lists regularly.

3. The adults should be reminded to regularly add to theirvocabulary lists.

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• To assist the adults in learningto spell by teaching them alogical, systematic approach.

Content

- spelling rules- plurals- syllables- sound-out lists- phonics

1. Helpful spelling rules should be reinforced toencourage the implementation of repetitive spellingpatterns:- when to change y to i- when to drop a silent e- when to drop the final letter before adding a new ending

2. A review of the formation of plurals may be helpful.

3. Dividing words into syllables, remembering that eachsyllable must contain a vowel sound, is helpful practice.

4. Sounding out each consonant or vowel sound orcombination thereof is a logical, systematic approach.

5. A review of basic phonics may be applied to logicalspelling.

6. Dictation of spelling words can be helpful. The adultssound out the words as they write them.

7. The �read, cover, say, write� approach assists in logicalspelling.

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• To help the adults learn to spellwords by having them say, trace, hear,and write them.

Content

- word lists- tracing methods

1. The teacher compiles a spelling or vocabulary wordlist to suit the thematic text.

2. Any words the adults experience difficulty with arereinforced, using a multisensory approach. A first stepis to ask the adults to write the word on the blackboardin large print or cursive writing. The adults then saythe word or letters as they trace them with a finger orchalk brush.

3. The same method may be applied to writing on paper,except that a crayon or an embossing pen is used towrite the word. While saying the words, the adultstrace the letters, and in doing so, feel the word.

4. A dot-to-dot approach may be used.

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W. 3.59To use visual techniques to assistin spelling.

• To assist the adults in learningto spell by teaching them visualtechniques.

Content

- thematic word lists- sight word exercises- word games

1. The teacher creates word lists from the thematic text.These sight-word lists are used for reading practice.

2. Words are written on large poster-style cards andplaced around the classroom as constant reinforcement.

3. Passages are dictated in which the sight words are usedin context.

4. The adults read passages and locate and circle the sightwords in the text.

5. The teacher devises word bingo, word dominoes,crossword, or Scrabble games using the sight words.

6. Flashcards are used for reinforcement.

7. The adults are given fill-in-the-blanks exercises inwhich the sight words are used.

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• To help the adults use the sense ofhearing to spell words by the soundsof the individual letters and lettercombinations.

Content

- thematic word lists- sound-out techniques

1. The teacher creates word lists from the thematic text.These word lists are used in dictation.

2. Words are written on the blackboard and read in soundunits.

3. Dictionaries may be used to study words according todictionary pronunciation keys.

4. Words are dictated and recorded on a cassette tape andplayed back at the adults� convenience.

5. Choral reading of words is used.

6. Sounds and syllables are written on flashcards and thenread and repeated.

7. The adults produce lists of words with similar beginningsounds, end sounds, vowel sounds, etc.

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W. 3.61To correct patterns of spellingerrors.

• To determine and correct theadults� phonetic spelling errorsthrough an analysis of theirwriting.

Content

- language experience- the adults� writing- spelling exercises

1. The adults write a language-experience story. Spellingerrors are identified and any patterns that emerge aredealt with independently.

2. Once patterns of spelling errors are identified, spellingdrills are designed to suit the adults� needs. Forexample:- review of the rules- practice on the silent e- review of rules on double letters- review of the ph sound- review of vowel combinations- dictation- fill-in-the-blanks exercises- dictionary exercises

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W. 3.62To distinguish betweenhomophones.

• To help the adults distinguishbetween common homophones,words with similar pronunciation butdifferent meanings and, usually,spellings.

Content

homophones

The teacher:

1. Prepares fill-in-the-blanks exercises in which the correcthomophones must be selected.

2. Dictates sentences in which the adults must select thecorrect homophone for the context.

3. Gives the adults lists of homophones to study and to usein specifically designed writing exercises.

4. Reviews troublesome homophones: its, it�s; your, you�re;then, than; they�re, their, there; two, to, too; etc.

5. Gives the adults definitions and asks them to write thecorresponding homophones.

6. Gives the adults sentences or phrases in which they mustselect the correct homophones.

7. Has the adults write sentences using homophonescorrectly.

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W. 3.63To use sound clues to look upwords in a dictionary.

• To help the adults associatesounds with letter patterns andcombinations in order to be ableto locate words in a dictionary.

Content

- dictionaries- spelling words- spelling patterns- spelling strategies

1. The adults listen carefully to the pronunciation of a wordand then look up the word in the dictionary, focussingon its beginning sound or syllable.

2. In pairs, the adults compare their spellings of a dictatedword and then look up the word in the dictionary.

3. The adults write several possible spellings of anunfamiliar word and then search for the correct spellingin the dictionary.

4. The adults are taught to say the guide words at the top ofthe dictionary page to assist in locating the correctspelling of a word.

5. The adults review spelling patterns and sounds. Forexample: knock, knee.

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STEP THREE: GQD 203Vocabulary


V. 3.1To talk about things heard, seen,or read.

P • To help the adults developdiscussion skills by teaching them toformulate and present thoughts in alogical order.

1. The teacher skims daily newspapers with the adults tolocate current events topics, or prepares discussion topicson the current class theme.

2. The teacher lists the adults� ideas for discussion on theblackboard. The adults place the ideas in a logicalsequence in order of importance, according to subtopics,etc.

3. The adults formulate questions based on such conceptsas: appraise, assay, arbitrate, classify, criticize, describe,discriminate, determine, explain, evaluate, interpret,justify, prioritize, summarize, support, transform,translate.

4. Topics are generated based on the adults� interests andbackground knowledge, using a brainstorming or�question box� format.

5. Bloom�s Taxonomy may be used for additionalquestioning techniques.

6. The adults base an oral presentation on an outline to helpthem organize their ideas.

7. Frequent casual group or class discussions are used.

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V. 3.2To determine the meaning of aword in a sentence from itscontext.

P • To help the adults determinethe meaning of a word byexamining the surrounding wordsin a sentence or paragraph.

Content

- various readings- paragraphs- pages- sentences- vocabulary

1. The teacher designs cloze exercises using vocabularyfrom the thematic unit.

2. A paragraph or page of writing is taken from thethematic unit or reading; words are extracted and listed,and blanks left in the text. The adults then insert thecorrect words from the list.

3. The teacher reads to the adults, omitting specific words.The adults fill in the blanks with the correct words.

4. Sentences are designed with blanks for missing words.A choice of words is offered to the adults to fill in theblanks.

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V. 3.3To guess the meaning of anunknown word when it is part ofa list of familiar words.

P • To help the adults make guessesabout the meanings of words based onwhat logically follows a series ofknown words.

Content

- lists- familiar words- classified ads

1. The teacher reviews the months of the year and days ofthe week.

2. The teacher and group brainstorm a specific list ofwords (for instance, car parts). Although the adultsmay not know the word for an item they wish to add tothe list, they can explain its use or describe it so thatothers can guess the unknown word.

3. The adults look at menus from restaurants, in whichitems are categorized under aperitif, entrée, main dish,dessert. Logical assumptions about the meanings ofwords are made by considering the category they are in.

4. The adults study the classified ads sections of thenewspaper, in which items are classified under variousheadings, and make guesses as to the meanings ofwords based on the category the ad is in and familiarwords in the context.

5. The teacher chooses an object and presents a list ofadjectives to describe this object. Through a process ofelimination, the adults figure out the meanings of anyunfamiliar adjectives.

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V. 3.4To use context clues tounderstand advertisements andarticles.

• To help the adults useabbreviations, symbols, pictures,and familiar words to understandtexts and advertisements.

Content

- articles- advertisements

1. The teacher chooses a text for the adults that is a littlemore difficult than they are accustomed to. The adultslook through the text and cross out any words orphrases that are unfamiliar.

The adults reread the text, trying to make sense of whatis left. They should get the gist of the article. Allknown words will provide context clues as to themeaning of unfamiliar words and phrases, leading tofurther understanding of the article.

2. The teacher brings in newspaper or magazineadvertisements and crosses out any print in theadvertisements.

The adults study the pictures to determine the messagebehind each picture.

The adults write their own advertisements to go withthe pictures.

3. The teacher gives the adults some newspaper headlinesand they give their ideas as to the subject and content ofthe articles which accompany these.

The adults study the articles and match headlines witharticles.

The adults discuss the clues which led to their choices.

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V. 3.5To use root words as an aid indetermining the meanings ofwords.

• To help the adults expand onfamiliar words by adding commonprefixes to create new words.

• To help the adults guess thedefinitions of unfamiliar words byfocussing on the meanings of commonprefixes and suffixes.

Content

- prefixes- suffixes- root words

1. The teacher explains that a root word is the main part ofa word, which may have prefixes or suffixes added. Theadults are given pairs of words and asked to find thecommon root word. For example:- actor � react- respectful � disrespect- guilty � guiltless- unfair � fairness

2. The teacher presents a list of more advanced vocabularyusing prefixes and suffixes learned in previous lessons.For example: unapproachable, disagreeable.

The adults break the words down into prefix, root word,and suffix, and write a definition of the root word andshow its use in a sentence.

3. The adults are given a set of cards containing prefixes,suffixes, and root words and asked to form as many newwords as possible and to write meanings for the newwords.

4. The adults look through a text and find any unfamiliarwords containing prefixes or suffixes. They guess at themeanings of these words based on clues from theprefixes and suffixes.

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V. 3.6To build an advanced sightvocabulary relevant to the adultlearner.

• To help the adults recognize,use, and record the mostcommonly used words from anadvanced sight vocabulary.

Content

- advanced sight list- personal dictionary- various texts

1. Frequent exposure to words in a clearly definedcontext will help the adults build up a fairly extensivebank of sight words. Refer to a commonly used sightlist for this level.

2. By using advertisements, signs, newspaper headlines,the adults have exposure to sight words which have aclear meaning in an identifiable context. The adultsrecord new words and their meanings in a personaldictionary.

3. Sight words which do not have a clear meaning, suchas however, finally, through, though, etc., should bepresented in sentences to provide context. Thesesentences should be drawn from in-class readingactivities.

4. Using an advanced list of sight words, the teachermakes a set of flashcards including some familiarwords, and goes through the set several times, havingthe adults say each word.

When the adults seem familiar with the words, theteacher has them write each word without seeing it butafter hearing it.

5. New words should be reinforced by including them infuture reading exercises, flashcards, etc.

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V. 3.7To ask questions to clarifyprocedures or concepts.

• To help the adults ask appropriatequestions in order to understandprocedures and ideas. To make theadults realize that they are responsiblefor indicating when they don�tunderstand something and that they willnot lose respect because of this.

Content

- questions- instructions

1. The teacher presents appropriate questions to ask inorder to understand a procedure or idea. For example:- How do I go about this?- How do I get to the next step?- Why is this like this?- Could you repeat that?

2. The teacher prepares a form or registration card to befilled out by the adults.

The teacher reads out the instructions for completingthe card. To ensure that the adults will not understandall the instructions, the teacher speaks quickly anddoes not explain the vocabulary beforehand.

The adults should ask for clarification on what theyhave not understood. This should be done in smallgroups, giving the adults more opportunity to respond.

3. When beginning any classroom activity, the teacherencourages the adults to ask questions for clarification.For example: Could you say that more slowly?

The teacher asks the adults to indicate clearly whetheror not explanations have been understood.

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V. 3.8To express ideas, facts andopinions clearly.

• To familiarize the adults withvocabulary necessary to presenttheir personal ideas or beliefs or toprovide factual information.

Content

- ideas (decision making, feedback)- opinions- facts- letters to the editor

1. The teacher presents phrases or vocabulary associatedwith the personal expression of opinions and ideas:- In my opinion�- I feel that�- I believe that�

2. The adults write letters to the editor of the local paperabout an issue of concern to them, expressing theiropinions or ideas.

3. See Objectives L.S. 3.1, Activity 2.

4. The teacher plans a discussion in which the adults talkabout books, stories, and films and asks them toexpress three opinions and three facts about each.

5. The teacher encourages the adults to participate inclass decision-making activities, contributing theirideas and suggestions.

6. The teacher encourages the adults to give feedback,when necessary, to the teacher or other adults.

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V. 3.9To use knowledge of root wordsand suffixes to understandvarious job titles and duties.

• To help the adults use root wordsand suffixes to determine the meaningof job titles and duties.

1. The teacher points out to the adults certain suffixesadded to root words to form names of professions andjob titles. For example: ist, er, or.

2. The adults brainstorm a list of job titles formed usingthese suffixes and discuss their meanings and theduties associated with each.

3. The adults write job descriptions and related dutiesfor a list of job titles, using their knowledge of rootwords to describe the jobs.

4. From the employment section of a newspaper, theadults make a list of unfamiliar job titles and dividethem into root words and suffixes.

The adults discuss the possible meanings of the jobtitles and descriptions based on their familiarity withthe root words and suffixes used.

5. The adults discuss their own jobs and related duties.The teacher notes particular vocabulary used in eachpresentation, and the adults make note of any newvocabulary.

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V. 3.10To enrich vocabulary by learningnew meanings for familiar words.

P • To help the adults learnadditional meanings for wordswhich are already part of theirvocabulary.

Content

- words with multiple meanings- parts of speech

1. The teacher gives the adults a list of familiar words forwhich they know one meaning but perhaps not a secondmeaning, and expands the list by adding more meanings.For example:- pound - weight

- animal pound- to hammer

2. The teacher gives the adults a list of definitions and a listof familiar words to match the definitions, with two orthree definitions for each familiar word.

* The teacher encourages the adults to use dictionaries to look up the words.

3. The adults write their own sentences to demonstrate theyhave learned the new meanings.

4. Using dictionaries, the adults each present one newmeaning of a familiar word to the group. Then theadults practise using the new meanings of the words inwriting or speaking activities.

5. The teacher points out any new meanings for familiarwords as they arise in class reading activities or on otheroccasions.

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V. 3.11To understand and use the metricsystem prefixes.

P • To help the adults understand adecimal system of weights andmeasures and know the valuesrepresented by the prefixes used in themetric system.

Content

- kilo- milli- centi

1. The teacher gives the quantities represented bycommon metric prefixes such as kilo, milli, centi.

2. The teacher gives the adults a list of metric prefixesand base units. For example: grams, litres, metres.

The adults make as many combinations as possible,then write their meanings based on their knowledge ofthe quantities represented by the prefixes. Forexample: kilogram, millimetre, millilitre.

3. The adults do conversions of quantities from imperialmeasurements to metric measurements in volumes,distances, and weights.

4. The teacher gives the adults a list of quantities inmetric measurements and asks them to fill in theappropriate metric term. For example:- 1000 metres =- 1/1000 litre =- 100 metres =

5. The teacher introduces new vocabulary using the sameprefixes: centipede, millennium, decade, century.

The teacher discusses the meanings of these words inrelation to the prefixes.

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V. 3.12To choose words to express theexact meaning intended.

• To help the adults choose thecorrect word of a group of words withvery similar meanings and understandthe precise sense of various words.

Content

- passage, doorway, access- crowd, audience, spectators- pinpoint, focus, specify- thesaurus or dictionary

1. Using sets of words such as those in the Contentsection, the teacher and adults discuss the slightdifferences in their meanings and the contexts inwhich they should be used.

2. The teacher gives the adults a set of sentences withone word used incorrectly in each. The adults circlethe misused word and, using a dictionary or thesaurus,replace it with the correct word to express the intendedmeaning (see Objective R. 3.25).

The adults then write their own sentences using thecircled words correctly.

3. The teacher gives the adults a set of sentences withblanks to fill in and a choice of three or four wordsthat are very similar in meaning, and the adults choosethe words that best complete the sentences.

The teacher provides examples of the correct use ofthe remaining words.

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V. 3.13To be aware of idioms andcolloquial usage.

• To help the adults understandcertain expressions or slang asfigurative language or language usedin familiar and informalcommunication.

Content

- idioms- colloquial language

1. The teacher gives the adults a few examples ofcommon idioms: green thumb, rain check.

The adults brainstorm a list of expressions or idiomswhich they frequently use. The teacher points out thatthese expressions contain ordinary words, but that thewords are used in a special way and not literally.

2. The adults search a text (story, newspaper article, etc.)which contains figurative expressions, circling eachone they find. They then rewrite the text, substitutinga word or phrase which means the same for eachexpression.

3. The adults write paragraphs or sentences whichcontain idioms chosen from a list given to them,demonstrating that they understand the correct use ofeach expression.

4. The teacher uses newspaper headlines, editorialcartoons, or comic strips in which there are idiomaticexpressions or colloquial language.

5. The teacher discusses the connotations of someexpressions: positive or negative, frivolous or serious,etc.

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• To help the adults talk aboutpersonal beliefs or feelings and beempathetic and understanding towardthe feelings of others.

Content

- discussion- character analysis- communication skills- feelings and emotions

1. The adults are asked to place themselves in situationssuggested by the teacher which clearly evoke strongfeelings. The teacher reviews vocabulary forexpressing different feelings.

The adults then express the feelings they would havein each situation and listen to and discuss the feelingsof other members of the group.

2. The teacher selects characters from class readingassignments, films, political figures, etc.

The adults discuss their feelings toward thesecharacters, giving explanations as to why they havesuch feelings.

3. The adults role-play situations in which they expressfear, sadness, jealousy, happiness, etc.

4. The adults act out plays or dramas in class, expressingthe feelings attributed to the characters in the play.

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V. 3.15To use new words in discussion,reports, and explanations.

• To have the adults learn andpractise new words throughmeaningful self-expression andinteraction.

Content

- discussion- reports- explanation

1. The teacher introduces new vocabulary around aparticular theme: vocabulary associated with sports,legal language, political language, etc. These arepresented in context. For example, during a readingactivity, the adults note all unfamiliar words and theteacher writes them on the blackboard.

The adults, in small groups, talk about the new wordsand share their knowledge about the meanings of thewords. This vocabulary should guide a discussionabout a favourite sport, a legal issue, or politics, sothat the new words are applied.

2. The teacher assigns group reports on a subject whichrelates to a particular vocabulary theme. The adults doresearch, using reference material that providesexposure to the new vocabulary in different contexts.The adults present the reports, using the new words.

3. The adults are given stories or newspaper articles withnew vocabulary circled. The adults paraphrase theirarticles, either orally or in writing, using all newvocabulary.

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V. 3.16To know and use specializedvocabulary pertaining to specificsubject areas.

• To identify and introduce specificvocabulary pertinent to the differentareas of the adults� lives.

Content

- education- health- politics- social services- labels- work

1. The adults fill out personal forms which requireknowledge of specialized vocabulary for a subjectarea. For example:- application to a school or course- drivers� test (road signs, laws)

2. The teacher presents clothing labels (fabrics) or labelson food items or other products. The adults match thedifferent labels with the correct items.

3. The adults choose a subject area: their work, a hobby,a new car. They write a list of 20 to 25 wordspertaining to their subject area. Then they use thesewords to write a letter to a friend.

4. Using a list of specialized vocabulary for five or sixsubject areas, the adults categorize the words in thecorrect subject areas.

2.445

STEP THREE: GQD 203Thinking Skills


T. S. 3.1To improve auditory recall.

• To have the adults recall details,information, messages etc., to improvememory.

Content

- retelling (reading)- instructions (spoken)- memory games- oral presentation outlines- songs and poems- indirect speech

1. Listening and retelling: the adults recall events andfacts from a story or article and retell them to apartner. This may be done as a timed listeningactivity.

2. The adults act on spoken instructions (fairly elaborateinstructions to be followed in a specific sequence).

3. The adults outline facts and ideas learned from an oralpresentation or speech.

4. The group listens to recorded dialogues and practisesusing indirect speech to retell the conversations.

5. The adults memorize and recite or sing poems andsongs.

6. The adults relay spoken messages.

2.446



T.S. 3.2To improve visual recall.

• To help the adults remember andreproduce words, shapes and patterns,and symbols seen.

Content

- plays- memory games- patterns or plans- abbreviations- symbols (map, chart)

1. The adults memorize lines for roles in class plays.

2. From a text, the teacher chooses eight or ten words,including three or four words which appear severaltimes and a few which are repeated many times(pronouns, articles), and adds two or three wordswhich do not appear in the text.

The adults read through the text; then the text isremoved and the teacher writes the list of words on theblackboard. From memory, the adults try to rememberhow many times each word appeared in the text.

3. The teacher shows the adults a fairly elaborate patternor plan. The adults study it for detail and thenreproduce it as clearly as possible from memory.

4. The teacher puts a number of abbreviations onflashcards and shows each card and explains whateach abbreviation stands for.

The teacher dictates the same list of words to theadults and they write the abbreviation for each.

5. The teacher shows a number of map symbols: school,railway crossing, etc. The adults label maps, using thesymbols.

2.447



T.S. 3.3To reach conclusions based onevidence.

• To help the adults assimilateinformation so as to make accurateinferences or draw logical conclusions.

Content

- detective stories, reasoning- brain teasers- moot court, role-plays

1. The adults read short detective or mystery stories withthe conclusion or solution omitted.

In groups, the adults work together assimilating andanalysing the facts and evidence, and write their ownconclusions to the story.

2. The teacher provides problem-solving activities (usingconditionals) similar to brain teaser puzzles. Theadults are given certain facts or evidence with which tosolve the puzzles. For example: If you walked intoyour house and all your furniture was missing, youwould�

3. The adults hold a moot court, role-playing actual trialsor hypothetical situations. The evidence is examinedand the adults act as jurors to render verdicts.

4. The adults play guessing games such as twentyquestions (animal, vegetable, mineral).

2.448



T.S. 3.4To question.

• To help the adults to be critical andask questions to clarify, simplify,organize, or extend ideas andinformation.

Content

- readings- instructions- survey- presentations

1. The teacher presents the adults with a confusing set ofinstructions for a classroom activity. The instructionsshould be as vague as possible so that the adults willrequire more information or clarification.

The adults ask questions such as:- Could you repeat that?- What about�?- Is this correct?- What is the next step?

2. The adults read texts which are difficult for this level(newspaper articles, reports). Then, in small groups,they discuss and ask questions in order to understandthe reading.

Each group writes comprehension questions foranother group to work on.

3. The adults create questionnaires or surveys, compilingpertinent questions on an idea they wish to explore orinformation they wish to gather.

4. The adults do group presentations followed byquestion-and-answer periods.

2.449




• To help the adults become aware ofprinciples which are intrinsicallydesirable to them.

Content

- discussions- reactions- value words, judgments- values clarification techniques

1. The teacher explains the concept of personal valuesand principles by which we live and gives a fewexamples of his/her own values.

2. The teacher discusses how people judge situations,other people, things, etc., putting on them values theybelieve to be right, and gives examples of �value�words, such as: normal, fair, honest, open, ridiculous,unfair, stupid.

3. The adults discuss some of their own value judgments,using the above-mentioned words.

4. The teacher presents a controversial issue and dividesthe class into two groups, one to argue for the issue,one against. The teacher or the adults point out anyvalue judgments which arise.

5. The adults fill out a values continuum sheet,responding to about ten statements with commentssuch as: strongly agree, agree, disagree.

The distribution of agreements and disagreements inthe class is determined and the differences of opiniondiscussed.

2.450




• To help the adults compare andcontrast.

Content

- synonyms, antonyms, homophones- similes and metaphors- shapes and patterns

1. The teacher discusses comparisons and contrasts andhow in making them we identify similarities anddifferences.

2. The adults give group presentations, comparing andcontrasting objects, people, places, etc. of their choice.

3. The teacher shows the adults two very similar pictureswith slight differences in detail, and they discuss or listthe similarities and differences.

4. Using a thesaurus, the adults find synonyms andantonyms for a list of new vocabulary words.

5. In class reading material, the teacher points out the useof metaphor and discusses how comparisons are madeusing this technique. Using a list of metaphors, theadults decide what comparison is being drawn in eachone.

6. The teacher presents a list of homophones (at anappropriate level). The adults practise pronouncingeach pair to note similarities, and use each word in asentence to show the differences in meaning.

7. The adults are given two elements � objects, people,abstract concepts, etc. � and asked to find as manyconnections between them as possible. The elementsmay be presented in written form or in pictures.

2.451




• To help the adults sort objects,words, or ideas by identifyingcommon factors or similar concepts.

Content

words, objects (sorting)- common factors- details, main idea- organization, outlining

1. Working with a two- or three-page text, the adultswrite the main ideas presented. The adults sort thedetails given in the text under the corresponding mainideas.

2. The teacher gives the adults extremely varied lists ofitems and lets them decide how to classify each list,choosing their own criteria. The teacher tells theadults to divide the lists three or more times, alongdifferent lines.

3. The adults suggest how they would group members ofthe class for activities and explain their criteria forthese groupings.

4. The adults create a classified ads section for the schoolnewspaper or an imaginary paper.

5. The teacher gives the adults the information from thetable of contents of a book (not in order) and the adultsprepare their own table of contents, creating headingsand presenting the information in an organizedmanner.

6. The teacher presents a list of food items found in arestaurant and the adults create menus, classifying theitems under common headings found on menus.

2.452




• To increase the adults� appreciationof literary works and help themexpress this appreciation.

Content

- fiction- poetry- music- drama- emotive responses

1. The teacher introduces the elements of a short story ornovel � style, theme, climax � as a means to discussthose literary works.

As a group, the adults read a short story, and theteacher leads a discussion of the elements of the story.

2. The adults read a second short story and, in smalldiscussion groups of three or four, discuss the story ontheir own. The teacher provides questions as a guideto discussion.

3. The adults share their favourite pieces of music, songs,or poems and tell the group why they like them, theirreactions to them, the memories associated with them,etc. The group shares their responses to each other�sselections.

4. The adults visit an art gallery or museum and givefeedback on some of their favourite works.

5. The adults read plays in class and choose a favouritecharacter, do a study of this character, and presenttheir findings to the group.

2.453




• To show the adults they can beexperimental and have fun with words.

Content

- jokes- riddles- puzzles- rhymes- games- anagrams

1. The teacher presents fairly simple cryptoquotes (codedmessages in which each letter represents another).

2. The teacher divides the class into two groups andprepares a set of 100 cards (35 vowels, 65 consonants).

The first member of group one chooses nine cards,vowels and/or consonants, without knowing the letters,writes the letters on the blackboard, and writes thelongest word he or she can, using the nine letterschosen. Points are awarded according to the length ofthe word, to create competition.

The game continues until all members of both groupshave had an opportunity to play.

3. The teacher gives the adults words and has themrearrange the letters to form other words.

4. The adults do crossword puzzles and recite tonguetwisters.

5. Adult A says a word, such as table, and adult B mustthink of a word that begins with the last two letters ofadult A�s word, such as lemon. The game continuesuntil all the adults have had a turn.

6. The adults recite or write simple poems.

2.454




• To help the adults understand andappreciate the feelings, viewpoints,and behaviour of others and to beempathetic with them.

Content

- discussions- viewpoints- fictional characters

1. The teacher discusses with the adults the importanceof seeing others� viewpoints or feelings and beingempathetic with them.

2. The teacher divides the class into small discussiongroups and presents a situation, problem, or eventwhich would have an effect on a number of people.

The teacher provides the names, ages, and jobs of thepeople involved in the situation and assigns one ofthese people to each adult.

The adults discuss among themselves what thisparticular person might feel.

The teacher pairs each adult with a counterpart fromanother group. They exchange their views and try toadd more thoughts and arguments.

3. The teacher chooses characters from class reading(short stories, novels) and examines the behaviour andfeelings of these characters. The adults discuss thejustification for the behaviour and feelings, whether ornot they agree with them, and whether or not theywould feel or act in the same way.

4. The adults discuss moods they experience andsituations which cause these. Others contribute, eitheragreeing or disagreeing, understanding or failing tounderstand, etc.

2.455




• To help the adults see thedifference between words and workswhich are factual and those which areimagined.

Content

- reading or listening material- newspapers- advertising

1. The teacher reads aloud examples of facts and shortfictional works.

2. The teacher brainstorms with the adults words whichconvey factual meaning and those which conveyfictional meaning from each written work.

3. The adults write paragraphs, one about a vacationwhich they took and one about their ideal vacation(i.e., a factual account and a fictional account).

4. The teacher compares documentary and fictional films.

5. The adults write newspaper articles on a local story. Itis important that the teacher stress the necessity ofgathering all the facts and presenting them accurately.

6. The teacher assigns term reading � a fictional workand an historical account or biography (factual) � andasks the adults to write a comparison of the two or asummary of each.

2.456




• To help the adults see thedifference between facts and personalviewpoints.

Content

- newspaper articles, editorials- discussions- statements (fact or opinion)

1. The teacher explains to the adults that a fact is astatement that can be proven true or false, while anopinion is a personal thought or attitude aboutsomething.

The teacher presents the adults with 10 statements andthey decide if each one is a fact or an opinion. Thesestatements could be presented in connection with aclass reading assignment.


The adults write newspaper articles on a local story,presenting facts.

The adults write letters to the editor of a newspaper,expressing their personal viewpoints on an issue.Examples are presented and read aloud to the groupbeforehand.

3. The teacher chooses a topic for class discussion.

The adults prepare one fact and one opinion on thetopic to contribute to the discussion and the teacherlists these under fact or opinion on the blackboard.

2.457




• To help the adults makecomparisons between otherwise unlikethings.

Content

- similes, metaphors, poems- comparisons- literature- proverbs- fables

1. The teacher explains the meaning of simile andmetaphor, pointing out that a simile is a comparisonbetween two otherwise unlike things, using like or as.

2. The adults read through short poems and find allcomparisons made by means of similes or metaphors,and have a class discussion on their findings.

3. Working with two lists of somewhat dissimilarobjects, the adults choose an item from one list andcompare it to an item from the second list. The adultsdiscuss and explain the basis of their comparisons orwrite them in the form of similes.

4. The teacher brainstorms with the adults a list ofcommon proverbs. For example: A rolling stonegathers no moss.

The adults try to imagine what a rolling stone is beingcompared to and what moss is being compared to.The adults work through a list of proverbs, discussingthe analogies being made.

5. The adults read and discuss fables that containanalogies.

2.458




• To encourage the adults to thinkhypothetically, to be aware ofalternative ways of thinking, toconsider both sides of an issue, and tobe open-minded.

Content

- discussion- alternatives- debates

1. The teacher presents a task or problem-solving activityto the group and each member contributes opinions onhow best to solve the problem or perform the task.

The teacher records all solutions and the adults weighall the contributions and agree on a common solution.

2. The adults read about different cultures and theircustoms and ways of thinking.

Through discussion, the teacher gets the adults�reactions and encourages them to be open-minded andflexible and to appreciate alternative ways of thinking.

The adults may compare their own beliefs, traditions,etc. with those of other cultures.

3. Class debates and listening to opposing views on atopic will make the adults aware of the other side ofan issue.

2.459



T.S. 3.15To solve problems by applyingflexible thinking skills.

P • To help the adults consider allalternatives in solving problems.

Content

- facts and opinions- discussion

1. The adults form groups of three or four and role-playas the management of a company that has to lay offone worker of a group of six. The teacher providesthem with details on each worker: age, number ofdependents, education level, work habits, etc.

After examining all the facts, the adults exchangeopinions as to which employee should be laid off.

2. In groups of three or four, the adults decide whatshould be done with $50. Left from a class sale. Adecision which satisfies everyone must be made.

The adults write down their ideas. By arguing andpresenting reasons, they try to reach a consensus. Theteacher should encourage them to be flexible andconsider all alternatives equally.

3. Presented with examples of advice columns (such asAnn Landers), the adults try to find solutions to theproblems.

Each adult presents a solution and as a group the classdecides on which solution presented is best. Allpossibilities should be examined carefully.

2.460




• To help the adults anticipate resultsand see cause-effect relationships.

Content

- consequences- cause-effect- conditionals- speculation

1. The adults read newspaper articles, examining thefacts concerning a contemporary issue or event such asan election campaign.

The adults make a list of facts and details (polls,platforms, etc.). They then give their predictions ofthe outcome of the election (winner, number of votes,seats, etc.).

2. The teacher chooses a text and from it selects 10vocabulary words. These are key words which typifythe main meaning of the text.

The teacher writes the list on the blackboard and tellsthe adults that they are going to read a text in whichthese words appear (but not necessarily in the sameorder).

In groups, the adults speculate on the content of thetext and write down their predictions.

3. The teacher presents a number of hypothetical �whatif�� situations, including the relevant facts. Theadults write the outcomes as they foresee them.

4. The teacher presents various causes and the adultswrite their predictions of the effects.

2.461



T.S. 3.17To make reasoned inferences.

• To help the adults draw conclusionsor make guesses on the basis of facts.

Content

- guessing games- advertising messages

1. A wide range of subjects may be used for guessinggames: things, animals, professions, celebrities,actions, or places. At this level, more complex orcomprehensive, abstract or semi-abstract subjects areappropriate, for example: the Second World War,anger, authority.

Various methods may be used, such as a twentyquestions game in which the adults are given a certainamount of information and allowed a number ofconjectures.

2. The teacher shows the adults advertisement picturesfrom magazines and they infer the messages and guesswhat is being advertised.

3. The teacher reports the facts of a crime: time, place,people, circumstances. The adults draw conclusions bydiscussing the facts (who did it, how they did it, etc.).

STEP FOUR

2.462

TABLE OF CONTENTS - STEP FOUR



L.S. 4. 1

L.S. 4. 2

L.S. 4. 3

L.S. 4. 4

L.S. 4. 5

L.S. 4. 6

L.S. 4. 7

L.S. 4. 8

L.S. 4. 9

L.S. 4.10

L.S. 4.11

L.S. 4.12

L.S. 4.13

L.S. 4.14

L.S. 4.15

To relate one�s experience to ideas and concepts heard and read.......................................... 2.472

To relate experiences, feelings, and ideas............................................................................... 2.473

To express opinions ................................................................................................................ 2.474

To agree or disagree courteously ............................................................................................ 2.475

To work in pairs and small groups.......................................................................................... 2.476

To correctly pronounce all commonly used words ................................................................. 2.477

To make the voice reflect meaning and feeling ...................................................................... 2.478

To demonstrate control and fluency of speech ....................................................................... 2.479

To summarize an oral report ................................................................................................... 2.480

To recognize emotive responses ............................................................................................. 2.481

To evaluate radio and television programs ............................................................................. 2.482

To evaluate personal strengths and weaknesses ..................................................................... 2.483

To show leadership in discussions.......................................................................................... 2.484

To discuss a problem or question in order to reach a conclusion ........................................... 2.485

To participate in public speaking............................................................................................ 2.486

P

P

P

P

P

P

P

2.463

STEP FOUR



L.S. 4.16

L.S. 4.17

To participate effectively in various interview situations ....................................................... 2.487

To participate in community activities.................................................................................... 2.488

2.464

STEP FOUR

READING


R. 4. 1

R 4. 2

R. 4. 3

R .4. 4

R .4. 5

R .4. 6

R. 4. 7

R. 4. 8

R. 4. 9

R. 4.10

R. 4.11

R. 4.12

R. 4.13

R. 4.14

R. 4.15

R. 4.16

R. 4.17

To take risks............................................................................................................................ 2.489

To define one�s desire to read ................................................................................................ 2.490

To enjoy listening to and reading the sounds, rhythms, and images of language ................... 2.491

To use accumulated knowledge to derive meaning from reading........................................... 2.492

To use reading to enlarge general knowledge, increase confidence, and enhance currentinterests and abilities............................................................................................................... 2.493

To use reading material to define one�s values....................................................................... 2.494

To identify a writer�s intent .................................................................................................... 2.495

To identify the organization and content of various forms of literature ................................. 2.496

To determine the content of a book ........................................................................................ 2.497

To use content cueing ........................................................................................................... 2.498

To adapt reading speed to reading purpose............................................................................. 2.499

To recognize words that sound alike (homophones) .............................................................. 2.500

To recognize that some letters may have more than one sound.............................................. 2.501


To recognize, understand, and use root words, prefixes, and suffixes ................................... 2.503

To understand and apply the principle of syllabication .......................................................... 2.504

To understand the concept of abbreviations .......................................................................... 2.505

P

P

P

P

P

P

P

P

P

P

2.465

STEP FOUR

READING


R. 4.18

R. 4.19

R. 4.20

R. 4.21

R. 4.22

R. 4.23

R. 4.24

R. 4.25

R. 4.26

R. 4.27

R. 4.28

R. 4.29

To become aware of various sources of information .............................................................. 2.506

To use a newspaper for finding information........................................................................... 2.507

To use the dictionary............................................................................................................... 2.508

To understand and use a thesaurus.......................................................................................... 2.509

To learn about libraries ........................................................................................................... 2.510

To use particular manuals and guides ..................................................................................... 2.511

To know the parts of a non-fiction book................................................................................. 2.512

To use schedules and timetables ............................................................................................. 2.513

To read plans and timetables................................................................................................... 2.514

To read maps........................................................................................................................... 2.515

To use an atlas......................................................................................................................... 2.516

To use an encyclopedia ........................................................................................................... 2.517

P

P

2.466

STEP FOUR

WRITING


W. 4. 1

W. 4. 2

W. 4. 3

W. 4. 4

W. 4. 5

W. 4. 6

W. 4. 7

W. 4. 8

W. 4. 9

W. 4.10

W. 4.11

W. 4.12

W. 4.13

W. 4.14

W. 4.15

W. 4.16

W. 4.17

W. 4.18

To write for content and meaning........................................................................................... 2.518

To write as a means of expressing oneself, ordering experience, and clarifying thoughtsand experience ........................................................................................................................ 2.519

To express opinions and values in writing.............................................................................. 2.520

To distinguish between a complete sentence and a sentence fragment .................................. 2.521

To use complete sentences and know the various sentence forms ......................................... 2.522

To write complex and compound sentences ........................................................................... 2.523

To correct faulty sentences...................................................................................................... 2.524

To recognize and use paragraphs ........................................................................................... 2.525

To spell words used in social and work settings..................................................................... 2.526

To spell words frequently used in writing .............................................................................. 2.527

To spell common words containing silent letters .................................................................. 2.528

To understand and use common irregular verbs in the past tense ......................................... 2.529

To make subject and verb agree.............................................................................................. 2.530

To identify the subject and predicate in a sentence................................................................. 2.531

To use the negative form correctly.......................................................................................... 2.532

To choose words carefully to suit the precise meaning intended............................................ 2.533

To write concisely and clearly ................................................................................................ 2.534

To use transitional devices smoothly...................................................................................... 2.535

P

P

P

P

P

P

P

P

P

P

P

P

P

2.467

STEP FOUR

WRITING


W. 4.19

W. 4.20

W. 4.21

W. 4.22

W. 4.23

W. 4.24

W. 4.25

W. 4.26

W. 4.27

W. 4.28

W. 4.29

W. 4.30

W. 4.31

W. 4.32

W. 4.33

W. 4.34

W. 4.35

W. 4.36

To adapt vocabulary and style to writing purpose .................................................................. 2.536

To use comparison to make writing more lively and vivid..................................................... 2.537

To keep a diary or journal ....................................................................................................... 2.538

To gain confidence in writing different types of personal letters ........................................... 2.539

To use initial capital letters in proper names .......................................................................... 2.540

To use proper punctuation in writing...................................................................................... 2.541

To understand the formation and use of abbreviations ........................................................... 2.542

To use the comma correctly .................................................................................................... 2.543

To use quotation marks in direct quotations ........................................................................... 2.544

To use a logical approach to spelling...................................................................................... 2.545

To use visual techniques to aid in learning spelling ............................................................... 2.546

To use an auditory approach to spelling ................................................................................. 2.547

To correct patterns of spelling errors ..................................................................................... 2.548

To take dictation to improve spelling ..................................................................................... 2.549

To develop a list of words related to current needs, interests, and learning themes............... 2.550

To distinguish between common homophones....................................................................... 2.551

To write different types of business letters ............................................................................. 2.552

To write letters to the editor of a newspaper or magazine ...................................................... 2.553

P

P

P

P

P

P

P

P

2.468

STEP FOUR

WRITING


W. 4.37

W. 4.38

W. 4.39

W. 4.40

W. 4.41

W. 4.42

W. 4.43

W. 4.44

W. 4.45

W. 4.46

W. 4.47

W. 4.48

W. 4.49

W. 4.50

W. 4.51

W. 4.52

W. 4.53

To meet standards for headings, margins, indentation, writing, and spelling in all writtenwork ........................................................................................................................................ 2.554

To develop responsibility for self-appraisal and checking ..................................................... 2.555

To edit and revise ................................................................................................................... 2.556

To write and present a final copy ........................................................................................... 2.557

To narrate ............................................................................................................................... 2.558

To inform ............................................................................................................................... 2.559

To give directions .................................................................................................................. 2.560

To record ................................................................................................................................ 2.561

To write a simple report .......................................................................................................... 2.562

To take minutes ...................................................................................................................... 2.563

To use dialogue in writing ..................................................................................................... 2.564

To write in the poetic mode .................................................................................................... 2.565

To use the essay form.............................................................................................................. 2.566

To write a simple research paper ............................................................................................ 2.567

To use the colon and semi-colon ............................................................................................ 2.568

To use the hyphen ................................................................................................................... 2.569

To use the parentheses and brackets ....................................................................................... 2.570

P

P

2.469

STEP FOUR

WRITING


W. 4.54

W. 4.55

W. 4.56

W. 4.57

W. 4.58

W. 4.59

To know the functions of various parts of speech .................................................................. 2.571

To distinguish between common and proper nouns, singular and plural nouns, possessivenouns....................................................................................................................................... 2.572

To distinguish between adverbs and adjectives ..................................................................... 2.573

To choose the correct pronouns for subject and object........................................................... 2.574

To understand and use correct sentence structure................................................................... 2.575

To use verbs in the active and passive voice .......................................................................... 2.576

P

P

P

P

2.470

STEP FOUR

VOCABULARY


V. 4 .1

V. 4. 2

V. 4. 3

V. 4. 4

V. 4. 5

V. 4. 6

V. 4. 7

V. 4. 8

V. 4. 9

V. 4.10

V. 4.11

V. 4.12

V. 4.13

To use synonyms and antonyms to enhance writing............................................................... 2.577

To use root words as an aid in determining meaning ............................................................. 2.578

To ask questions to clarify procedures or concepts ................................................................ 2.579

To express ideas, facts, and opinions clearly .......................................................................... 2.580

To clearly describe one�s feelings and those attributed to others .......................................... 2.581

To choose words to express the exact meaning intended ....................................................... 2.582

To be familiar with colloquial usage ...................................................................................... 2.583

To use context clues to understand articles and advertisements............................................. 2.584

To use new words in discussion, reports, and explanations ................................................... 2.585

To know and use specialized vocabulary pertaining to a specific subject area ..................... 2.586

To use knowledge of root words and suffixes to understand various job titles and duties..... 2.587

To expand oral vocabulary through the use of news articles and texts on specializedsubjects.................................................................................................................................... 2.588

To develop an advanced sight vocabulary ............................................................................. 2.589

P

P

P

P

P

P

P

P

P

2.471

STEP FOUR

THINKING SKILLS


T.S. 4. 1

T.S. 4. 2

T.S. 4. 3

T.S. 4. 4

T.S. 4. 5

T.S. 4. 6

T.S. 4. 7

T.S. 4. 8

T.S. 4. 9

T.S. 4.10

T.S. 4.11

T.S. 4.12

T.S. 4.13

T.S. 4.14

T.S. 4.15

T.S. 4.16

T.S. 4.17

T.S. 4.18

To improve auditory recall...................................................................................................... 2.590

To improve visual recall ......................................................................................................... 2.591

To question ............................................................................................................................. 2.592

To recognize one�s own values............................................................................................... 2.593

To recognize similarities and differences ............................................................................... 2.594

To classify items by grouping ................................................................................................. 2.595

To read, listen to, and talk about imaginative works .............................................................. 2.586

To play with words ................................................................................................................. 2.597


To distinguish between fact and fiction .................................................................................. 2.599

To distinguish fact from opinion............................................................................................. 2.600

To understand analogy............................................................................................................ 2.601

To become more flexible in thinking...................................................................................... 2.602

To solve problems by applying flexible thinking skills .......................................................... 2.603

To predict events, given facts ................................................................................................. 2.604

To make reasoned inferences.................................................................................................. 2.605

To reach conclusions based on evidence ................................................................................ 2.606

To make evaluations ............................................................................................................... 2.607

P

P

P

P

P

P

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STEP FOUR: GQD 204Listening and Speaking


L.S. 4.1To relate one�s experiences toideas and concepts heard andread.

P • To encourage the adults toshare their experiences inrelation to subjects that arise inclass reading and discussion.

Content

- magazine and newspaperarticles

- opinions, experiences- discussions

1. The teacher presents the adults with a number of letters

to the editor or editorials from a local newspaper. Theadults choose one which is of particular importance tothem and deals with an issue to which they can relate. Forexample: unemployment insurance, daycare.

The teacher groups the adults who have similar interestsinto small discussion groups.

Having read through the article together, the adultsdiscuss their interests in the article, how the issuepresented affects them, and on what terms they can relateto it.

2. The teacher chooses a topic for discussion (acontemporary issue). For example: job retraining,smoking in the workplace.

The teacher brainstorms with the adults ideas about thetopic and encourages them to contribute experiences theyhave had with such concerns and concepts.

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L.S. 4.2To relate experiences, feelings,and ideas.

P • To help the adults freely andconfidently discuss experiences,emotions, and thoughts.

Content

- problem-sharing

1. Individuals share with the group a problem they have. For

example: oversleeping, financial problems, managingtime.

The other adults suggest ways and means of dealing withthe problem by relating similar experiences with such aproblem and ideas on how to resolve it. There should be asupportive group atmosphere for this activity.

2. The adults are asked to think about their lives and thepeople they have known. Each adult finds at least twopeople who have influenced his/her life in a personal way.These could be parents, friends, personalities from history,etc. In order to share their experiences with the class, theadults write some points on how these people haveinfluenced them.

3. The teacher should continually encourage the adults, pickup on ideas and feelings they express, and encourage themto contribute their ideas about classroom proceedings,activities, decisions, etc.

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P • To help the adults gain theconfidence to express personalpoints of view.

• To help the adults understandthe value of their own opinions.

• To help the adults contributeideas to discussions.

Content

- surveys- commentaries

The adults carry out a survey:

1. The adults decide on a general heading and the area ofresearch, for example: television viewing. The adults writeopen-ended survey questions, which will give thosesurveyed more latitude to express their exact opinions.

This may be done in small groups, with one groupsurveying another on their opinions and vice-versa.

2. The teacher tapes radio commentaries, politicalcommentaries, etc. and plays them to the adults. Theadults express their opinions about the commentator�sopinions.

3. The adults read questions and problems discussed inadvice columns and respond by offering their opinions onsolutions.

4. The teacher should encourage the adults to expressopinions on issues or problems raised through classdiscussions or readings.

5. In groups, the adults plan an undertaking such as abusiness venture in detail, considering all aspectsinvolved.

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L.S. 4.4To agree or disagree courteously.

• To help the adults express anopposing point of view in a non-confrontational way (politedisagreement).

• To help the adults expressagreement politely.

Content

- group decision making- debates

1. The teacher divides the adults into two groups. Each adult

receives a handout containing a number of suggestions fora group holiday. Each group has to agree on the oneholiday that they would take together.

A decision should be reached through the discussion andpresentation of good arguments. The adults shouldunderstand the importance of listening to each other�sposition, without interrupting, and then politely presentingan opposing point of view or objection.

2. The teacher and adults organize class debates.

3. The adults are divided into groups of three to six andreceive a handout which describes a crisis situation inwhich they as a group find themselves forced to make adesperate decision. For example: they are lost in thewoods on a hiking trip with a limited number of supplies,in bad weather, with injured parties, etc.

The adults try to find as many courses of action aspossible and discuss the advantages and disadvantages ofeach. Arguments and conclusions should be challenged byeach group.

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L.S. 4.5To work in pairs and smallgroups.

P • To allow the adults to learnways of communicating theirthoughts and feelings.

• To allow the adults to gaugetheir understanding of subjectmatter by comparing it with theunderstanding of their peers.

• To help the adults learn towork cooperatively.

Content

- group projects- role-playing- games and simulations- buzz groups- peer tutoring and consulting- case studies- brainstorming

1. Buzz groups: During a lecture, a video viewing, or a

reading of a text, the adults in groups of three or fourcome together to discuss any difficulties inunderstanding, to answer a prepared question, or tospeculate on what will happen next.

2. Case studies: The teacher provides the adults with casenotes in advance. The adults, in groups, prepare theirown solutions to the problems presented. Case studiesprovide opportunities for role-play dealing withparticular issues and real life events.

3. Peer tutoring or consulting: For paired workassignments, more advanced adults should work withless advanced adults. This promotes cooperation andmotivation. The adults are actives as learners and learnby teaching.

4. Group projects: Groups are organized according to theinterests and preferences of the adults. Group projectsallow the adults to pool resources, divide labour, andcooperate.

5. The adults play games: role playing, board games,simulations.

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L.S. 4.6To correctly pronounce allcommonly used words.

• To help the adults recognizethe importance of correctpronunciation for conveyingmeaning.

Content

- drills- syllables- pictures

1. The teacher adapts activities to the particular

pronunciation problems of the adults and theirvocabulary level.

2. Pronunciation drills may take the form of games. Theyshould be held regularly but not for long periods.

3. The teacher illustrates pronunciation differencesbetween words by using pictures. The teacher shows theadults sets of pictures numbered 1 and 2, representingwords that are similar in pronunciation. The adultspronounce each word until the correct pronunciation islearned.

4. The teacher provides rhyming exercises, songs, andpoems.

5. The adults divide difficult words into syllables, referringto a dictionary and pronouncing the individual syllables.

6. The adults read an advanced text out loud or role-play acommon speaking situation. The teacher tapes theexercise and plays back the recording, pointing out anyerrors in pronunciation. The adults practise correctingthe errors.

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L.S. 4.7To make the voice reflectmeaning and feeling.

• To help the adults vary theirintonation to express feelings andmeaning.

Content

- presentations- debates- stress and intonation practice- plays or dramatic roles

1. The adults practise saying sentences in which different

placements of stress and emphasis on words accompanydefinable differences in meaning. For example-She was carrying an umbrella. (not somebody else).-She was carrying an umbrella. (you�re wrong to suggestshe wasn�t)

The teacher gives the adults other examples like the oneabove and they practise varying their stress andintonation to match the intended meanings.

2. The adults put on class plays, acting out roles, payingattention to the words of their characters and making thetone of their voice reflect meaning and feeling.

3. The adults take part in debates in which they are giventhe opportunity to argue, convince, and agree ordisagree.

4. The adults give speeches to the group, choosing topicsthey feel very strongly about. The teacher encouragesthem to put conviction and enthusiasm in their voices.

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L.S. 4.8To demonstrate control andfluency of speech.

• To help the adults control thevolume and rate of speechappropriately for the situation.

Content

- speeches- presentations- role-plays

1. The adults role-play situations, expressing anger,

surprise, excitement, sadness, etc. and raising orlowering their voices according to the situation.

2. The adults deliver speeches or oral presentations to theclass on topics of particular interest to them. Practicesuch as this will help them overcome nervousnessassociated with public speaking and help them achievefluency.

The teacher encourages the adults to speak clearly at amoderate rate.

The volume of speech may vary depending on theparticular emphasis the adults want to place on varioussections of their presentations.

3. The adults practise reading aloud from a text into a taperecorder. The adults will be able to judge for themselvesif they speak too loudly, softly, quickly, etc. and bebetter prepared to control this.

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L.S. 4.9To summarize an oral report.

P • To help the adults separatemain ideas from supplementaryinformation and summarize an oralreport.

Content

- outlining- presentations and reports

1. The adults listen to taped presentations�speeches or

news reports. In preparation, they are given a guide sheetof pertinent information as an example of how mainideas are presented.

The activity is repeated without a guide sheet and with adifferent presentation (fairly lengthy) containing severalmain ideas. The adults listen and jot down what theybelieve are the more important or main ideas.

The adults discuss these ideas.

2. The adults listen to more presentations and outline themunder main idea and supporting details.

3. After the adults listen to a presentation, the teacherwrites a number of ideas on the blackboard. The adultsdiscuss them and choose the ones they feel to be mostimportant.

4. The teacher encourages the adults to take notes for eachclass lecture or lesson, concentrating on the main points.The teacher asks the adults to orally summarize the mainpoints of the lesson.

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L.S. 4.10To recognize emotive responses.

• To make the adults aware ofcertain emotional responses andhelp them detect whetherresponses are sincere or contrived.

Content

- role-plays- dramas- character studies

1. While the adults watch a television program or film or

listen to a radio drama, the teacher directs their attentionto certain characters.

The adults discuss the responses of the characters. Forexample:-How does the character feel?-Are his/her reactions justified?-Are his/her responses real?-Is the character pretending to feel something?

2. The adults role-play emotional scenes or read parts fromplays. Other members of the class identify the emotionsbeing expressed.

3. The adults do detailed character sketches based on classreading exercises, novels, or short stories. They focus onthe emotions of the character: how these emotions arerevealed, what types of situations evoke them, how thecharacters deal with them, etc.

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L.S. 4.11To evaluate radio and televisionprograms.

• To help the adults judge mediaprograms based on a number ofcriteria.

Content

- radio or television programs- questionnaires or surveys- discussions

1. The teacher chooses radio and television programs

based on the interests of the adults. For example: news,documentaries, comedy, etc.

2. In small discussion groups, the adults informallyevaluate programs, sharing their opinions.

3. On a more formal level, the adults fill out questionnairesor surveys to evaluate programs for presentation, interestlevel, clarity, etc.

4. The adults think about what aspects they consider whenjudging a program. The adults make up their ownquestionnaires or surveys around these, and poll theirclassmates.

The questionnaires or surveys should have rating scalesto evaluate various aspects of programs presented inclass. For example: 0 - 5 bad - excellentThe adults discuss their evaluations and the basis forthem.

5. The teacher encourages the adults to offer theirjudgments on any radio or television programs used inclassroom activities.

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L.S. 4.12To evaluate personal strengthsand weaknesses.

• To encourage the adults tofocus on and judge their strongpoints and shortcomings.

Content

- character situations- personality qualities

1. The teacher presents the adults with a list of personal

characteristics. For example: reliability, being a goodlistener, strength, honesty, intelligence, stubbornness.

The adults think about how important they consider eachquality, then arrange them in order of importance.

In small groups, the adults discuss their ranking of thequalities with the aim of reaching a consensus. As a nextstep, the whole class aims to reach a consensus on thequalities.

2. From the same list, the adults each choose severalqualities to describe their own character and discusstheir choices with the rest of the group.

3. The adults compare and contrast their own personalitywith a well-known person, a character from a novel, or aclassmate. This often gives people insight intothemselves.

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L.S. 4.13To show leadership indiscussions.

P • To help the adults demonstrateinitiative and responsibility indiscussion activities.

Content

- debates- discussions

1. For group discussion activities, the teacher assigns each

adult a role. For example: note-taker, chairperson,presenter, etc. This will create a sense of responsibilityand leadership.

2. The teacher gives each adult the opportunity to chair aclass debate.

3. The adults each give a presentation on a topic of theirchoice, being responsible for initiating, guiding, andconcluding a discussion session afterwards.

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L.S. 4.14To discuss a problem or questionin order to reach a conclusion.

P • To help the adults solveproblems, decide consequences, ordraw conclusions throughdiscussion.

• To help the adults learn to keepto the topic under discussion.

Content

- role-plays- discussion (problem sharing)

1. The teacher prepares two slips of paper for each adult,

containing questions or problems to be solved. Oneadult reads the question aloud and the rest consider thesolution. The activity continues until all questions orproblems have been solved.

2. In small discussion groups, the adults each describe aproblem they have. The others suggest ways and meansof handling it. There should be a supportive classatmosphere.

3. Either the teacher reads a story aloud or the adults viewa film or television program, omitting the ending. Theadults make up their own endings, taking intoconsideration the following questions:-What do you think happened?-What should this or that person do?-Do you think this will happen?

4. To help the adults keep to the topic under discussion, theteacher encourages them to prepare their ideasbeforehand when practical and sets a time limit for theadults to find a solution, consider effects, or predict anoutcome.

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L.S. 4.15To participate in public speaking.

• To encourage the adults tospeak in front of groups of people.

Content

role-play of a publicity campaign

1. As a group project, the adults plan a publicity campaign

with the aim of convincing the public of something. Forexample:-vote for a certain politician-stop pollution-charity drive

The adults decide on a target audience. Each groupshould have a different subject and audience. They role-play as a certain organization: a town council, a politicalparty executive, an environmental pressure group, or astudent council.

Each group writes a speech presenting its cause andarguments and delivers the speech to the class. Theteacher makes sure each adult has a few minutes topresent.

2. If the opportunity arises, the teacher encourages theadults to participate in learners� conferences; these ofteninvolve a certain amount of public speaking.

3. The adults participate in phone-in radio talk shows, ifpossible during class time.

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L.S. 4.16To participate effectively invarious interview situations

• To help the adults providecorrect information in answer tospecific questions.

Content

- role-plays- TV interviews- paired interviews- job interviews- opinion polls

1. The adults role-play a television interview, acting as a

panel of experts on various subjects and answeringquestions put forward by the interviewer. This activityrequires adequate preparation time.

2. As an ice-breaker or activity for the first day, the adultsdo paired interviews. The adults each have an identitycard to be filled in by a partner, who interviews themand records their personal data.

3. Groups of adults choose a subject and write questionsfor an opinion poll, and interview other groups as totheir opinions on this subject.

4. The adults role-play job interview situations. This maybe done in pairs or as a �board interview� in smallgroups.

5. The adults role-play situations in which they areinterviewed for personal information. For example:applying for a loan.

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L.S. 4.17To participate in communityactivities.

• To encourage the adults tobecome more active in communityaffairs.

Content

- school or extracurricularactivities

- volunteer programs- community entertainment

events

1. As a field trip, the adults visit a local museum, festival,

or exhibition.

2. The teacher encourages the adults to participate inactivities of the school community. For example:-student council or school committees-learners� days-student newspaper-sports teams-clubs

3. The teacher encourages the adults to participate involunteer activities. For example: hospitals, libraries,tutor programs.

4. The teacher encourages the adults to enroll in non-academic interest courses. For example: cooking, dance,wine-tasting.

5. The adults organize an open-house day or night, invitingthe public to visit the school.

6. The teacher encourages the adults to involve themselvesin the activities of their children�s schools. For example:the parent-teacher association.

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STEP FOUR: GQD 204Reading

Objective P Explanation and Content Suggested Activities R. 4.1To take risks.

P • To encourage the adults toaccept error and persevere withoutbeing fearful of new challenges.

Content

- discussion- bar graphs- reading materials- requesting strategies- coping strategies

1. The teacher encourages the adults to seek help from

teachers, librarians, or telephone directory assistanceoperators, and to use resources to help them clarify theirideas: dictionary, thesaurus, dictionary of synonyms andantonyms, encyclopedia, library card catalogue.

2. The teacher discusses reading situations in whichindividuals make mistakes but overcome their errorsthrough positive attitudes, perseverance, and readingstrategies.

3. The teacher suggests using a daily, weekly, or monthlybar graph to illustrate the number of pages or wordsread.

4. The teacher assists the adults in locating readingmaterial at an appropriate level�high-interest-low-vocabulary�and encourages the adults to take everyopportunity to read, to reinforce the value of language.For example: signs, advertisements, headlines, storenames, billboards, license plates.

5. The teacher suggests recording difficult vocabularyencountered, to be researched later either with a teacheror independently.

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R. 4.2To define one�s desire to read.

• To assist the adults indeveloping a desire to read to feelless alienated and ostracized fromthe literate society and to developtheir desire to read outside of aschool or teaching situation.

Content

- discussion- newspapers- various fiction and non-fiction

readings

1. The teacher initiates a discussion on �the types of books

I would like to read.� This will elicit a variety ofsubjects and types of books: romance, comedy, drama,poetry, short story, etc.

The adults compare the type of reading done in schoolwith reading for pleasure that may be done at home.

2. The teacher brings a newspaper to class. With the adults,the teacher analyses the content of the paper and asks fora list of questions that may be answered with the aid ofthe newspaper.

This activity is repeated with other popular readingmaterials: magazines, cookbooks, almanacs.

3. The adults fill in the blanks in questions such as:-I have always wanted to be able to read __________.-I�d like to try reading __________.-My favourite type of book is __________.

The teacher assists the adults in finding the desiredreading material.

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Objective P Explanation and Content Suggested Activities R. 4.3To enjoy listening to and readingthe sounds, rhythms, and imagesof language.

• To enhance the adults� desireand ability to read by having themstudy poetry, lyrics, descriptions,and imagery.

Content

- songs- poems- rhymes- limericks- stories- fables- legends- descriptions- plays

1. The teacher chooses a simple play to read with the

adults and assigns them roles. The adults read the playout loud in a group setting.

2. The teacher selects a variety of poems that containinteresting rhymes and rhythms and reads them out loudwith the adults and asks the adults to read them out loudindependently. The teacher discusses the content anddiction of the poetry selections.

3. The adults listen to folk music, ballads, opera, or othermusic. The teacher provides the adults with the lyrics tothe selected musical pieces and discusses how the musicbrings the language to life.

4. The teacher presents the adults with a selection oflimericks and they read the limericks together. Thegroup tries to write some limericks and the teacherdisplays the results on the blackboard.

5. The teacher locates descriptive paragraphs, passages, orshort stories and discusses selected adjectives andadverbs and images, focusing on their effectiveness.

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P • To use the adults� personalstory writing and other generalwriting as class reading material,or to select reading material to suittheir interests.

Content


1. The teacher questions the adults to gain more knowledge

of their interests, etc., asking such questions as:- What is your hobby?- What is your favourite sport, food, subject, recipe, activity, person, country, city, etc.?

The teacher varies the questions to create an interestingsurvey.

2. The adults read a text in their area of interest and givewritten answers to such questions as:- Where could you find other books like this?- What information did you gain from reading this book?- Where could you check the accuracy of this information?- List some of the facts you have learned.- Prepare an information session to share this text with the class.

3. The adults maintain a vocabulary list of new wordsdiscovered in their reading.

4. The teacher uses the adults� writing as reading materialin the class.


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R. 4.5To use reading to enlarge generalknowledge, increase confidence,and enhance current interests andabilities.

• To help the adults use readingto realize their reading potential,appreciate the value of reading inlife, and enhance their specificinterests and skills.

Content


1. The teacher brainstorms with the adults to discover their

personal interests.

2. The adults visit a library and the teacher directs them tothe area where books on those personal interests arefound. The teacher suggests that the adults borrow twoof these books at a manageable reading level. (SeeObjective R. 4.22 on using libraries.)

3. The teacher asks questions: What topic was selected?Why? State five points that could be shared with anotheradult. What new information have you gained? Couldthis topic be recommended to a friend? Why or whynot?

4. The teacher asks the adults to prepare a summary of orreport on the information gained and read it to the class.

5. As a class project, the adults collate the informationgathered into one binder and circulate it for reading.

6. The adults share their readings in an organized groupdiscussion.

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R. 4.6To use reading material to defineone�s values.

• To use themes presented inliterature to illustrate societalvalues.

Content

- formation of ideas- discussion- variety of texts

1. With the adults, the teacher discusses some typical

themes found in literature: survival, good versus evil,self-awareness, self-discovery, the journey, etc.

2. On the basis of the ideas discussed, the adults agree on astatement for each theme. For example: survival: humanbeings have an innate desire to survive in a world ofnumerous challenges.

The adults record the themes.

3. After reading a text in class, either fiction or non-fiction,the adults discuss and record its literary theme orpurpose.

4. The teacher selects newspaper or magazine articles thatreflect current ethical issues and the adults write theirinterpretations of the essence of each article. The adultsdiscuss the articles.

5. The teacher selects passages from a variety of texts thatshow characters in conflict. The adults read them anddiscuss why the characters are experiencingcomplications.


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R. 4.7To identify a writer�s intent.

• To help the adults identify thetheme, thesis, or purpose of awritten work.

Content

- newspapers- fiction- non-fiction- pamphlets- textbooks- reports- manuals- etc.

1. Using a newspaper, the teacher selects a variety of types

of articles in different writing styles: news, editorials,opinion, entertainment, humour, political articles,financial news, etc.

2. The teacher reads the articles out loud with the adults,discusses the intention of the writer, and asks questionson the writer�s opinion or point of view, style, language,and tone.

3. For each selection, the teacher prepares specificcomprehension and analytical questions to help the adultsdiscover the writer�s intent. The adults write theiranswers and read them out loud in class.

4. The teacher provides fictional writings at an appropriatelevel and the adults identify the themes.

5. The adults examine other forms of print material:pamphlets, textbooks, magazines, etc. The teacherrepeats the above activity, designing questions to suit thetext of study.

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R. 4.8To identify the organization andcontent of various forms ofliterature.

P • To make the adults aware thatdifferent types and genres ofliterary works exist and thatdifferent works are composed ofspecific literary elements.

Content

- poetry- short story- essay- novella- novel- play

1. Poetry: Various aspects of poetry are discussed: forms

such as ballad, limerick, haiku, and narrative poetry;simile, metaphor, alliteration, onomatopoeia, imagery,figurative language, rhythm, interpretation, symbolism,and theme. The teacher uses a wide selection of poems toteach the elements of poetry, comparing and contrastingand reading out loud.

2. Short story, novella, novel: Various elements arediscussed: structure, theme, point of view, characters,setting, plot and conflict, symbolism, irony, and imagery.The teacher uses study questions to direct the reading andreads out loud.

3. Plays: The teacher presents the adults with a variety ofplays and discusses them in terms of stage technique,lighting, set design, direction, conflict, suspense, plot,subplots, characters, language, costumes, and theme.Plays may be read in parts in class.

4. The teacher selects literary works to reflect the classtheme of studies.

5. See Objectives R. 4.3, W. 4.19, and W. 4.48 for furtheractivities.

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R. 4.9To determine the content of abook.

P • To help the adults determine thefunction of a text through anoverview of its contents.

Content

- a variety of reading materialrepresenting different modes

- annotated bibliography

1. The teacher presents the adults with a reading list and

annotated bibliography.

2. The teacher shows sample texts from the annotatedbibliography or directs the adults to the library to searchfor their choice of a book from the bibliography.

3. The adults select books to suit their needs or interestsand/or the theme of study in class.

4. The teacher reviews with the adults how to survey atext: What subject is the text on? Is the textinformational, literary, non-fictional? Does the readinglevel seem appropriate (read small sections to test forlevel of difficulty)? Check the table of contents, index,chapter headings, illustrations, and appendices for anidea of the content.

5. The adults select books and list their contents toascertain their appropriateness.


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• To help the adults determinethe meaning and pronunciation ofunfamiliar words by examiningthe known words in the sentence.

• To help the adults understandwords by analyzing them in theircontext.

Content

- various reading material- sentence and paragraph

reading samples

1. The teacher discusses cues with the adults. They may

have had experience with a word without being aware ofits exact meaning and can therefore guess at its exactmeaning.

2. The teacher reminds the adults to read ahead or to lookback in the text or paragraph to search for cues that willassist them in defining the new vocabulary.

3. The teacher suggests that the adults search for cues suchas �for example� or �for instance� and explains thatwriters will often give examples of the meaning of anunfamiliar word in a text. For example:

In literature, students are often asked to look for symbolism. For instance, in Of Mice and Men, the mouse is symbolic of�

4. The teacher suggests that the adults try substitutingpossible synonyms to test the meaning of a word andreminds them to look at the prefix or suffix to aid indecoding the word�s meaning.


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R. 4.11To adapt reading speed to readingpurpose.

• To help the adults read a specificnumber of words per minute.

Content

- timed readings- reading graphs and charts- speed-reading strategies

1. The teacher discusses the concept of reading at

different rates and explains that when reading a shortstory, for example, a person reads at a faster rate thanwhen perusing information at a museum exhibition.

The teacher discusses the value of skimming,explaining that reading word by word or too slowlycan be detrimental to reading comprehension.

2. The teacher explains the technique of pacing thereading by moving one�s finger from left to right at aslightly faster pace than the actual reading speed. Thistechnique trains the eye to move more quickly.

3. The teacher gives timed readings. The adults chart orgraph the number of words read per minute in eachspeed-reading session. The teacher tests for readingcomprehension.

4. The teacher suggests that the adults increase theirreading speed by reading slightly easier material.

5. The adults practise skimming: searching for a name ina telephone book or class list, looking for dates on thecalendar or agenda, looking through the newspaper forspecific information, searching for words in thedictionary, spotting names on a city map.

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P • To help the adults recognizethat homophones are words thatare pronounced similarly butdiffer in meaning and sometimesspelling.

Content

- homophones

1. The teacher provides the adults with a list of common

homophones to read and define. For example: serial,cereal; prey, pray; wail, whale; reign, rain, rein; surge,serge; cell, sell.

2. Using the thematic reading, the teacher designs anexercise in which the adults locate words in a paragraphor page of writing and match them with homophones orhomonyms provided by the teacher.

3. The teacher prepares matching exercises in which ahomophone from column A is matched with a definitionfrom column B.

4. The teacher provides exercises involving choosing thecorrect homophones to fill in the blanks.

5. The adults write sentences using an appropriate list ofhomophones, then read the sentences out loud.

6. The teacher assigns a dictionary exercise in which theadults locate the definitions of difficult homophones.


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R. 4.13To recognize that some lettersmay have more than one sound.

P • To help the adults recognizethat some letters, such as g, c, or s,may have more than one sound, andto review the long and short vowelsounds.

Content

examples:- meat, bread- thought, tough

1. The teacher prepares word lists based on the theme of

study, with words containing letters that may havemore than one sound.

2. The adults write and then read lists of words containingletters that may have more than one sound. The lists arewritten in a reading journal.

3. Using a paragraph or page selected from the readingtext or a language-experience story, the adults circle,read, or list any words they encounter that containletters that may have more than one sound.

4. The teacher dictates words and the adults categorizethem into sound lists.

5. In a reading journal, the adults record any wordsencountered in reading which cause letterpronunciation confusion.

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P • To help the adults recognizethat letter combinations such asch in machine and sh in sharemay have the same sound eventhough the letters are different.

Content

word lists

1. The adults locate words with similar-sounding lettercombinations in a language-experience story, list thesewords, and practise reading them frequently.

2. The teacher dictates words containing similar sounds butdifferent letter combinations. With the adults, the teacherreads the dictated words out loud to hear the difference.

3. The teacher prepares poster boards with interestingcollages or pictures representing words containingdifferent letter combinations but the same sounds. Theadults state the word represented by each picture, write it,and read it.

4. The teacher devises a sound Bingo or sound crosswordgame in which the words contain different lettercombinations representing the same sound.


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R. 4.15To recognize, understand, anduse root words, prefixes, andsuffixes.

P • To help the adults understandthat the basic component of a wordis the root word, from which otherwords are formed by the addition ofprefixes and suffixes.

• To help the adults understandthat prefixes and suffixes havespecific meanings that can alter themeanings of root words.

Content

- prefix lists- suffix lists- root words- reading passages

1. The teacher presents the adults with a word list to read,in which each word contains a �hidden� word. Forexample: fearful, unthinkable, preview, restless.

The adults locate the �hidden� words.

2. The teacher gives the adults prepared lists of prefixesor suffixes. The adults look up the definitions of theseprefixes and suffixes in a dictionary or determine themthrough discussion. For example:- anti - against- inter - between

3. The adults find words containing suffixes and prefixesin their current reading and underline the suffix orprefix, or the root word.

4. The adults are given a passage to read in which theymust identify the meanings of underlined wordscontaining prefixes or suffixes, either by the context orby defining the prefix or suffix.


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P • To help the adults read bybreaking words down intosyllables and sounding out eachsyllable separately.

Content

- initial and final consonants- other consonant sounds- long and short vowels- other vowel sounds- silent letters- digraphs- jog/ger, pur/chase

1. The teacher presents the adults with a list of challengingvocabulary suited to the theme of study. The adults readthe words, sounding out each syllable, and divide eachword into syllables with dividing lines.

2. The teacher dictates words in syllables for the adults towrite and then read back.

3. Any difficult words encountered in the adults� readingare recorded and later broken down into syllables withthe teacher.

4. Difficult words are divided into syllables or sounds andthe segments written on cards, which are read firstseparately and later as complete words. For example:psychiatrist:


tristachipsy

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P • To help the adults recognizeand read abbreviated words.

Content

- common abbreviations- acronyms

1. Abbreviation rules are reviewed with the adults. Forexample:- A period usually follows an abbreviation, but when reading, do not pause.- Names of government departments, some organizations, businesses, television stations, etc. may be written without periods: CJAD, IBM, CLSC. Each letter is usually pronounced separately: C - L - S - C.- When reading single-word abbreviations, read the word in full: �Ontario,� not �Ont.�

2. The teacher reviews lists of common abbreviations tofamiliarize the adults with how to read them:

Jan. - JanuaryMr. - MisterDr. - DoctorAve. - Avenueconj. - conjunctionanon. - anonymous

3. The teacher discusses acronyms: UNICEF - UnitedNations Children�s Fund; WHO - World HealthOrganization; CARE - Cooperative for AmericanRelief Everywhere.

4. The teacher gives the adults words to read and thenabbreviate. Refer to the activities listed in R. 3.21 forfurther suggestions.

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• To make the adults aware thatdifferent types of information canbe located in different sources.

• To help the adults match thetype of information required tothe appropriate source.

Content

- dictionaries- thesauruses- encyclopedias- information texts- atlases- maps- telephone directories- schedules- almanacs- cookbooks- general information books- art or science texts- library resources

1. The teacher prepares a matching game in which differenttypes of information are listed in list A and varioussources of information are listed in list B and the adultsmatch the information and the corresponding source.

2. The teacher plans a game in which the adults have toidentify where to locate information on a variety oftopics.

3. The adults play a current events or general informationgame, asking such questions as:- What is the population of...?- Who is the prime minister of...?

The adults give the answer or, if they do not know it, saywhere to look for the information.

4. The adults maintain a weekly journal of the types ofreferences and sources of information they have used orwould like to learn how to use.

5. The teacher may want to introduce a CD-ROMcontaining reference materials, often available in publiclibraries.


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R. 4.19To use a newspaper for findinginformation.

• To introduce the adults to avariety of newspapers and to showthem how a newspaper can be usedto find a variety of information.

Content

- newspapers- current events- general knowledge

1. The teacher presents a selection of newspapers, local,national, regional.

2. The teacher assists the adults in locating andunderstanding the index and various sections of thepaper. To reinforce understanding of what each sectioncontains, the adults read headlines and articles from thepaper.

3. The teacher prepares a scavenger hunt with a list offactual questions.

4. The teacher demonstrates skimming techniques to helpthe adults appreciate the newspaper and its contents.(See Objective R. 4.11 for further activities.)

5. Many newspapers have special pages for students. Theteacher may adapt these pages for classroom work.

6. The adults buy a newspaper daily. Using a reading log,they follow a certain story throughout a week, makingnotes.

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R. 4.20To use the dictionary.

P • To review with the adults thecontent and organization of thedictionary and to assist them inusing the dictionary to find thespelling, pronunciation, anddefinition of words.

Some of the skills acquiredthrough dictionary use are:organizing, research, usingalphabetical order, andsummarizing and retaininginformation.

Content

- dictionary- alphabetical order

1. The adults practise locating specific words betweenguide words in a dictionary, estimating the location ofwords, and locating and summarizing definitions.

2. The teacher discusses the entries and explains how theyshow spelling, pronunciation, and syllabication.

3. The teacher shows that abbreviations are found in thedictionary and shows how the part of speech of a word isindicated in the dictionary.

4. The teacher explains etymology, word history.

5. The teacher devises word-finding games. For example:On what page is emphasize? Which guide words doesemphasize lie between? How is emphasize pronounced?

6. The teacher reminds the adults to always use thedictionary.

7. Refer to the activities listed in Objectives R. 3.24 andR. 4.11 for further suggestions.

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R. 4.21To understand and use athesaurus.

• To help the adults understandthe purpose of a thesaurus and useit to improve their writing andvocabulary.

• To help the adults choose thecorrect words to express themeaning intended.

Content

- thesaurus- synonyms- antonyms- alphabetical order

1. The teacher helps the adults choose a thesaurusappropriate to their needs. A simple dictionary style isoften the most useful.

2. The teacher reviews alphabetical order if necessary.

3. The teacher provides the adults with a list of wordspreviously underlined in their writing assignments.The adults search for synonyms or antonyms for thesewords.

4. Skimming exercises may be used to help the adults findnew vocabulary words more quickly. (See ObjectiveR. 4.11 for further activities.)

5. The teacher supplies a very simple paragraph and asksthe adults to replace as many simple words as possiblewith more advanced vocabulary.

6. The adults should be encouraged to use a thesaurus toenhance their writing skills. Sample titles: Roget�sThesaurus of English Words and Phrases, The BasicBook of Synonyms and Antonyms by Lawrence.


8. The teacher encourages the adults to increase theirvocabulary and vary their language by using a thesaurusin future class activities.

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R. 4.22To learn about libraries.

P • To make the adults aware oflibraries available in theircommunity and of the benefits ofjoining a library, and to help themunderstand the organization of thelibrary and use the library forhome and reference needs.

Content

library activities

1. The teacher invites a librarian to attend a class, orarranges a guided library tour.

2. The teacher helps the adults locate the library nearest totheir homes, and explains how to get there and theprocedure for taking out a library membership.

3. To familiarize the adults with the school library�sorganization, the teacher reviews the Dewey DecimalSystem or Library of Congress System for categorizingbooks by subject areas. A hands-on approach is best.

4. Similarly, a review and an explanation of the cardcatalogue and call numbers may be beneficial. Samplecards from the catalogue are studied and alphabeticalorder reviewed.

5. A discussion of the many subjects available in the librarymay be helpful. For example: science, health, nature,arts, history, fiction.

6. The teacher introduces the adults to the periodical andnewspaper section and the reference section. As manylibraries now use CD-ROMs, a special session on thistopic would be beneficial.

7. The teacher encourages the adults to use librariesregularly.

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R. 4.23To use particular manuals andguides.

• To help the adults explore thevariety of manuals and guidesavailable, to discuss the importanceof using such guides and manuals,and to help the adults discoverwhere to find these resources.

Content

- manuals- guides- �how to� references

1. With the teacher, the adults brainstorm for a list ofmanuals and guides which are typically available.

2. The teacher presents a variety of guides and manuals tothe adults.

3. The teacher makes a list of questions to demonstrate theuse of specific guides. For example: the TV guide:Where would I find the movie of the week? Describethe plot of ________ which is shown on Tuesday at9 p.m. When could I watch hockey this week? Howmany days are covered in the TV guide? Which star orshow is profiled?

4. With the teacher, the adults examine the layout of amanual or guide. The adults read certain sections of theguide to become familiar with the specific content andwriting style.

5. The teacher points out the specific writing style used ina guide or manual.

6. The teacher reviews skimming techniques. (SeeObjective R. 4.11 for further activities.)

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R. 4.24To know the parts of a non-fiction book.

• To familiarize the adults withthe publishing information, tableof contents, chapters, diagrams,illustrations, appendices, andindex in textbooks or other non-fiction books.

Content

non-fiction books

1. The adults are asked to distinguish between fiction andnon-fiction.

2. The adults:- determine the structure, organization, or plan of a text and/or its chapters- analyse the title of the book or of each chapter- read or skim the introductory and concluding paragraph of each chapter- read or skim the headings or explanations for diagrams, maps, or photographs- locate the table of contents and index and determine the type of information found there

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• To help the adults read bus,train, metro, and school schedulesand timetables.

Content

- sample schedules- sample timetables

1. The adults prepare a plan or schedule of weekly, daily,or evening activities in a format showing times anddays of the week in blocks.

2. The adults practise reading train or bus schedules.After a schedule has been analysed by the teacher andadults, the teacher asks questions to encourage theadults to use the schedule. For example:- How often does Bus 201 stop at ____________ ?- When could I take a train from ____________ to _____________ ?

3. The teacher discusses the use of an agenda as atimetable or schedule.

4. The adults prepare a list of questions which may beanswered with the aid of a schedule or timetable.

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• To help the adults read floorplans or diagrams that arepertinent to their specific needs.

Content

- plans- diagrams

1. The adults should be able to understand the importance ofproportions, dimensions, scale, etc.

2. The teacher discusses the purpose of plans and diagramswith the adults. The teacher asks when and why diagramsor plans are used.

3. After studying a variety of plans and diagrams, the adultsdraw a plan or diagram of their school, classroom, home,or apartment.

4. A variety of objects that may be represented by diagramsare discussed. For example: a leaf, a flower, a car engine,parts of the body.

Sample diagrams are discussed, studied, and read. Theconcept of a label is explained.

5. The adults draw and label a diagram of a familiar item.

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R. 4.27To read maps.

• To help the adults read roadmaps, public transportation maps,city maps, and provincial maps andto make them aware of scale,longitude and latitude, and mapindexes.

Content

maps

1. The teacher presents the adults with a variety of maps:road, city, provincial, and world maps.

A discussion takes place about the use of specificmaps.

The teacher asks: What type or map would I use tofind ____________ ?Where would I locate _____________ ?

2. On a map, the adults locate: scale, legend, longitude,latitude, north, south, index, and specific informationpertinent to the map in question �streets, cities, rivers,lakes, mountains, provinces, etc.

3. The adults examine different maps found in atlases:physical features, climate, exploration, world energyresources, religion, the universe, etc.

4. The adults study maps of their neighbourhood andlocate familiar places or names.

5. The adults design and read a map of a hypotheticallocation. The teacher discusses the importance of mapreferences.

6. See activities in Objective R. 4.28 for furthersuggestions.

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R. 4.28To use an atlas.

• To help the adults understandthe purpose of an atlas to findmaps of various types for avariety of purposes.

Content

- atlases- maps

1. With the adults, the teacher discusses the purpose of anatlas, the types of atlases, the general content of an atlas,and how to use an atlas.

2. The teacher explains:- the legend, map symbols- scale- how to use an atlas index

3. Exercises are devised to illustrate the above explanations,depending on the atlas available:- Where is an asbestos region in Québec?- Where is the Indian Ocean?- Where is Baltimore?- What is the climate of Baie-Comeau?- Locate Kuujuaq.- Where in Québec can a person go alpine skiing?

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• To help the adults understandthe purpose of an encyclopediaand use an encyclopedia to findinformation, paying particularattention to the alphabeticalorder of volumes and the index.

Content


1. The teacher discusses with the adults the purpose of theencyclopedia and brainstorms a list of topics that may beresearched using an encyclopedia.

2. The organization of the encyclopedia is discussed:- What is an index?- How is an index used with an encyclopedia?- How many volumes are there in a given encyclopedia?- How is alphabetical order used?

3. Using the brainstormed list of topics, the teacher devisesan encyclopedia research project in which the adultsresearch and take brief notes on specific (directed)information. A session on note-taking could bearranged to assist the adults.

4. The adults share their discoveries with the class.

5. A review of alphabetical order may be appropriate.


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STEP FOUR: GQD 204Writing



• To have the adults write a firstdraft, paying attention to thecontent and meaning.

1. The teacher brainstorms for ideas, selects the usefulideas, orders them in sequence, and organizes them intoan outline.

2. Some adults find it useful to visualize their writingbefore they actually put anything on paper. They mayfollow this by verbalizing their ideas, focussing on themain idea and summarizing what is to be written.

3. The teacher explains that when writing the first draft, it isoften best to try to get one�s thoughts down on paper asquickly as possible, concentrating on content andmeaning.

The teacher explains that the editing stage is the time tolook over the work carefully and think about how it canbe improved; it is not necessary to get the wording rightin the first draft; correction of the spelling and grammaronly comes at the proofreading stage.

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W. 4.2To write as a means of expressingoneself, ordering experience, andclarifying thoughts andexperience.

Contents

- lists- stories- diaries and journals- notes- schedules- reports- minutes of meetings

1. The adults use writing to express themselves by:- writing about their thoughts, feelings, or problems- writing poetry- writing a story

2. The adults use writing as a means of orderingexperience by:- writing a diary or journal- writing an autobiography- writing a report of an accident or event- taking minutes of a meeting- ordering their daily activities in an agenda book or on the calendar- preparing a schedule of events for a newsletter

3. The adults write to clarify their thoughts by:- reasoning out a decision by writing lists of advantages and disadvantages- writing out cause-and-effect relationships to work out a problem- preparing an outline before writing or giving a presentation

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W. 4.3To express opinions and values inwriting.

• To help the adults expressopinions and values throughjournal writing and writing lettersto the editor or to politicians.

Content

- journal- letters to the editor- letters to politicians- etc.

1. The teacher discusses with the adults the differencebetween opinions and values.

2. The adults write in a daily journal as a means ofrecording personal opinions and values.

3. The teacher encourages the adults to express opinionsorally to help them see the need to provide facts, figures,and arguments to support their opinions and convinceothers.

4. The adults practise writing letters to the editor or to apolitician on a point of concern to them. The adultsorganize their letters by making an outline. The teacherdiscusses the choice of vocabulary and its effect on thetone of the letter and how it is perceived.

5. See Objectives W. 4.21 for activities related to keeping ajournal, W. 4.36 for activities related to writing letters tothe editor, and W. 4.35 for activities related to writing abusiness letter.

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P • To help the adults distinguishbetween complete sentences, whichmake sense by themselves, andsentence fragments, which do notmake sense by themselves.

Content

examples:- when I went to the hospital- that she couldn�t afford

1. The teacher makes the adults aware that a completesentence includes:- a subject: the part that tells who or what the sentence is about- a predicate: the part that gives information about the subject or tells what it does; the predicate always contains a verb

2. The teacher asks the adults to distinguish betweencomplete sentences and sentence fragments in anexercise.

3. The teacher presents the adults with paragraphs thatcontain both complete sentences and sentencefragments. The adults identify the sentence fragmentsby checking whether each sequence of words has asubject and a predicate and makes sense by itself.

4. See activities listed in Objective W. 4.14 forsuggestions on identifying the subject and predicate ofa sentence.

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W. 4.5To use complete sentences andknow the various sentence forms.

P • To help the adults formcomplete sentences and use avariety of sentence forms to makewriting lively and interesting.

Content

- variety in length of sentences- variety in form of sentences

1. The teacher discusses the difference between a completesentence and a sentence fragment, providing examples,and assigns exercises in turning sentence fragments intocomplete sentences.

2. The teacher introduces three sentence forms:- A simple sentence is made up of one independent clause. For example: Lightning lit up the sky.- A compound sentence is made up of two or more independent clauses. For example: Lightning lit up the sky and thunder rebounded from the rocky slopes.- A complex sentence is made up of an independent clause and one or more dependent clauses. For example: Whenever lightning lit up the sky, thunder rebounded from the rocky slopes.

3. The teacher discusses the fact that using too many simplesentences makes writing choppy and uninteresting andsuggests combining related sentences to add interest andimprove the flow of the writing. The teacher explains thatvariety in the length and form of sentences makes themmore interesting.

4. See Objective W. 4.4 on complete sentences versussentence fragments and W. 4.6 on compound and complexsentences.

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W. 4.6To write compound and complexsentences.

P Content

- compound sentences- complex sentences

1. The teacher explains that a compound sentence is madeup of two or more simple sentences joined by acoordinating conjunction such as: and, but, or. Forexample: Mary finished the project, but Tom took thecredit.

2. The teacher supplies a paragraph made up of simplesentences. The adults join some of the sentences in theparagraph with coordinating conjunctions to makecompound sentences. The teacher reminds the adults tomake sure that the joined sentences belong together andare on the same topic.

3. The teacher explains that a complex sentence is madeup of an independent clause and one or more dependentclauses joined by a conjunction such as: while, when,if, although, whenever. For example: When Janefinished the dishes [dependent clause], she watched TV[independent clause].

4. The teacher supplies exercises in forming complexsentences by combining two related sentences.

5. The teacher provides a dependent clause and the adultsform a complex sentence by adding an independentclause separated by a comma. For example: Unless Ifind my key [dependent clause], we won�t be able to getinto the house.

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P • To help the adults correctsentences for errors in construction,punctuation, capitalization, word use,and spelling.

Content

- run-on sentences- incomplete sentences- subject-verb agreement- unnecessary shifts in voice- punctuation- capitalization- dangling modifiers- double negatives- choice of words- spelling

1. The adults check sentence construction for:- run-on sentences- incomplete sentences- short sentences that could be combined to form compound or complex sentences

2. The adults review sentences for proper punctuationand capitalization.

3. The adults review the use of verbs to make sure:- the tense is correct- there is proper subject-verb agreement- there are no unnecessary shifts in voice (active and passive)

4. The adults review sentences for errors in word use:- confusion of adjectives and adverbs- dangling modifiers- misleading placement of certain words- double negatives- incorrect choice of word for meaning intended

5. Using their own work or that of classmates, the adultsedit and proofread sentences and paragraphs thatinclude common errors.

6. See Objectives W. 4.4 - 4.6, W. 4.13, W. 4.23,W. 4.24, and W. 4.56 for additional activities.

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W. 4.8To recognize and use paragraphs.

P • To make the adults aware that aparagraph is made up of a group ofsentences about one subject. Tohelp the adults write a paragraph,relating all the sentences to onemain idea.

Content

- indenting- topic sentence- supporting sentences

1. The teacher explains: A paragraph is a group ofsentences about one subject or idea. A paragraphalways begins on a new line. The first word is usuallyindented from the margin.

2. The adults look at paragraphs. The teacher identifiesthe main idea stated in the topic sentence and points outthat the supporting sentences in the paragraph developthe main idea.

3. The teacher supplies a topic and a list of details. Theadults cross out details that are irrelevant and shouldnot be included in a paragraph on the topic.

4. The teacher provides a text which has not been dividedinto paragraphs, and the adults divide the textappropriately, starting each paragraph on a new line andindenting.

5. The adults write a paragraph:- narrowing their choice of topic- writing a topic sentence stating the main idea- brainstorming for ideas or researching the topic to gather information- deciding what information to include- writing the first draft- editing to make sure that the supporting sentences relate to the topic sentence and keep the reader�s attention

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P • To help the adults spell wordscommonly used in their daily lives insocial and work settings.

Content

- names- health and household terms- days and months- numbers- place names- recreation terms- transportation terms- work-related terms- public signs

The adults practise spelling words used in their daily livesby:

- dating journal entries- writing cheques and filling in bank forms- entering names and addresses in an address book- writing grocery lists- listing medicines used at home- writing recipes- writing directions, including signs and names of places- writing the names of the departments where they work- filling out forms for the workplace, for example, order forms- writing a job description- filling in job application forms for a variety of companies- filling in government forms for medicare or social insurance- writing ads to sell household articles- writing letters to government agencies for information on family health services- writing to recreation centres for information

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P • To teach the adults to spellwords frequently used in writingthat may or may not be phoneticallyspelled.

Content

- spelling list of high-frequency words- common verb forms- pronouns- plurals- question words

1. The adults take dictation of lists of words that have beenassigned to be studied.

2. The adults take dictation of high-frequency words in thecontext of sentences.

3. The adults do exercises in a spelling series.

4. The adults practise spelling words using a cassette ofwords dictated by the teacher.

5. The adults write words which cause them particulardifficulty in a personal spelling dictionary.

6. The adults copy short stories.

7. The adults write as often as possible to practise thesewords.

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W. 4.11To spell common wordscontaining silent letters.

P • To help the adults recognize thatsome letters in certain consonantcombinations are silent.

Content

consonant combinations containingsilent letters:- kn- wr- gu- mb- wh- lf- gh

1. The teacher reviews a list of frequently used wordswith silent letters, reading the words and crossing outthe silent letters in each.

2. The teacher discusses common consonantcombinations that have silent letters � kn, wr, gu, mb,wh, lf, and gh � and brainstorms for other words withthese consonant combinations.

3. The adults study frequently used words with silentletters. The teacher dictates these words in sentences.

4. The teacher discusses homophones of words withsilent letters: no - know; new - knew; right - write;rote - wrote; not - knot; wear - where; our - hour;site - sight; rap - wrap; hi - high; etc.

5. The adults practise using homophones with silentletters by:- doing exercises filling in blanks in sentences- doing homophone crossword puzzles

6. See activities listed in Objectives W. 4.28 andW. 4.30 for techniques and approaches for teachingspelling.

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P Content


1. The teacher provides the adults with a list of irregularverbs including the present, past, and past participle.

2. The teacher makes an audio cassette to be used by theadults as a dictation to practise the spelling of thesewords.

3. The teacher explains that the adults often confuse thepast participle with the past tense. For example: Idrunk a lot of rum last night.

The teacher points out that the past participle is usedonly with have, has, had, or will have.

4. The teacher gives the adults exercises on forming thepast tense of troublesome irregular verbs. For example:He ________ (lie) down on the sofa after supperyesterday.

5. The teacher gives the adults paragraphs written in thepresent tense and they rewrite them in the past tense.

6. In the editing process, the teacher points out errors inthe use of irregular verbs in the past tense.

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W. 4.13To make subject and verb agree.

P • To teach the adults to make theverb agree with the subject. If thesubject is singular, the verb must besingular. If the subject is plural, theverb must be plural.

1. The teacher highlights the areas of subject-verbagreement that cause problems, provides examples,and gives the adults exercises for practice.


- A singular subject takes a singular verb, and a plural subject takes a plural verb. For example: My mother (work, works) at the hospital.

- The verb must agree with the simple subject, not the noun phrase. For example: Mary, along with her friends, (takes, take) ballet.

- When parts of a compound subject are joined by �and,� a plural verb must be used. For example: That hat and scarf (belong, belongs) to me.

- Sometimes a noun ending in s is singular. For example: The news (is, are) encouraging.

3. The teacher provides exercises on correcting errors inagreement of subject and verb.

4. The adults proofread their own or each other�s workand correct errors in subject-verb agreement.

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W. 4.14To identify the subject andpredicate in a sentence.

• To teach the adults to identifythe subject and predicate in varioussentences.

• To teach the adults to make thepredicate agree with the subject in asentence.

Content

- subject- predicate

1. The teacher explains that most sentences can bedivided into two parts:- the subject: the part that tells who or what the sentence is about- the predicate: the part that gives information about the subject or tells what the subject does; the predicate always contains a verb

2. The teacher explains that most often the subjectcomes at the beginning of the sentence; this order iscalled natural order. For example: A large skunk satright in the middle of our tent.

3. The teacher explains that sometimes the predicatecomes before the subject of the sentence; this order iscalled inverted order. For example: Right in themiddle of our tent sat a large skunk.

4. The teacher gives the adults sentences in both naturaland inverted order and they circle the subject andunderline the predicate in each one.

5. See Objective W. 4.13 for further activities.

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W. 4.15To use the negative formcorrectly.

P • To teach the adults to form thenegative by using not with the verband to avoid the use of doublenegatives.

Content

verb plus not- am not- is not- was not- were nothave not- has not- do not- does not- did not- will not

1. The adults practise turning affirmative sentences intonegative sentences, using not.

2. The teacher reviews contractions for verbs plus not.

3. The teacher points out common instances of doublenegatives. For example:- I don�t want no coffee.- I can�t never do math.- He doesn�t want neither coffee nor tea.

4. The teacher corrects the above examples with theadults and points out the negative meaning of not,no, never, and neither/nor. The teacher discusses theuse of any in place of no, ever in place of never, andeither in place of neither/nor, to eliminate doublenegatives.

5. The teacher emphasizes that �I am not� should beused instead of �I ain�t.�

6. The adults correct their own or each other�s writing.

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P • To help the adults select wordsthat offer variety and precisemeaning.

Content


1. The adults look at poems and short stories anddiscuss the use of precise verbs, adjectives, andnouns.

2. The adults do exercises in which they substituteprecise verbs for vague ones. For example: eat:gulp, swallow, devour.

3. The teacher provides examples of situations andbrainstorms for adjectives to describe them. Forexample: a forest at night: mysterious, dark, etc.

4. The teacher presents the adults with vague nouns andbrainstorms for more exact ones. For example:group: flock, committee, team, etc.

5. The teacher discusses adverbs that may be used withverbs to make the meaning more precise. Forexample: spoke: softly, loudly, slowly, etc.

6. The adults look up words in a thesaurus and/ordictionary of synonyms and antonyms. The teacherstresses that the exact meaning of unfamiliarsynonyms from the thesaurus should be checked in adictionary before they are used.

7. During the editing process, the teacher highlightsareas where a stronger, more precise vocabularycould be used.

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P • To help the adults write conciselyand clearly by avoiding wordiness,repetition, and ambiguity.

Content


1. The teacher points out that the adults may improvetheir writing by:- combining shorter sentences where possible- eliminating unnecessary words and phrases such as: what I think is, due to the fact that, on account of, you see, etc.- not using adjectives that are synonyms to describe the same noun, as in: the enormous, huge bear- not using a double subject, as in: My sister she works at a hospital- avoiding unnecessary repetition, as in: After sunset, when the sun goes down, the street lights come on.- eliminating ambiguities, such as when a pronoun can refer to more than one noun. For example: Mary writes to Sue often since she moved.

2. The teacher gives the adults faulty sentences andparagraphs to correct. They correct them byeliminating unnecessary words or rewriting thesentences to make the meaning clear.

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W. 4.18To use transitional devicessmoothly.

• To teach the adults to useconnecting words to link two relatedsentences and to use transitionsentences to make texts easier tofollow.

Content

- conjunctions- connecting adverbs- transition sentences

1. The teacher discusses the use of and, but, or to linkcomplete sentences, explaining that too many shortsentences make writing choppy but that thesentences which are linked must belong together.

2. The teacher asks the adults to combine two relatedsentences using a conjunction such as: however,while, when, if, although.

3. The teacher explains that transition sentences in anarrative paragraph make the story easier to followby helping the reader understand the order in whichthings happened.

The teacher provides transition words that are usedto show the sequence of events: finally, next,before, as long as, at the same time, etc.

4. The teacher provides the adults with a paragraphconsisting of short, choppy sentences and requiringtransition sentences to show the sequence of events.The adults rewrite the paragraph, combining relatedsentences and providing transition sentences.

5. See Objective W. 4.6 on compound and complexsentences.

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W. 4.19To adapt vocabulary and style towriting purpose.

P • To help the adults adapt theirvocabulary and style to their writingpurpose.

Content

- formal and informal writing- standard and non-standard writing- slang- prose- dialogue

1. The teacher presents a comparison of styles towriting purposes:Prose Poetry Drama sentences rhymes sentencespunctuation rhythms description of actionparagraphs stanzas dialogue versus (speech of characters)short stories haiku, limericks skitsnovels optics, ballads plays

2. The teacher presents examples of a variety of writingforms such as prose (ordinary language and writingstyle), poetry, a business letter, a friendly letter, anda play and discusses the type of vocabulary andwriting style that are appropriate for each writingform.

3. The teacher provides examples of formal andinformal writing, standard and non-standardvocabulary, slang, dialogue, prose, etc. and asks theadults to identify the writing form. For example:- The road is a ribbon of moonlight.- I ain�t got ten bucks.- I am writing in response to�

4. The adults practise the various writing forms,adapting the vocabulary and style to the writingpurpose.

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W. 4.20To use comparisons to makewriting more lively and vivid.

• To teach the adults to use similesand metaphors to make their writingmore lively and vivid.

Content

- similes- metaphors

1. The teacher explains that a simile is a figure ofspeech in which two essentially unlike things aredirectly compared, usually using the words like oras. For example:- The ship sank like a stone.- Her voice was as soft as a kitten�s purr.

2. The teacher explains that a metaphor is an impliedcomparison between two things that are essentiallyunlike and that it appeals to our imagination bymaking a description more vivid. For example: Theroad is a ribbon of moonlight.

3. The teacher discusses the use of similes andmetaphors in daily conversation. For example:- He is as strong as an ox.- She is a real bookworm.

4. The teacher provides the adults with pictures ofpeople and scenery and they make up similes andmetaphors to describe what is shown in the pictures,creating lively and vivid comparisons.

5. See activities listed in Objective W. 4.48 for furthersuggestions on writing in the poetic mode.

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W. 4.21To keep a diary or journal.

• To have the adults write in a diaryor journal on a daily basis.

Content

- diary- journal

1. The teacher explains that a diary is used to recordevents of the day and their meaning for the writerand to express present difficulties and plan for thefuture.

The teacher explains that a journal sometimescontains the same material as a diary but may beused to write about anything the adults find excitingor interesting.

2. The teacher encourages the adults to write about theordinary in more than an ordinary way and to try tofocus on feelings or emotions aroused by theirobservations.

3. The diary or journal may be written on a daily basisand not checked by the teacher. This frees theadults from concern about errors and provides anopportunity to take risks. It also allows the adultsto write about personal matters, providing anemotional outlet.

4. On occasion, the adults may select a diary or journalentry to submit to the teacher or share with theclass.

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• To help the adults gainconfidence in writing personal lettersby practising different types ofletters.

Content

- friendly letter- invitation- thank-you note- sympathy note

1. The teacher gives the adults a sample personal letterand reviews the format.

2. The teacher reviews the types of openings andclosings used in a personal letter.

3. The teacher discusses possible ways to begin personalletters and standard phrases used in invitations, thank-you notes, and expressions of sympathy.

4. The adults practise writing actual letters to family,friends, or pen pals.

The teacher may assign exercises involvinginvitations, thank-you notes, and letters of sympathyif the adults do not have any actual letters to write.

5. The more often the adults write, the more confidencethey will gain in writing personal letters.

6. The adults should prepare an outline or a list of thingsto write about before starting to write.

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W. 4.23To use initial capital letters inproper names.

P • To teach the adults to use capitalsfor buildings, places, geographicalfeatures, organizations, businesses,trade names, titles, and governmentdepartments and positions.

Content

- Royal Victoria Hospital- Main Street- Lake Erie- Boy Scouts of Canada- The Bay- Coke- Good Housekeeping- Hamlet- Gone with the Wind- Mona Lisa- Catholic- Minister of Education- Prime Minister

1. The teacher discusses the use of initial capitals forbuildings, places, geographical features,organizations, businesses, trade names, titles, andgovernment departments and positions andpresents the examples listed under Content,pointing out that small words are not capitalized.For example: Minister of Education

2. To practise the use of capitals the adults:- write names, addresses, and phone numbers of businesses, organizations, and government departments in their personal address books- make a grocery list including the trade names of packaged products- write the names of favourite TV shows, magazines, movies, plays, and works of art- write the names of places and geographical features they have visited or wish to visit

3. The adults do sentence exercises, circling lettersthat require capitalization.

4. The adults supply capitals that have been omittedin paragraph exercises and their own writing orthat of other adults.

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P • To teach the adults to use thecomma, colon, semi-colon, hyphen,brackets, parentheses, quotationmarks, and end punctuationcorrectly.

Content

- end punctuation (. ! ?)- comma (,)- colon (:)- semi-colon (;)- hyphen (-)- brackets- parentheses- quotation marks

1. The teacher reviews the use of the period, questionmark, and exclamation mark.

The exclamation mark is used:- to suggest strong feeling or an exclamation. For example: Help! Ouch! Stop, thief! Attention! We made it!- to punctuate certain sentences that begin with how or what but are not questions. For example: How easy it is! What a mess it was!

The question mark is used:- to punctuate direct questions (but not indirect questions). For example: What time is it? He asked what time it was.- to punctuate statements of surprise or disbelief. For example: You still believe in Santa Claus?

2. The teacher reviews the comma, quotation marks,colon, semi-colon, hyphen, parentheses, and brackets.

3. The adults do exercises inserting missing punctuationmarks in sentences and paragraphs.

4. See Objectives W. 2.26 on the use of the comma,W. 4.27 on quotation marks, W. 4.51 on the colon,W. 4.52 on the hyphen, and W. 4.53 on parenthesesand brackets.

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W. 4.25To understand the formation anduse of abbreviations.

P • To teach the adults that some wordsused often in daily life and businesshave been shortened and that theseabbreviations have a period at the end.

Content

- Mr.- Nov.- etc.

1. The teacher gives the adults a list of commonlyused abbreviations and the words that theyrepresent.

2. The teacher points out that the period is used toindicate that a word has been abbreviated.

3. The teacher explains that abbreviations may beformed of:- the first few letters of the word: Sun.- the first and last letter of the word: yr.- the first letter of each word: c.o.d.

The teacher explains that some abbreviationsrepresent Latin words: i.e. - id est - that is.

4. The teacher brainstorms with the adults to findcommon abbreviations:- companies and associations: G.E., Y.M.C.A.- days and months: Mon., Jan.- time: a.m., B.C., sec.- addresses: Mtl, Ont., Ave.- titles: Mr., Dr., B.A., Ph.D.- post office terms: pkg, M. O.- measurement: F., N.- business terms: Co., no., I.O.U., Inc., dept.

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P • To help the adults understand thepurpose and usage of the comma.

Content

- dates- places- series- introductory words- introductory phrases- complex sentences

1. The teacher explains that a comma is a mark ofseparation which signals a pause when reading, andshows that the placement of a comma can sometimeschange the meaning of a sentence. For example: No,help is coming. No help is coming.

2. The teacher instructs the adults on the use of thecomma:- in dates: On Tuesday, March 3, 1989, he�- in addresses: He moved to 25 Wood Street, Victoria, B.C.,�- in series: She sings, dances, and plays the guitar.- after introductory words: Yes, I would like some cake. Mary, the taxi has arrived.- after introductory phrases: In my opinion, his hair is too long.- in complex sentences: When it stopped raining, he went for a walk.

3. The adults practise writing addresses in letters andon envelopes and writing dates in letters, in a dailyjournal, and on assignments.

4. The adults insert commas where needed in sentencesand paragraphs.

5. The teacher instructs the adults to the correct use ofthe comma in their own writing.

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W. 4.27To use quotation marks in directquotations.

P • To teach the adults to use quotationmarks to indicate the exact words that aperson has said when quoting directly.

1. The teacher reviews the rules for quotation marks:

- Quotation marks show the beginning and end of direct quotations. They come in pairs.

- To separate a direct quotation from the rest of the sentence, use a comma. If the quotation is at the beginning of the sentence, place the comma inside the second set of quotation marks. For example: �Wait here,� he said.

- If the quotation is at the end of the sentence, the comma goes before the first set of quotation marks. For example: He said, �Wait here.�

- Direct quotations always start with a capital letter.

2. The teacher presents divided quotations, pointingout that two sets of quotation marks are neededbut that a capital letter is used only at thebeginning of the quotation. For example: �Goahead,� said John, �we�re behind you.�

3. The teacher provides sentences with punctuationomitted, and the adults insert quotation marks,capitals, etc.

4. See suggested activities in Objective W. 4.47.

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• To teach the adults a logical,systematic approach to spelling.

Content

- syllables- word patterns- spelling rules

1. The teacher shows the adults how to divide wordsinto syllables, reminding them that each syllable mustcontain a vowel sound.

2. The teacher reviews basic phonics rules and the mostcommon vowel combinations for long vowel sounds.

3. The teacher presents regular and irregular spellingsfor various sounds. The adults brainstorm for wordswith these patterns. For example: the sound �er�:her bird turn work early journeyclerk dirt nurse word earn journalverb girl fur world learn courtesy

4. The teacher gives spelling rules for the addition ofsuffixes: e rule, y rule, and doubling rule.

5. The teacher gives the rules for the following endsounds in a base word: k/ck, ch/tch, ge/dge, dle/ddle:- If there is only a short vowel before the end sound, it needs the �support� of the extra letter in the second ending: back, watch, ledge, middle.- If there is a short vowel plus another consonant before the end sound, use the first, shorter, ending: bank, lunch, hinge, handle.- If there is a long vowel sound, use the first ending: reach, wage, cradle.

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W. 4.29To use visual techniques to aid inlearning spelling.

• To assist the adults in learning tospell through the use of visualtechniques.

Content

- spelling techniques- look, cover, write- flashcards- collecting words- jigsaw puzzle- word-search games- crossword puzzles- Scrabble game

1. The adults do exercises that involve filling inblank boxes corresponding to the shapes of theletters of a word. For example:

2. The teacher writes words on cardboard and cutsthem into jigsaw puzzle pieces to be reassembledby the adults.

3. The teacher gives the adults fill-in-the-blanksexercises using missing letters to complete words.

4. The adults play games such as: word search,crossword puzzles, word Bingo, or Scrabble.

5. The teacher makes flashcards. The adults look ateach word, cover it, and try to visualize the wholeword, then write it. The use of visual techniques isespecially important for sight words that cannot beapproached phonetically.

6. The teacher dictates passages in which the sightwords are written in context.

eas ph

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• To help the adults use the senseof hearing to spell words by thesounds of the individual letters andletter combinations.

Content

- phonics- pronunciation by syllable- mnemonics- rhyming

1. The teacher reviews phonics in the areas in which theadults are still experiencing difficulties. For example:initial consonants, consonant blends, long vowels,short vowels, prefixes, suffixes.

2. The teacher makes the adults aware of the manypossible letter combinations for the same sound. Forexample:- �er�: her, bird, burn, work, heard- short o: hot, August, raw, caught, bought

3. The teacher has the adults use rhyming to try to spellwords. For example: straw: the adults say words thathave the same sound: claw, raw, paw, saw.

4. The teacher helps the adults divide long words intosyllables (reminding them that each syllable containsonly one vowel sound) and then attempt to spell thewords by syllables.

5. The teacher helps the adults develop rhymes and wordor letter associations to remember spellings. Forexample: i before e except after c.

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W. 4.31To correct patterns of spellingerrors.

• To determine and correct the adults�phonetic spelling errors through ananalysis of their writing.

Content

spelling patterns

1. The teacher reviews samples of the adults� writingto discover common spelling errors. For example:- failure to distinguish between certain short vowel sounds: cot, cut- omission of the second vowel in long vowel sounds- omission of the silent letter from certain letter combinations: wile instead of while- omission of word endings, especially s- spelling the regular past tense according to sound: workt, playd- incorrect application of the e rule, y rule, and doubling rule in adding suffixes

2. To remedy the common errors, the teacher:- assigns exercises to improve the adults� auditory discrimination of vowel sounds and initial and final consonant sounds- reviews rules for adding suffixes and gives exercises- gives examples of common vowel combinations that form long vowel sounds- teaches the adults that ed in the past tense of regular verbs may be pronounced as �d� or �t� or �id�- teaches through rhyming patterns: if the adults have problems with raw, they think of saw, etc.- gives dictation of words which cause difficulty

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W. 4.32To take dictation to improvespelling.

• To assist the adults in improvingtheir spelling skills by dictatingwords, sentences, and paragraphs inclass or on tape.

Content

- high-frequency spelling words- words in context- lists

1. The teacher dictates high-frequency words to ensurethat the adults have a good spelling base.

2. The teacher dictates theme words.

3. The teacher dictates words from the adults� personalspelling dictionaries.

4. The teacher dictates words from spelling lessons.

5. The teacher dictates words in sentences.

6. The teacher dictates a full paragraph that relates to thetheme of study.

7. The teacher prepares taped dictations for the adults touse at home or school.

8. The adults dictate spelling lists to each other.

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W. 4.33To develop a list of words relatedto current needs, interests, andlearning themes.

• To assist the adults in developing alist of spelling words that reflects theirinterests and abilities and can easily bereferred to at any time.

Content

word lists

The adults use a personal spelling dictionary, a journal,or a notebook to record:

- frequently used words: names of stores, companies, doctor, family, friends; addresses; holidays; etc.- words collected through work on specific themes such as: hobbies, sports, community, social services, holidays, etc.- words, provided by the teacher, that are frequently used in the adults� oral expression or that pertain to the adults� own special interests

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W. 4.34To distinguish between commonhomophones.

P • To assist the adults indistinguishing between commonhomophones, words that sound thesame but differ in meaning andspelling.

Content

homophones:- their, there, they�re- too, to, two- hole, whole- peace, piecethrough, threw- right, writewon, one

1. The teacher presents homophones in the context ofsentences and discusses the meanings of thesehomophones.

2. The teacher assigns exercises that require the adultsto choose between homophone pairs (shown inparentheses) in sentences. For example:He (through, threw) the ball.

3. The adults write their own sentences usinghomophones to show their understanding of themeaning of each.

4. The teacher uses mnemonics to help the adultsremember which is the correct homophone choice.For example:- witch: think of the t as a broomstick- there: the word here is in it for place- too: think of the o�s as doughnuts: I ate too many doughnuts.

5. The teacher dictates sentences in which the adults arerequired to spell the correct homophone.

6. The adults do crossword puzzles for fun and practice.

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W. 4.35To write different types ofbusiness letters.

P • To teach the adults the placement ofthe heading, recipient�s address,salutation, body, closing, and signaturein a business letter.

• To familiarize the adults with avariety of business letters written fordifferent purposes.

Content

- job application- letter to a government department- complaint letter- request for information- reservation- order

1. The teacher gives out sample business letters and ablank sheet with lines indicating the placement ofthe heading, recipient�s address, salutation, body,closing and signature.

2. The teacher reviews the format for business letters,discussing the types of salutations, such as Dear Siror Madam, or those using the person�s name or title,and closings, such as Sincerely or Yours truly.

3. The teacher discusses the information that should bepresented in each of the different types of businessletters, reviewing the sample letters given.

4. The teacher assists the adults in preparing an outlinefor each type of business letter.

5. The teacher assists the adults in writing a coveringletter to accompany a résumé in response to ahypothetical or actual job advertisement.

6. The teacher provides the information necessary andthe adults write other types of business letters.

7. The adults write actual business letters: requests fortourist information, letters to governmentdepartments, requests for documents or forms, andletters of complaint.

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W. 4.36To write letters to the editor of anewspaper or magazine.

• To help the adults express anopinion or value in the form of aletter to the editor of a newspaper ormagazine.

Content

expressing an opinion or value

1. The teacher reviews the format for a business letter.

2. The teacher discusses the organization of an essayand the steps involved in writing an outline.

3. The teacher brings in letters to the editor to showhow they are written and organized.

4. The teacher emphasizes the need to state one�sopinion clearly in the introduction, and to supportthat opinion with reasons or facts in the body of thecomposition. The teacher reminds the adults that itis necessary to sum up the argument in theconclusion.

5. The teacher discusses the choice of vocabulary andits influence on the tone of the letter and how it isperceived.

6. The adults write actual letters to the editor of thelocal newspaper or a student newspaper.

7. See Objectives W. 4.35 on writing a business letter,and W. 4.49 on the use of the essay form.

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W. 4.37To meet standards for headings,margins, indentation, writing, andspelling in all written work.

P • To help the adults adapt theirwriting and presentation to therequirements of the assignment or task.

Content

- writing instructions- manual- formats

1. The teacher presents a variety of types of writing,pointing out the position of the headings, the margins,the indentation, and the separation of the parts of thetext. For example: business letters, friendly letters,newspaper articles, essays, books.

2. The teacher discusses the importance of spacing forthe neatness and readability of the writing. Theteacher shows the adults a poorly written, sloppilypresented letter of complaint or application andcompares it to a well-written and neatly presentedversion, discussing how each would be perceived.

3. The teacher reminds the adults that the purpose ofstarting a new paragraph is to introduce a new mainidea. The teacher points out how this contributes tothe organization of the writing.

4. The adults and teacher discuss pride in presentation.

5. The teacher gives the adults a reference sheet ofstandards for headings, margins, and indentation forfriendly letters, business letters, articles innewspapers, and books.

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W. 4.38To take responsibility for self-appraisal and checking.

• To encourage the adults to takeresponsibility for editing andproofreading all written work.

Content

proofreading strategies

1. The teacher discusses the need for self-appraisal andchecking in the editing process, highlighting theimportance of polished writing, especially in jobapplications and business letters. The teacher stressesthat self-appraisal and checking are the adults�responsibility.

2. The adults read and reread their own work to checkfor content and meaning first, and then go back andproofread to correct errors in spelling, vocabulary,and sentence structure.

3. The adults may ask a peer to proofread their writingto look for any errors they missed.

4. The teacher underlines any errors that remain, and theadults go back and try to correct these independently.

5. The teacher assists the adults with the finalimprovements.

6. When proofreading, the adults refer to:- their personal spelling dictionary, a thesaurus, a regular dictionary, or a dictionary of commonly misspelled words- capitalization and basic punctuation guidelines

7. See Objectives W. 4.23 and W. 4.24.

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• To help the adults review the firstdraft of their writing, checking formeaning, spelling, and sentencestructure.

Content


1. As the adults progress, they should require less inputfrom the teacher in the editing stage of the writingprocess.

2. The adults edit their first draft:- reading and rereading- looking at the topic sentence to see if it catches the reader�s attention- making sure the supporting sentences relate directly to the main idea and are arranged in a logical order- making sure that the words chosen suit the precise meaning intended- checking the spelling by using a dictionary or spell-checker in a word processing program- checking sentence structure

3. After the adults have made the necessary revisions,the edited version of the writing should be reviewedwith the teacher or a classmate.

4. If the adults are unable to correct all of the errors, theteacher could participate in the final editing process.

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• To have the adults recopy theedited version of their writing andpresent it to the teacher and theother adults.

1. The adults recopy the final version of their work afterthe editing and proofreading have been completed andall of the revisions have been made.

2. The final copy of the writing may be typed using aword processor to give the writing a professionalappearance. Illustrations or pictures may be includedfor added interest.

3. The teacher reviews the final copy of the writing withthe adults, pointing out any small errors that have beenmade in copying and emphasizing the improvementsand progress the adults have made.

4. The final copy of the work may be:- mailed, if it is a letter- posted on a bulletin board- included in a school newsletter- read to the class and discussed orally

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W. 4.41To narrate.

• To relate a sequence of events, givethe history of something, or tell about asingle incident.

Content


1. The teacher explains that narrative writing is tellinga story; it may involve recounting a personalexperience or a news event or writing a work offiction.

2. The teacher reads and analyses stories with theadults, explaining that the plot is the story plan andthat it has four parts:- the beginning tells who the story is about, where it happens, and when it takes place- the problem tells about some problem the main character must solve or a goal he/she must reach- the struggle or conflict tells how the problem is solved or the goal reached- the climax is the most exciting part of the story, where the main character either reaches or fails to reach the goal

3. The adults list a number of events in sequential orderand prepare an outline for a story, including the fourparts of the plot.

4. The adults write their story, using images.

5. The adults reread, edit, and revise their story.

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W. 4.42To inform.

• To help the adults provideinformation in notes, forms, letters,and reports.

Content

- letters- notes- forms- reports

1. The teacher presents a variety of writing formats usedto provide information, such as: letter, notes, form andreport. For each format, the teacher discusses the useof printing or cursive writing, the wording, and thestructure in relation to the purpose of the writing:- notes: - cursive writing or sometimes printing

- to self or others; phone messages, etc.- complete or incomplete sentences- informal wording

- forms: - printing- medical information, work experience- words or brief sentences

- letters: - cursive writing or typing- personal or business- sentences and paragraphs- informal or formal wording

- reports: - cursive writing or typing- book, accident, factual subject- paragraph form, formal wording

2. The adults practise each writing form, adapting thewording and style to the writing purpose.

3. See Objectives W. 4.22 on personal letters andW. 4.35 on business letters.

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W. 4.43To give directions.

P • To teach the adults to give directionsexplaining how to get somewhere orhow to carry out some task.

1. The teacher explains that a good set of directionsmust be clear, complete, well organized, and easyto follow.

2. The teacher gives the adults sentences that are partof a set of directions and they arrange them insequential order.

3. The teacher provides a set of directions inparagraph form. The adults rewrite the paragraph,making the directions more specific and addingdetails and sequence words such as: then, next,finally.

4. The adults write a set of directions for themselvesin sequential order, in paragraph form. The adultsedit their paragraph, adding details and sequencewords and making the vocabulary more specific.

5. The adults practise writing directions to:- get to a nearby store or restaurant- travel to a location outside the city- make wine, follow a recipe, etc.- use a dishwasher, etc.

Other adults read the directions to ensure that theyare clear enough to be understood and followed.

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W. 4.44To record.

• To record information in writing.

Content

- lists- reports- diaries- forms- bills- receipts

1. To practise recording information, the adults:- write lists of advantages and disadvantages to reason out a decision that has to be made- write a report of an accident they were involved in or witnessed- keep a daily diary of their activities and thoughts- fill in forms: job application, unemployment insurance, medicare card, social insurance, and work-related forms- take minutes of a meeting- write bills for restaurant meals- assist school office staff in giving receipts for course materials and registration fees- write receipts for items sold at a school fundraiser, bazaar, or book sale

2. The teacher discusses the need to adjust the format tothe writing purpose.

3. The adults edit their writing to ensure that theinformation recorded is clear, concise, and complete.

4. See activities listed in Objectives W. 4.21 on keepinga diary and W. 4.45 on report writing.

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W. 4.45To write a simple report.

• To help the adults write a group ofrelated paragraphs on one topic.

1. The teacher explains that a report contains facts orinformation about a particular subject; it is generallylonger than a single paragraph.

The teacher explains that a report has three parts:- the introductory paragraph introduces the main idea and gives a preview of the content- developmental paragraphs develop and support the main idea of the report; each paragraph deals with one aspect of the main idea- the concluding paragraph summarizes the main points of the report

2. The teacher assists the adults in preparing an outlineto organize their thoughts in a logical order. Eachparagraph outlined should contain a main point ormain topic and a list of details or subtopics thatbelong with the main point.

3. Initially, the teacher provides a list of facts on acertain subject and the adults prepare an outline andthen a report on this subject.

At a later stage, the adults choose their own topic,collect the information, prepare an outline, and writethe report independently.

4. See activities listed in Objective W. 4.8 on paragraphwriting.

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W. 4.46To take minutes.

• To have the adults record ameeting by making notes or a briefsummary.

1. The teacher explains that the minutes of a meetingshould include:- the name of the group holding the meeting- the purpose of the meeting- the date, place, and time of the meeting- the names of those who were present- whether minutes of the last meeting were approved or were amended (if this meeting was preceded by another)- a brief record of the decisions made (for an informal meeting)- the exact wording of motions or proposals for action (formal meeting)- whether the motions were carried or defeated- items deferred to another meeting- the names of individuals assigned follow-up tasks- the date, time, and location of the next meeting, if known

2. To begin, the adults take turns taking the minutes ofinformal class meetings relating to trips, parties, orfundraisers being planned. All the adults whoattended the meeting could go over the minutes andmake suggestions.

3. More advanced adults may take formal minutes ofstudent council or municipal council meetings.

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W. 4.47To use dialogue in writing.

• To help the adults write dialogue tomake their stories more interesting.

Content

dialogue

1. The teacher explains that recounting conversation instories makes the character come alive.

2. The teacher explains how to punctuate dialogue:- start a new paragraph for each new speaker- if a quotation is made up of several sentences, put one set of quotation marks at the beginning of the first sentence and the second set at the end of the last sentence.

3. The teacher explains that conversations can be mademore interesting by:- using words other than said to tell exactly how the characters spoke. For example: gasped, shrieked, boasted.- using adverbs to describe how the characters acted and spoke. For example: carefully, slowly, nervously.

4. The teacher gives the adults a story containing indirectspeech and they rewrite it using dialogue, or theteacher provides the beginning of a story and theadults complete it.

5. The adults retell a story or discussion heard or seen,using dialogue.

6. See Objective W. 4.27 on the use of quotation marksin direct quotations.

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W. 4.48To write in the poetic mode.

• To have the adults write ahaiku.

Content

haiku


A haiku is an unrhymed poem only three lines long.The first line is five syllables long, the second lineseven syllables, and the third line five syllables.

The Japanese have been writing haiku for over acentury. A haiku is intended to be delicate and eitheroffer a surprise at the end or leave you wondering ifsomething has been left unsaid. For example:

Morning

A ray of sunlightbounced off the sleeping sidewalkand stung my sore eyes.

2. After reviewing many haiku and discussing the numberof syllables in each line, the adults attempt to write ahaiku. Popular topics for haiku are the seasons, timesof day, emotions, and nature.

After choosing a topic, the adults brainstorm for ideas.All the words that come to mind are written down and ageneral idea written for each line. Then the adults playwith the words to achieve the correct syllable pattern.

3. See Objective W. 4.20 on similes and metaphors.

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W. 4.49To use the essay form.

• To help the adults write an essayof three or more paragraphs,expressing their ideas about a subject.

Content

- organization- transition- narrative- descriptive writing- expository writing

1. The teacher explains that an essay deals with only onemain idea, has a logical beginning, middle, and end,and is organized using transitional words and phrases.

2. The teacher explains the three parts of an essay:- the introduction tells what the essay is about- the body develops the main idea: in a narrative, the body presents the events of the story; in a description, the body presents the details; in an explanation, the body presents the steps in a process, the evidence that supports an opinion, or the facts and figures that develop a definition- the conclusion is the ending of a narrative, descriptive, or explanatory essay

3. The teacher discusses the preparation of an outline.

4. The adults practise writing narrative, descriptive, andexpository essays.

5. See Objectives W. 4.41 on the narrative form andW. 4.3 on expressing an opinion or value in writing.

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W. 4.50To write a simple research paper.

• To help the adults write aresearch paper, following therequired steps to present apolished document.

Content

- research style sheet or manual- table of contents- statement of purpose- essay-writing skills- footnotes and endnotes- bibliography- general tips on writing a research paper- library research

1. The teacher presents the adults with a list of researchtopics related to the theme of study or has them choosea topic of interest.

2. The teacher may provide tips on narrowing topics fromgeneral to specific.

3. The teacher helps the adults write a statement ofpurpose for the research.

4. If necessary, the teacher helps with library research andwriting up cards noting important informationresearched and bibliographical information.

5. The teacher emphasizes the importance of outlining andteaches the adults to make an outline, reinforces correctparagraph structure, and, if appropriate, provides alesson on transitional expressions.

6. The teacher discusses topics, subtopics, pagenumbering, the table of contents, the bibliography, andendnotes.

7. The teacher explains the process of writing a roughcopy, editing it, and writing or typing the finalpresentation.

8. The teacher gives the adults a manual containing all therequirements for a research paper.

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W. 4.51To use the colon and semi-colon.

• To familiarize the adults with thepurpose and usage of the colon.

• To familiarize the adults with thepurpose and usage of the semi-colon.

Content

- punctuation review- editing exercises- colon rules- semi-colon rules

1. The teacher reviews the rules for using the colon:- to introduce a list- to introduce a long quotation- to introduce a formal quotation or question- following the greeting on a business letter- to introduce details following an announcement

2. The teacher reviews a rule for using the semi-colon: toseparate independent clauses not joined by acoordinating conjunction. (Other rules are too complexfor this level.)

3. The teacher assigns a variety of exercises on colons andsemi-colons:- inserting colons and semi-colons that have been omitted- placing colons and semi-colons correctly

4. The teacher uses the adults� own writing to teach thecorrect usage of the colon and semi-colon.

5. The teacher prepares flashcards for the adults to use toreinforce the correct use of the colon and semi-colon.

6. The teacher uses the adults� current reading to teach thecolon and semi-colon.

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W. 4.52To use the hyphen.

• To familiarize the adults withthe purpose and usage of thehyphen.

Content

- punctuation review- editing exercises- hyphen rules

1. The teacher reviews the rules for using the hyphen:- in certain compound words (mother-in-law)- to join words used as a single adjective before a noun (well-cooked meat)- in two-word numbers (twenty-one)- to indicate that words are spelled out or stuttered (�R-r-right n-n-now?� she asked.)- to divide a word that will not fit at the end of a line

2. The teacher provides a variety of exercises to reviewhyphen use:- inserting hyphens that have been omitted- placing hyphens correctly

3. The teacher uses the adults� own writing to teach correcthyphen usage.

4. The teacher asks true-or-false questions about hyphenuse.

5. The teacher uses the adults� current reading to teach thehyphen.

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W. 4.53To use parentheses and brackets.

• To familiarize the adults with thepurpose and usage of parentheses andbrackets.

1. The teacher reviews rules for using parentheses andbrackets:

Parentheses are used:- to set off comments- to enclose references- for numbers, for accuracy in legal documents

Brackets are used;- to enclose explanatory remarks within a direct quotation- to enclose stage directions

2. The teacher gives a variety of exercises to review usageof brackets and parentheses:- inserting brackets and parentheses that have been omitted- placing parentheses and brackets correctly

3. The teacher uses the adults� own writing to teach correctusage of parentheses and brackets.

4. The teacher uses the adults� reading to illustrate correctusage of parentheses and brackets.

5. The teacher prepares study cards to use for review.

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W. 4.54To know the functions of variousparts of speech.

P • To make the adults aware ofthe parts of speech: noun,pronoun, verb, adverb, adjective,preposition, conjunction, andinterjection.

Content

- eight parts of speech- definitions- classification- identification

1. The teacher explains the function of each part of speech:noun, pronoun, verb, adverb, adjective, preposition,conjunction, and interjection.

2. The adults make lists classifying words by part of speech.

3. The adults locate specific parts of speech in their ownwriting.

4. The class plays parts-of-speech Bingo or sentence-structure games.

5. A large poster may be used as an aid in identifying partsof speech.

6. The adults do fill-in-the-blanks exercises.

7. Flashcards may be used to reinforce the parts of speech.

8. The adults find the parts of speech of various words inthe dictionary.

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W. 4.55To distinguish between commonand proper nouns, singular andplural nouns, possessive nouns.

P • To make the adults aware thatdifferent types of nouns have differentuses in speech and writing.

Content

- common nouns- proper nouns

1. The teacher explains the differences between commonand proper nouns:- proper nouns: nouns that name specific persons, places, things, or ideas- common nouns: all other nouns

2. The adults identify nouns in a paragraph.

3. The adults underline plural nouns.

4. The adults form compound nouns.

5. The adults form possessive nouns.

6. The adults learn about capitalizing proper nouns.

7. The adults write lists of common nouns and propernouns.

8. The adults look at pictures and identify images thatcorrespond to common nouns and proper nouns.

9. The teacher presents the adults with various items �pens, pencils, cereal, canned goods, etc. � anddiscusses the use of proper nouns and common nounsto describe them.

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W. 4.56To distinguish between adverbsand adjectives.

P • To help the adults useadjectives and adverbs correctly.

Content

- adverbs- adjectives

1. The teacher reminds the adults that adjectives modifynouns and adverbs modify verbs. For example:- slow - adjective- slowly - adverb- sure - adjective- surely - adverb- good - adjective- well - adverb- well - adjective when describing health

2. To reinforce the correct use of such adjectives andadverbs, the adults:- do fill-in-the-blanks exercises, choosing the correct word- check word definitions in the dictionary- rewrite sentences, moving adjectives or adverbs without changing their meanings

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P • To help the adults choose thecorrect pronouns for subject andobject.

Content

pronouns

1. The teacher may review some rules for using subjectpronouns:- Use the subjective form when the pronoun is a subject: I, he, she, it, they, we, you.- When a sentence ends in an incomplete construction, determine the case of the pronoun by supplying the verb that has been omitted. For example:

- Brent is faster than I [am].- She gave him more than [she gave] me.

- When a pronoun is joined with noun or another pronoun, use the form of the pronoun you would use if the pronoun were alone. For example:

- She gave the cookies to Mom and me.- She gave the cookies to Mom.- She gave the cookies to me.

2. The adults practise using pronouns to fill-in-the-blanksand oral exercises, and review pronouns in thesubjective and objective case.

3. The teacher examines sentence structures usingpronouns in the thematic text.

4. The teacher uses the adults� language-experience storiesto illustrate correct and incorrect pronoun usage.

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W. 4.58To understand and use correctsentence structure.

• To help the adults put thewords of a sentence in the correctorder.

Content

- words- parts of speech- sentences- sentence structure- sequence

1. The teacher starts with a basic sentence. For example:The sun shines. The adults contribute adjectives,adverbs, and modifying phrases to expand the sentence.

2. The teacher presents a series of sentences with faultyword order and structure and helps the adults find thebest word order.

3. A commercial game like Boggle may be played.

4. Words in a variety of parts of speech are written oncards and the cards used to create interesting, well-structured sentences.

5. Dangling modifiers may be discussed.

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W. 4.59To use verbs in the active andpassive voice.

• To help the adults distinguishbetween the active voice and passivevoice and choose the mostappropriate voice to suit the writingformat.

Content

- active voice- passive voice- sentences- paragraphs

1. The teacher explains that the active voice, in which thesubject is the doer of the verb�s action, is more livelyand tends to sound less formal than the passive. Forexample:- active: The child [doer] coloured [action] the picture.- passive: The picture was coloured by the child.

2. The teacher explains that when the doer of the action isunknown or unimportant, the passive is appropriate.For example:- An error has been made in the text.- My car was broken into last night.

3. The adults are given sentences or paragraphs to rewrite,changing the passive voice to the active voice or vice-versa.

4. As an oral exercise, the teacher dictates verbs in theactive or passive voice and the adults change the voice.

5. In their own writing, the adults locate and correct faultyuses of voice.

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STEP FOUR: GQD 204Vocabulary


V. 4.1To use synonyms and antonymsto enhance writing.

P • To help the adults usesynonyms and antonyms to addprecision and variety to theirwriting.

Content

- word lists- synonyms- antonyms- vocabulary exercises

1. With the adults, the teacher brainstorms synonyms forcommon words or words from the thematic unit. Forexample: car: vehicle, automobile, transportation,sedan.

2. In the adults� writing, the teacher or the adults circlewords for which synonyms or antonyms could befound.

3. The teacher shows the adults how to use a thesaurus ora dictionary of synonyms and antonyms to enhancetheir vocabulary.

4. The teacher presents simple sentences and shows howusing more vivid language improves the quality of thewriting.

5. The teacher selects a text related to, or taken from, thethematic work in class and asks the adults to rewrite apassage in their own words, paraphrasing the originaltext.

6. The adults play an association game.

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V. 4.2To use root words as an aid indetermining meaning.

P • To help the adults expand onfamiliar words by adding prefixes andsuffixes.

• To help the adults use structuralclues to learn new vocabulary.

Content

- root words- prefixes- suffixes

1. The teacher explains that a root word is the main partof a word and, using the example exchangeable, pointsout that ex is the prefix, able is the suffix, and changeis the root word.

Using a root such as change, the adults build newwords by adding prefixes and suffixes. They discussthe meaning of each new word, concentrating on themeaning of the root word.

2. The teacher supplies a list of words like the following:indifferently, disobedience, repossession, unscientific,uncomfortable, unsuitable. The adults find the rootword and discuss the meaning of each.

Using their knowledge of prefixes and suffixes, theadults write their own definitions and then practiseusing these words in sentences.

3. The teacher provides a set of sentences containingwords with prefixes or suffixes. For example: I amunconcerned about his behaviour.

The adults underline the root words and find synonymsto replace them, thus demonstrating theirunderstanding of the meanings.

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V. 4.3To ask questions to clarifyprocedures or concepts.

P • To help the adults askappropriate questions in order tounderstand procedures and ideas,and make them understand thatthey are responsible for indicatinganything not understood.

Content

questioning related to:- jobs- procedures for class assignments- concepts and ideas

1. The adults question each other about their jobs, findingout exactly how they proceed with their tasks or duties.The following questions may serve as a guide:- How do you begin?- How do you do this?- How many steps are involved?- Why do you do it this way?

2. The teacher explains to the adults that they are to do anassignment such as writing an essay. The teacherprovides them with a topic but no further details,placing the onus on them to ask questions on how toproceed. The teacher may ask them to prepare anumber of questions if necessary.

3. The teacher arouses the adults� curiosity by presentingvarious concepts or ideas held by different cultures orreligious organizations.

The teacher encourages the adults to question theseconcepts or ideas by asking:- What is the basis of this concept?- How did this belief originate?- Why do they think this way?

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V. 4.4To express ideas, facts, andopinions clearly.

P • To familiarize the adults withvocabulary used to express personalbeliefs or ideas or to present factualinformation.

Content

- ideas- opinions- facts

1. The teacher gives the adults a short text to read(different for each adult) and they give an oral summaryof their text, presenting all the facts.

Next, the adults present their personal opinion about thetext. The teacher points out the difference betweenstating facts and expressing opinions and presentsvocabulary associated with each.

2. The teacher gives each group of adults an idea. Theadults must think of the plus and minus points and theinteresting aspects of this idea. For example:- All forms of motor vehicles should be banned.- People should wear badges to show what their mood is.

The adults share their ideas in their groups. In turn, theideas are expressed to the class and discussed. Theteacher points out the difference between expressingideas and opinions.

3. The teacher encourages the adults to participate in classdecision-making activities, contributing their ideas andopinions.

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• To help the adults talk aboutpersonal beliefs or feelings and beempathetic and understandingtoward the feelings of others.

Content

- communication skills- discussion or role playing- feelings and emotions

1. The adults each write their name on a piece of paper.These papers are collected and redistributed. Eachadult writes a compliment, a question, or a statementunder the name he or she receives.

The papers should be collected and redistributed again,so that each adult could write a second comment. Thepapers are collected and read out by the teacher, oneafter another. The adults discuss the comments. Forexample:- How do the people concerned feel?- Are the comments fair, critical, supportive?

Obviously this kind of activity requires a good rapportamong the adults.

2. The adults choose a character from a film or shortstory and consider the following questions:- How do you feel towards the character?- Why do you feel this way?- How does the character feel?

3. The teacher makes a presentation about a controversialperson or issue familiar to the group. In a generaldiscussion, the adults express and compare how theyfeel.

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V. 4.6To choose words to express theexact meaning intended.

P • To help the adults choose thecorrect word from a group of wordswith very similar meanings. To helpthe adults understand the exact senseof various words.

Content

- thesaurus or dictionary- synonyms

1. The teacher presents the adults with a set of words verysimilar in meaning. For example: pinpoint, focus,specify. The adults use the words in sentences todemonstrate the exact meaning of each.

2. The teacher supplies a list of vocabulary words at theappropriate level. The adults write a paragraph or twousing synonyms for the words from the list, referring to adictionary or thesaurus to find the synonyms (seeObjectives R. 4.20 and R. 4.21).

The adults then read their paragraphs aloud and a list ofappropriate synonyms is compiled on the blackboard.

3. The teacher gives the adults a short paragraph to readand asks them to rewrite the paragraph, rewording wherepossible but retaining the exact sense. Once again, theteacher refers the adults to a dictionary or thesaurus.

The adults read aloud and share their findings.

4. The teacher encourages the adults to refer to a dictionaryor thesaurus to choose words in future classroomactivities.

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V. 4.7To be familiar with colloquialusage.

P • To help the adults understandcertain expressions and slang aslanguage used in familiar andinformal communication.

Content

- expressions and idioms- standard English- letters

1. While watching a television program or film, the adultsrecord all figures of speech they notice. The teacherlists these on the blackboard and discusses theirmeanings.

2. The teacher shows the adults examples of personal andbusiness letters, points out the use of informalexpressions in the personal letters and the use ofstandard English in the more formal letters, and asks theadults to compose an example of each type of letter.

The adults write a letter to a family member or friend,using appropriate words and expressions, and a businessletter, using standard English, and compare and discussthe two examples.

3. The teacher selects stories or newspaper or magazinearticles containing examples of colloquialisms and asksthe adults to circle all such expressions they find andthen to rewrite the text replacing each expression withstandard English.

4. The teacher brainstorms a list of common expressionsand discusses their connotations and the message eachcommunicates, positive or negative, respectful orcontemptuous.

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V. 4.8To use context clues tounderstand articles andadvertisements.

• To help the adults useabbreviations, symbols, pictures,familiar words, and headlines tounderstand texts and advertisements.

Content

- advertisements with pictures- newspaper articles and headlines

1. In pairs, the adults study advertisements cut out frommagazines with all names and pictures of the productsremoved. They discuss what product each advertisementcould be for and why they think so. The adults makenotes.

The teacher gives the adults cut-out words and pictures tomatch with the appropriate advertisements when all havebeen discussed, and draws their attention to how thepicture is used to create a mood. For example: idyllicscenes in the country, waterfall, clear air, sunshine, healthin an advertisement for cigarettes.

2. In groups, the adults are given five pictures frommagazines and newspapers and are asked to select threeand to write a short story linking them. The teacherdisplays all the pictures on the wall. The stories are readout loud and the adults try to guess which pictures fiteach story.

3. The adults match newspaper headlines with articles. Theteacher provides headlines for the adults to study so thatthey can discuss or guess the likely content of the articles.

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V. 4.9To use new words in discussion,reports, and explanations.

P • To have the adults learn andpractise new words throughmeaningful self-expression andinteraction.

Content

- discussion- reports- explanations

1. As a discussion activity and an exercise in presentingexplanations, the adults are given a description of anapparently incredible or incongruous set ofcircumstances, and they must reconstruct the causes.The situation described should revolve around aparticular vocabulary theme.

2. In groups, the adults write reports on a local election, acrime, or any news story. Each group presents itsreport to the class and a discussion follows in which theadults practise using the selected vocabulary.

3. The teacher advises the adults they will be reading orlistening to a story on a specific theme and chooses atext containing predictable vocabulary.

In pairs, the adults predict some of the vocabulary(perhaps 10 words). The adults form larger groups andexplain their lists.

The adults listen to the story or read the text, and writereports on it using any new vocabulary they haveencountered.

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V. 4.10To know and use specializedvocabulary pertaining to aspecific subject area.

P • To help the adults identify and usespecific vocabulary pertinent todifferent areas of their lives.

Content

- work- education

1. See Objective V. 4.9 for discussion and explanationsinvolving vocabulary around a particular theme.

2. As a homework assignment, the adults compile a set ofwords in a particular subject area of their choice:vocabulary for talking about a hobby or sport or theirwork, telling the story of a film, or describing a recipe.

The adults work in groups and teach each other theirvocabulary sets by presenting their respective subjectareas.

3. The adults skim texts pertaining to various subjectareas for two or three minutes (the teacher makes surethe appropriate vocabulary is included in the texts).

The adults make a list of key words they recall.

The adults write short summaries of the texts, using thekey words they have identified.

4. The adults fill out forms requiring the use ofspecialized vocabulary on education, health, etc.

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V. 4.11To use the knowledge of rootwords and suffixes to understandvarious job titles and duties.

• To help the adults use rootwords and suffixes to determinethe meaning of job titles andduties.

Content

- job descriptions- newspapers- job titles- duties- root words and suffixes

1. The teacher explains the use of the suffixes ist and erand their meaning as one who does, giving examples:farmer, teacher, dentist.

The teacher brainstorms with the adults a list of similarexamples and discusses their meanings and the dutiesassociated with each.

2. The teacher gives the adults a list of jobs andprofessions. For example: politician, librarian, socialworker, hairdresser.

From their knowledge of root words and suffixes, theadults write job descriptions. The teacher reads thesealoud and makes a list of new vocabulary on theblackboard.

3. The adults study the employment section of anewspaper and list any unfamiliar job titles or wordsassociated with job descriptions and duties.

The teacher points out that job titles are constantlychanging to suit the times, technology, and politics.For example: data processor, human resourcesmanager, programmer.

The adults discuss the meanings of new terms, studyingthe root words and suffixes.

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V. 4.12To expand oral vocabularythrough the use of news articlesand texts on specialized subjects.

• To help the adults develop theirvocabulary by reading news storiesassociated with health, education,economics, or politics, or by discussingthese subject areas.

Content

news articles on:- education- politics- health

1. See Objective V. 4.9, Activity 3.

The teacher chooses a news article for the adults to read.Instead of writing a report to explain the article, theadults give oral summaries using the new vocabularythey encountered.

2. See Objective V. 4.10, Activities 2 and 3, on oralsummaries.

3. The adults role-play television or radio interviews. Theteacher chooses a specialized subject and familiarizesthe adults with any new vocabulary. The adults use thevocabulary to prepare their interviews, which areconducted in front of the class.

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V. 4.13To develop an advanced sightvocabulary.

P • To help the adults learn torecognize vocabulary selectedfrom appropriate texts.

Content

- advanced vocabulary lists- vocabulary specific to themes covered in class

1. The teacher prepares vocabulary lists using the moredifficult vocabulary in the current in-class reading.The teacher reads, recites, drills, and practises definingthe words with the adults and prepares multiple-choiceexercises using them. For example: optimistic:(a) hopeless, (b) kindness, (c) hopeful, (d) dread

2. The teacher gives the adults sample sentences inwhich the vocabulary words are used correctly andincorrectly. The adults identify the correct ones.

3. The adults do paraphrasing exercises in which theymust demonstrate the meanings of words by usingthem in sentences.

4. The teacher introduces denotative and connotativemeanings. (Denotative meanings are those in adictionary; connotative meanings carry an emotionalovertone.)

5. The teacher gives the adults synonym and antonymexercises to help them learn and remember themeanings of new words in their reading.

6. The adults study prefixes and suffixes and themeanings associated with them. Refer to the activitiesin R. 4.15 for further ideas.

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STEP FOUR: GQD 204Thinking Skills


T.S. 4.1To improve auditory recall.

• To have the adults recall details,information, messages, etc. to improvememory.

Content

- spoken instructions- retelling- songs and poems- memory games- oral presentation (outline)

1. The teacher pieces together a three-to-four-minute tapefrom radio news items, songs, and advertisementsmixed with course material.

The teacher plays the tape once to the group, and theadults write down everything they remember. Ingroups of three or four, the adults pool their notes.

The teacher plays the tape through again and thegroups compare their notes. They then produce a one-minute tape, using their notes.

2. The teacher recites poems. The adults recite eachverse after it is read, repeating it until it is learned.

3. The teacher presents oral directions for a fairlyelaborate classroom activity. The teacher repeats theinstructions to fill in any information missed the firsttime and continues repeating them until the adults cancorrectly give back all the directions in the correctorder.

4. The adults practise using indirect speech to strengthenmemory skills: �What did she say?�

5. The teacher plays a tape of a variety of sounds�running water, hammering, etc. �and the adults list thesounds they heard.

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T.S. 4.2To improve visual recall.

• To help the adults rememberand be able to reproduce words,shapes, patterns, and symbols seen.

Content

- map symbols- words- memory games- patterns- plans

1. The teacher gives the adults a section of a fairlydetailed map which includes symbols, words, pictures,and abbreviations.

After two or three minutes studying the map, theadults are given another copy, without the symbols,words, pictures, etc. and they fill in the missinginformation from memory.

2. The adults skim a short text for two or three minutes.

The teacher asks questions concerning details from thetext. Without looking at the text, the adults try torecall the details.

3. The teacher shows a silent film and the adults answerquestions on it from memory.

4. Using flashcards, the teacher shows the adults picturesof fairly intricate patterns. From a group of four, theadults identify each pattern.

5. The adults memorize lines for roles in a class play.

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T.S. 4.3To question.

P • To encourage the adults to becritical and ask questions to clarify,simplify, organize, or extend ideas andinformation.

Content

- oral presentation- question/answer period

1. Each adult makes an oral presentation, and the othersformulate questions on any information they wantclarified, simplified, or expanded upon. After eachpresentation, the teacher conducts a question/answerperiod.

2. The teacher presents the adults with a mystery or�who did it� to solve. In groups, the adults formulatequestions they would need to ask in order to reach aconclusion.

3. The teacher tells the adults that they are to do anassignment or task such as researching a subject,preparing a collage, or conducting a survey, andprovides no further information.

The adults ask pertinent questions in order tounderstand the task required.

4. The adults choose a subject and create a survey.

5. The teacher presents a difficult reading assignmentfor the adults to work through. In groups, the adultsask questions of one another to organize and clarifythe information.

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• To help the adults becomeaware of principles which areintrinsically desirable to them.

Content

- discussion- value judgments- value words- ideals

1. The teacher discusses the concept of personal values.The adults identify a few of their own, share them withthe group, and consider how these values were formed.

2. The teacher presents a series of statements, photographs,or pictures which call for value judgments, and recordsall the adults� responses, identifying value judgmentsand words used to express them.

3. The adults complete a questionnaire, responding tostatements along a continuum from agree strongly todisagree strongly. For example: People can be changedby education.

The group discusses each statement and the adultssupport their beliefs. Proverbs or sayings may also beused.

4. The teacher gives the adults a list of sentences tocomplete. For example:

- I like people who� - Parents should always�

The adults will express their personal ideals.

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P • To help the adults compare andcontrast.

Content

- categories- �odd man out�- pictures- synonyms and antonyms

1. �Odd man out� exercise: The adults select the �oddman out� from a given set of items.

Sets may be designed in which there is no obvious�odd man out,� so that thinking is required to finddifferences and similarities.

2. The teacher provides a fairly detailed list of items,concepts, etc. for the adults to compare and contrast bysorting them into categories. Criteria for classificationmay be chosen by the adults or the teacher.

3. The adults identify differences in very detailedpictures.

4. Using a list of vocabulary words, the adults write asynonym and an antonym for each word, referring to athesaurus (Objective R. 4.21).

5. Alibi game: two adults are chosen to role-play assuspects in a crime. Each one provides an alibi for theother. They must be briefed on the information toprovide on questioning.

The group questions each suspect individually, notingsimilarities and differences in their alibis.

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P • To help the adults sort objects,words, or ideas by identifyingcommon factors or similar concepts.

Content

- objects- words- common factors- similar concepts- main idea and details

1. While listening to oral presentations, the adults outlinethe information under the main ideas. The main ideasmay be given in advance and the informationclassified by the adults as it is presented.

The teacher encourages the adults to always take classnotes in this manner.

2. The teacher presents a varied list of items, places, orconcepts to the adults and provides criteria by whichthe adults must group them. The adults redivide thelist three or more times, choosing their own criteria bywhich to do so.

3. The adults skim through a pile of newspaper articlesand categorize each under a section of the newspaper,for example: sport, local news, entertainment.

4. The adults group themselves for class activities.

5. The adults group items from a department store intothe proper departments.

The adults may do the same activity using the YellowPages, grouping services and articles for sale in theproper sections.

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• To increase the adults�appreciation of literary works and helpthem express this appreciation.

Content

- fiction, poetry, music, drama- emotive responses

1. The teacher takes the adults to a local production of aplay and has them discuss the setting, characters, plot,etc.

2. The teacher reads a classic novel in class and showsthe film version. The adults compare the novel andthe film.

3. Each adult teaches a poem or song to the class, givinghis or her own interpretation of the work:- the author�s message- the use of affirmative language and symbols, etc.

The adults discuss their emotional responses to theselection.

4. The teacher presents selections from different types ofmusic. The adults discuss their favourite type andhow each selection makes them feel and why.

5. The adults read and compare and contrast two shortstories in class;- writing styles of the two authors- the tone of the stories- the time setting and characters of each- the author�s views presented in each

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• To show the adults they can beexperimental and have fun with words.

Content

- multiple meanings- jokes- riddles- puzzles- rhymes and poems- games

1. Cryptoquotes: the adults decode messages in whicheach letter represents another letter.

2. The teacher divides the group into two teams. From alist of vocabulary words for this level, each player isshown a word.

The player then draws what the word represents on theblackboard, and his or her team must guess the word.They must not speak, whisper, write, or gesture to giveclues.

3. Dictionary games: One adult chooses a word from thedictionary and tells how many letters are in the word,the first letter, and a definition. The group must guessthe word.

4. The teacher provides crossword puzzles.

5. Anagrams: Working in teams and within a time limit,the adults rearrange the letters of given words to formother words. For example:- disease (seaside)- asleep (please, elapse)

6. The adults practise reading tongue twisters as quicklyas possible, and write their own.

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• To help the adults understand andappreciate the feelings, viewpoints,and behaviour of others and beempathetic to them.

Content

- discussions- viewpoints

1. The teacher discusses with the adults the importanceof seeing other people�s viewpoints and feelings andbeing sensitive and empathetic to others.

2. The teacher presents a situation which would affect anumber of people. For example: A more efficientmachine for production of a certain product isdiscovered, resulting in a less expensive product, butfor every 20 people now employed, only one would beneeded.

In groups, the adults discuss the effect on the companyowners, the employees, and the public buying theproduct, and the behaviour and feelings of all thoseinvolved.

3. The adults share situations in which they experiencedstrong feelings towards someone or something. Theteacher asks the rest of the group to relate to thesefeelings. For example: Would you feel the same way?How would you have reacted? Is adult X�s reactionjustified?

4. The adults choose one character from a short storyread in class and discuss the feelings and behaviour ofthis character, how they react to this character, andwhether or not they relate to this character.

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P • To help the adults see differencesbetween works which are factual andthose which are imagined.

Content

- books- documentaries- historical accounts- science fiction- biographies

1. The adults look over the titles on a bestsellers list.The teacher points out the selections listed underfiction and non-fiction.

The teacher discusses the difference between fictionand non-fiction and asks the adults to imagine anddiscuss what each title might be about.

2. The adults view a short documentary and record factsas they view the film.

3. The adults read and compare historical accounts withworks of science fiction, making a list of factual andfictional details.

4. The adults write short biographies. The teacher couldassign about 10 facts to be included.

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P • To help the adults see thedifference between facts and personalpoints of view.

Content

- words describing facts- words expressing opinions- statements (fact or opinion)

1. The teacher explains to the adults that a fact is astatement that can be proven true while an opinion is apersonal thought or attitude about something.

2. The teacher puts a list of words on the blackboard.For example: remarkable, tangible, fun. The adultssort the words into those describing facts and thoseexpressing opinions.

This may also be done by presenting a list ofstatements to be sorted by facts and opinions.

3. The teacher contrasts a sports story with an editorialfrom a newspaper. The adults list facts and opinions.

4. The adults order adjectives modifying nouns intoopinion adjectives and fact adjectives (e.g., size,colour).

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P • To help the adults makecomparisons between otherwise unlikethings.

Content

- similes, metaphors- proverbs- poems- synonyms- comparisons- allegories

1. Working with a list of common proverbs, the adultsdiscuss the message or meaning of each and thecomparison being drawn.

2. The teacher presents the adults with allegorical worksor fables. For example: The fox and the grapes.

The teacher discusses the use of symbolic figures andactions to represent generalizations about humanexistence. The adults draw parallels and makecomparisons.


The adults categorize a list of words by identifyingcertain commonalities, and then write a list ofsynonyms for the words.

4. From figurative works (poems, short stories), theteacher presents examples of comparisons usingsimiles, metaphors, or symbols. The adults then findtheir own examples in the works.

The adults then compose poems including a number ofsimiles and metaphors.

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• To encourage the adults to thinkhypothetically, to be aware ofalternatives, to consider both sides ofan issue, and to be open-minded.

• To make the adults aware ofalternative views and opinions.

Content

- brainstorming- debates

1. The teacher divides the adults into two groups, givingeach group the same task. For example:- How many uses can you find for a coat hanger, matchbox, etc.?- How many ways are there to get from point A to point B?

Each group brainstorm a list of suggestions for eachtask, exploring possibilities by asking questions suchas: What if�? What else could�?

The adults give careful consideration to each other�ssuggestions.

2. The adults evaluate newspaper editorials.

3. The teacher divides the class into two groups holdingopposing views on an issue, statement, etc. and hasthem debate, keeping the discussion controlled so thatthey fully appreciate the other side�s viewpoint. Afterthe debate, the adults consider the other side�sarguments:- Have your views become less strong?- Were your original opinions formed without considering the other viewpoint?- Could your views be altered by these arguments?

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T.S. 4.14To solve problems by applyingflexible thinking skills.

• To help the adults work throughproblems by being flexible and awareof alternative views and opinions.

1. The adults offer solutions to problems presented inadvice columns, thinking of all people involved andconsidering the opposing views and how each personwould be affected.

The adults compare the solutions offered and are giventhe opportunity to alter or rethink their solutions andopinions after hearing all the suggestions of the others.

2. The adults talk about common problems which arise athome or work. Other class members offer impartialadvice on how they could reach solutions by beingflexible and open-minded.

These situations could be role-played to demonstratethe different views and opinions which may arise insuch situations.

3. The teacher encourages the adults to deal withclassroom problems when they arise, being flexibleand open-minded and considering differing views andopinions as well as the facts.

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• To help the adults anticipateresults and see cause-effectrelationships.

Content

- stories- newspaper articles- cause-effect- so, therefore, as a result of

1. The adults follow a well-publicized trial by readingdaily newspaper articles. The adults compile all factsgiven and make predictions on the outcome andverdict.

2. The adults do finish-the-story exercises.

The teacher gives the adults the beginning of a two-or-three-page story, which presents the facts.

The adults write a one-page ending to the story,predicting the events which will occur given the factsprovided. The adults read their endings aloud in class.

3. The teacher gives the adults two sets of 10 sentenceseach, one set describing causes, the other effects. Theadults match sentences from set A and set B, matchingcauses with the correct effects.

4. Each adult thinks of a particular event in his or her lifeand discusses with the group some of the factors thatled to the event, without revealing the outcome.

Other members of the group, through questioning anddiscussion, give their predictions as to the outcome.

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T.S. 4.16To make reasoned inferences.

• To help the adults drawconclusions or make guesses on thebasis of facts.

Content

- guessing games- advertisements- headlines

1. The teacher shows the adults advertisements frommagazines without any written clues, or has the adultsread newspaper headlines.

The adults guess what is being advertised or thecontent of the articles.

The adults discuss and share what information ledthem to their conclusions.

2. The teacher provides guessing games. At this level,the subjects chosen should be complex or abstract.

The teacher gives the adults a bit of information aboutthe subject and allows them a number of questions,leading them to make conjectures as to the identity ofthe subject.

3. Charades: The adults guess at words or phrases actedout by other adults.

4. The adults analyse poems and short stories in class,speculating on the author�s point of view or message.

5. The teacher gives the adults some results and has theminfer the causes.

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T.S. 4.17To reach conclusions based onevidence.

• To help the adults assimilateinformation so as to make accurateinferences, draw logical conclusions,or foresee results.

Content

- conditional tense- pictures and photographs- stories- role-plays

1. See Objective T.S. 4.15, Activity 2, in which theadults write conclusions to stories.

2. The adults examine the evidence presented in a crimetrial (time, people, place, circumstances). Throughanalysis and discussion, the adults draw conclusionsand render verdicts. This may be done as a role-playof a courtroom scene.

3. The adults study photographs or pictures of faces,celebrations, disaster scenes, etc. They drawconclusions as to what is happening, why it ishappening, etc. from the evidence presented in eachpicture.

4. The adults play guessing games (see Objective T.S.4.16, Activity 2).

5. The teacher gives the adults a set of incompleteconditional sentences (containing if clauses). Theyfinish the sentences by supplying a result clause.

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T.S. 4.18To make evaluations.

• To help the adults make personalassessments and judgments.

Content

- viewpoints, debate- judgments and facts- discussion

1. The adults share an idea they have with the group.The teacher may give a topic on which the ideas are tobe expressed.

The adults work on their own and think of positive andnegative aspects of the idea. Then they share theirviewpoints with a partner. These are discussed withthe class and evaluated by the others. The adultsdefend their viewpoints.

Divided into small groups, the adults rank the pointsmade by the other adults.

A debate ensues in which the viewpoints are defendedand disputed.

2. On the basis of research they carry out, the adultsmake judgments on the accuracy of a number ofstatements provided by the teacher.

3. The adults do various ranking activities. For example:- ranking personal qualities- prioritizing items, actions, etc.

4. The adults do evaluations of the course and the teacher(rating the teacher).

Gouvernement du QuébecMinistère de l’Éducation 38-2943-03A

Documents

A Guide to Customized Literacy Training - Quebec