Sophie Wangs Phonics Book For Adult ESL Students

Sophie Wangs
Phonics for
Adult ESL Students
LINC Themes
Communications
&
Media
Transportation
Employment
Housing
Commercial
Services
Community
&
Government
Health
&
Safety
Family
Life
Canada
Leisure
Canadian
Law
Education
Sophie Wangs
Phonics Book
for
Adult ESL
Copyright Notice
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ISBN 978-1-894799-67-6
Introduction
A. Why Thematic Phonics?

No matter which literacy approach a teacher may favour, Whole Language or Phonics,
learning to decode on the letter-level is an inevitable process for one to become a
successful reader. I have used phonics textbooks designed for early education students
or illiterate adult native speakers in my class because there are not many phonics books
written specifically for adult ESL literacy. These books can be quite handy and effective
to introduce certain concepts of phonics; however, they are often not a good fit for
adult ESL literacy students needs. Here is a good example. A 57 year old man started
my class. He had been in Canada for 30 years, and was illiterate in his first language
Punjabi, and English. His motivation for coming to school was to pass the Canadian
citizenship test, but the related vocabulary would not be covered in a standard phonics
workbook. His beginning point to prepare for the test was learning the alphabet.
Creating my own phonic sheet I taught him to read and write Canada. Then he asked
me, Canada. Why does c sound like k? We had our first phonics lesson introducing
initial c /k/ with the words coast and capital. He was focused during the whole
session, and when he was able to decode Arctic on a map by the first vowel sound, he
was quite excited, saying, English is not that hard!
I still had some doubts about this way of introducing phonics: vocabulary around the
citizenship test would not be considered ideal for early literacy students. Two or three
syllable words are not the traditional way to present basic phonics elements. I noticed
my student enjoyed the ABC song and never considered it childish. I decided to bring
in a textbook worksheet on short vowel a with 3-letter words and pictures. When my
student saw the worksheet, he was not excited to see those easy words. He asked, Is
this for kids? Yes, the worksheet was from a book written for children. Although the
worksheet was a great phonics exercise, it was not age appropriate for my student. He
could develop some degree of phonemic awareness with short vowel a from the worksheet, but he would probably get by in his daily life without using any of the words from
the activity, such as bat and ant. I compiled an age appropriate phonics book for adult
ESL students with practical vocabulary for adults.
In this book I keep a balanced approach mixing Phonics with Whole Language while building basic reading and writing decoding skills around practical vocabulary and structures vocabulary and structures that an adult learner uses in their daily communication at
school and in the community. Each unit focuses on one target sound or a sound group,
which is introduced in a dialogue. The dialogue is followed by exercises using all four
skills, reinforcing the letter-sound correspondence. After all, decoding the print
information can be easier when the learners are orally familiar with the content.
B. Some Unique Aspects of Teaching Phonics to ESL Adults
1. Reading, Vocabulary Building and Oral Fluency
When children get to the age to learn how to read, most of them have acquired speaking
fluency and aural repertoire. The oral vocabulary they use frequently in speaking can be
easily recognized as reading vocabulary when they see or hear it in reading. It is not
necessary for children to produce a perfect pronunciation to match the word they
already know from spoken language (Beck, 2006). However, such matching for adult ESL
literacy learners may take a longer or a different process as they face the challenge of
learning both the sound and the meaning of words at the same time. As orality and
literacy lie on a continuum, second language (L2) literacy can never be considered in
isolation from L2 oral communicative competence (Jones, 1996).
ESL literacy learners also need to master some vocabulary for phonics development. For
example, the consonant digraph /ch/ can be introduced with the following words:
cherries, chicken, chips, cheese. Once the students are familiar with the single words,
they can be applied in a short dialogue.
Would you like some cherries? Yes, thank you.

Would you like some chicken? Yes, thank you.
Would you like some chips? Yes, thank you.
Would you like some cheese? Yes, thank you.
When we reinforce phonics concepts by spiralling target vocabulary in communicative
activities, it benefits the students in both vocabulary building and oral fluency, which
will make the basic grammar structure easier to understand later on.
2. Analytical Skills of Adult Learners
The analytical and critical thinking skills of adult learners can be used to understand
English spelling patterns. One of my students spelled ten as tene. When he realized it
should be ten, he looked confused. He asked, Five and nine, why ten? The human brain
looks for patterns. It is natural to analyze the unknown, such as the word ten, with a
known pattern. It was a perfect moment to introduce him to the silent e. I listed five,
nine, cake, home and cute on the board with the silent e highlighted and I used lines to
match the long vowels to the alphabet chart beside the board. In another column I
wrote the words ten, fit, cat, pot and cut. Once the list was done, there was an
expression of understanding on his face even before I explained. This does not
necessarily mean he acquired the silent e concept in CVCe words right away, which
requires more repetition and spiralling. However, he sensed accomplishment at being able
to figure out a pattern through his own analysis.
3. Motivation/Needs
The vocabulary set which interests adult learners usually belongs to a different corpus
than early education students, according to their needs/motivation. A 5-year old may
want to learn the word pony but an adult driver may eagerly want to learn to pay
attention to Private Parking, especially if they have got parking tickets or been towed.
Language learning for immediate or practical goals (Gardner and Lambert, 1972) does
play an important role in success in second language learning. Therefore, the vocabulary,
structure and sociolinguistic competencies that help ESL learners to function and enjoy
life should be included in ESL literacy phonics activities. Mastering more practical skills
can lead to an ESL learners increased interest in phonological awareness and phonics
learning.
C. Challenges in Teaching Phonics in an ESL Literacy Class
1. In what order should the phonics elements be taught?
Ideally, phonics can be taught in a fixed sequence that linguists have agreed on. In
Canadian Language Benchmarks 2000: ESL for Literacy Learners, phonics concepts under
each ESL Literacy Benchmark reading/writing competency are clearly listed. (See Table
1)
However, any teaching theories should not become dogmatic and limit what teachers
can do or cannot do. Instead, instructors can trust their instinct based on experiences
and knowing their students (Law, Eckes, 2000). For example, real life situations the ESL
literacy students encounter do not wait for the systematic sequence of phonics lesson in
the class. It can be justified that consonant /p/ can be taught before /c/ if students
are interested in signs in the parking lot.
We can question whether the practical vocabulary set should be taught first, or the less
confusing one-syllable words. The fact is that the words you choose in the lesson depend
on how comfortable the students are at the letter-sound level, unless it is the focused
phonics concept. For example, if a student has trouble with /st/ in stapler or /z/ in
easer, then these distracting words do not have to be on the long vowel a worksheet.
Instructors may find that fixed-sequence phonics instruction works for some learners,
but not for others (Anna Lyon, P. Moore, G. A. Sharman, 2002). To benefit both groups
in the class, teachers should create a print-rich classroom displaying the phonics
concepts that have been taught and review them on a regular basis. During the spiralling,
those concepts can be reorganized in the order the instructor prefers. A 5-Vowel
poster can be posted on the wall where students add new words beside the vowel sound
which the word contains (See Appendix D for a sample poster).
2. How much classroom time should be devoted to phonics?
During the precious 2.5 hours of a typical ESL class, how much time should be
contributed to phonics? Some instructors prefer a dedicated 30 minutes per day on
phonics. The 30 minutes not only makes the idea of phonics learning explicit, but also
develops a systematic learning routine which is crucial for adult literacy learners. The
context of the phonics materials may not be necessarily linked to their ESL themes, but
some instructors slip phonics lessons into their thematic lesson.
One way to introduce a phonics lesson is through a shared reading. The reading can be
generated from warm-up, daily greetings, the theme for the day, weekend plans, field
trip notice/journal, or even election news.
Here is an example of a shared reading in an ESL literacy class.
Today is Wednesday, May 13, 2009. The weather is windy.

We went to the Cambridge Art Center for a drawing class yesterday. It was fun.
There are six w-words in the reading. The reading can be easily adapted for an
introduction or a review of initial consonant /w/.
3. How to assess phonics development?
Henderson (1990) divides spelling development into 5 stages. According to the developmental characteristics of each stage, the first focus of phonics learning in an ESL
literacy class is letter naming. The skill to be assessed is to visually distinguish the
letters in the alphabet and verbally pronounce their names. This can be done either
formally or informally, such as having the students play a board game while the instructor records their letter-name knowledge in reading (See Appendix B Assessing Letter
Knowledge). The recorded errors can guide individualized instruction planning later on.
Once the students accomplish the letter-name system, the focus can be shifted to
letter-sound recognition. The basic task assesses the students knowledge of the sounds
that letters typically make (Lyon, Moore, 2003). Appendix B contains a recording form
for assessing letter sound knowledge using a simple test.
Phonics instruction does not only focus on teaching the connection of the sounds and
letters, but also includes increasing the learners phonemic and phonological awareness.
Phonemic awareness refers to the understanding of single sound unit phoneme.
Phonological awareness focuses more on the understanding of spoken words. Adams
(1990) provides five basic types of phonological awareness tasks. There are progressively more complex activities under each task type that can be found in his writing.
Appendix B has a sample test of a typical segmentation task.
Sophie Wang
Table 1: Phonics Concepts for Learning/Teaching at Different ESL Literacy Benchmark Levels
(Source: Canadian Language Benchmarks 2000: ESL for Literacy Learners)
Reading
ESL Literacy
Benchmarks
Foundation
Phase I
Writing
Initial
Recognize/point to and recite the alphabet by
memory. Read lower case letter name in isolation from memory. Read upper case letters by
name
Developing
Recognize basic sight words used in forms by
providing oral or actional response
In lower case letters
In upper case
In upper and lower case
Initial
Trace and copy upper and lower case letters
Name all letters of alphabet in random order

both upper and lower case
Recognize
Initial consonant sounds in sight words
and phonetic words
Initial short vowel sounds in sight words
Begin to understand and use basic spelling

conventions
Use phonics to write initial consonant and
short vowel sounds in words
Fill in the missing initial consonant or short
vowel sound in rhyming word groups
such as _as, _ as, _ad, _ad
Copy or write a small bank of sight words
Copy or write word groups with varying initial
consonants
Developing
Name all letters of alphabet in random order
both upper and lower case
Recognize and discriminate between
Final consonant sounds in sight words and
phonetic words, such as him, his, hit
Medial consonant sounds in sight words
Developing
conventions
Use phonics to write initial and medial consonants in words
Copy or write a bank of sight words
Fill in the missing final consonant sound in
word groups of 3 letter words such as ba_,
ba_, ba_
Adequate
Read using phonics
3 letter words with short vowel sounds in medial position, such as cat, hat, rat, sat, cot, cut
Adequate
conventions
Use phonics to write the short vowel sound in
medial position
Copy a greater bank of sight words
Write a number of sight words from memory
Write word groups with varying initial and
final consonants and varying medial short
vowels
sat cup ten big
Initial
Phase II
Initial
Read words using phonics
Initial and final consonant blends
br, dr, fl, gl, sm, sp, st, ng, nk
Initial and final consonant digraphs
sh, ch, th, tch
Final consonant combinations
ff, ss, ck
Developing
Read words using phonics
Two syllable words with short vowel
sounds
address rabbit
Words with long vowel sounds that have
the silent e
Final suffixes tion, sion, station
Adequate
Compare and contrast words with
long and short vowel sounds
cap cape
r controlled vowels in single syllable
words
ar, or, ir, ur, er
Multi-syllable words
computer weather mirror
Initial
Use
Phonics to write short vowels in initial and
medial position
Invented spelling
Developing
Use
Phonics to write words with long vowels with
the final e ending
Invented spelling
Adequate
Use
Phonics to write words with short and long
vowels
Compare and contrast vowel blends such as
ee, ea
Invented spelling
ACTIVITY INDEX
CONSONANTS
c as in Canada
Activities
Skills/Competencies
What country are they

talking about?
Listening comprehension
15
Individual
10
Individual
10
Individual/pair
15
Individual and pair
15
Pair
15
Whole class
10
Pair/small group
20
9, 10
Individual
10
11
Individual/pair
15
12
Individual
15
13
Individual
15
14
Small group
20
15
Whole class
10
16
Whole class
10
17
Pair/small group
15
18, 19
Reading signs
Small group
15
20
Listening discrimination, copying
Individual
15
21
Listening and speaking
Pair
15
22, 23
Circle the same
Accuracy in reading
Listening discrimination on initial
consonant c
Read the story
Reading comprehension
Sentence completion and
Speaking, wh-questions in simple
dialogue practice
present tense
Matching, dialogue practice
Page
1
Copying, vocabulary about Canada
Reading and speaking, wh- questions in simple present tense
Whole class
Min.
10
Labelling
Listen and circle
Grouping
Whole class/
individual
ch as in chicken
What do they order?
Flashcards of food
Word search
Fill in the blanks
Game variations: matching, memorizing, fishing
Reading, vocabulary on food
Consonants in both initial and medial positions
Listening discrimination on conso-
Listen, circle and copy
nant ch in initial, medial and final

positions
Fill in blanks and dialogue
Yes/No question with verb to
practice
"be, short answers
Role play
A sample restaurant menu
p as in parking
Where is the parking lot?
Listen and circle
TPR
Where can you park?
Listen and circle, finish
words
Information gap
Listening for consonant p, traffic
signs
Listening and speaking, traffic
signs
r as in library
I need to borrow a movie
Whole class
10
24
Cross out the odd ones
Vocabulary of library services
Whole class
10
25
Pair/small group
20
26, 27
Individual
10
28
Whole class
20
29
Whole class
15
30
Individual
15
31
Individual and pair
15
32
Flashcards
Listen and circle
Bingo
Dictation
Sentence completion
Game variations: matching, memorizing, bingo, fishing

Listening discrimination on consonant r
Listening discrimination on consonant r
Listening and writing
Reading and copying, expressing
personal needs
Unscramble the letters,
Writing and speaking, modal
dialogue practice
can, expressing personal needs
th as in Thursday
How long are you open?
Whole class
10
33
Check the holidays
Holidays in Canada
Whole class
10
34
Individual
10
35
Underline th words
Reading and copying, vocabulary

of calendar
Matching
Cardinal numbers review
Individual
10
36
Matching
Ordinal numbers
Individual
15
37
Listen and unscramble
Listening for consonant blend th
Individual
15
38
Back and forth
Listening and speaking
Whole class
15
39, 40
Matching questions and
Yes/No and wh- questions
answers
differentiation
Pair
20
41
20
42, 43
Listening and speaking, getting

Role play
hours of operation for public

swimming pool
Small group/whole
class
Initial Consonant Review Personal Hygiene

How often do you brush
your teeth?
Flash cards of jobs
Matching
Domino
Listen and circle
Game variations: matching, memorizing, bingo, fishing
Verb phrases of personal hygiene
Reading, vocabulary of personal
hygiene
Listening discrimination on initial
consonants
Count your stars
Reading, vocabulary of frequency
Sentence completion,
Writing, speaking, wh- questions
dialogue practice
in simple present tense

Writing, speaking, wh- questions
Interviewing
in simple present tense frequency

expressions
Whole class
10
44
Pair/small group
20
45, 46
Individual
10
47
Small group
15
48, 49
Individual
10
50
Individual
15
51 -54
Individual and pair
15
52
20
55
Whole class
10
56
Pair/small group
20
57, 58
Individual
10
59
Individual
10
60
Pair
15
61, 62
Individual
10
63
Individual and pair
15
64
20
65
Individual and
whole class
Medial Consonant Review Jobs

What does he do?
Flash cards of jobs
Listen and circle
Game variations: matching,
memorizing, fishing
Initial consonants review,
vocabulary of jobs
Listen and fill in the
Listening and reading, medical
missing letters
consonants
Information gap
Listening, speaking and writing
Labelling
Medial consonants, vocabulary of

jobs
Fill in blanks, dialogue
Wh- questions in simple present
practice
tense. 3rd person singular.
Board game
Speaking, initial and medical
Small group/whole
consonants review
class
SHORT VOWELS
a as in apple
What does she like?
Flash cards of food
memorizing, bingo, fishing
Whole class
10
66
Pair/small group
20
67, 68
Food vocabulary matching
Reading
Individual
10
69
Spell the word
Writing/copying
Individual
15
70
Listening discrimination on short
Individual and
vowel a
whole group
15
71
Reading with own experience
Individual
10
72
Sentence completion, copying
Individual
15
73
Individual and pair
20
74
Whole class
20
75
Whole class
15
76
Pair/small group
20
77, 78
Individual
10
79
Individual
10
80
15
81
Individual and pair
15
82
Individual and pair
15
83
Circle the a words

Circle or on food
vocabulary
Circle like or dont like
Simple present Yes/No quesDo you like?
tions on food preferences in

reading and writing
Simple present Yes/No ques-
Find someone who
tions on food preferences in

speaking
i as in bin
Whats in your house?
Listening comprehension, discussion
Flash cards of house
objects
Underline the i words
Reading/copying
Cut and paste
Listen and circle
Fill in the blanks/dialogue
Reading, vocabulary on house

objects
Individual and
vowel i
whole group
Yes/No questions with verb to

be and affirmative answers.
Yes/No questions with verb to
be and negative answers.
o as in shopping
What did Bob buy?
Flash cards of shopping
items
Lets go shopping (cut and

paste)
Labelling
Listen and circle
Whole class
10
84
Pair/small group
20
85, 86
Shopping warm-up
Individual/pair
10
87
Reading, vocabulary of shopping
Whole group and
items
individual
15
88
Individual and
vowel o
whole group
15
89
Individual and pair
15
90
Individual and pair
15
91
Whole class
10
92
Reading, vocabulary of shopping
Whole group and
items
individual
15
93
Accuracy in reading, copying
Individual
15
94
Individual and
vowel u
whole group
15
95
Individual and pair
15
96
Pair
15
97, 98
Pair/small group
20
99
Wh- questions in past tense with

answers
Dictation/complete
Wh- questions in past tense in a
dialogues
3-line dialogue
u as in truck
Whats the problem?
Labelling
Circle the same
Listen and circle
Fill in blanks/dialogue
Problem solving (Step 1:

Matching answers)
Wh- questions with verb to be,

expressing personal needs
Reading comprehension (looking
for key words), Wh- questions,
personal needs.
Problem solving (Step 2:
Reading comprehension (looking
Find the right place)
for key words), giving suggestions
LONG VOWELS AND VOWEL DIGRAPHS
a as in paper
Where is the paper?
Whole class
10
100
Read, trace and copy
Letter formation
Individual
15
101
Individual
10
102
Individual
10
103
Individual
10
104
Individual/pair
15
105
Individual and pair
15
106
Pair/small group
15
107
Whole class
10
108
Individual
10
109
Individual
10
110
Individual
111
Individual
10
112
Individual
10
113
Individual
10
114
15
115
Matching
Matching
Listen and circle
Fill in blanks with a or e
Complete the questions
Drawing
Lower and upper case

identification
Reading, vocabulary of classroom
objects
Listening discrimination on long
vowel a
Long vowel a sound and letter
identification
Reading and speaking,
wh- questions, prepositions
Listening comprehension, wh- questions, prepositions
ee as in sleep
When do you go to sleep?
Letter dictation
Letter names review, vocabulary of
activities at home
Multiple choice /sentence
Reading and copying, simple
completion
present tense
Multiple choice
More vocabulary of activities at

home
Multiple choice / sentence
Reading and copying, simple
completion
present tense
Listen and circle
Fill in blanks
Chain drills
Listening discrimination on vowel

digraph ee,
Simple present tense with time
expressions
Reading and speaking, Wh- ques-
Whole class/small
tions in simple present tense.
group
Silent e as in cake
Happy birthday!
Whole class
10
116
Circle and labelling
Reading and copying
Individual/pair
10
117
Individual
15
118
Individual
10
119
Individual
15
120
Pair
15
121
Fill in blanks
Listen and circle
Word search
Information gap
Listening, vocabulary of birthday party

Listening discrimination, silent e
identification
Writing, vocabulary of birthday
party
Listening and speaking. Reading
comprehension
Find the different
Accuracy in reading
Individual
10
122
Read the story
Reading comprehension
Individual
15
123
oo as in zoo
What do you see at a zoo?
Whole class
10
124
Labelling the animals
Letter formation
Individual
10
125
Tracy and copy
Letter formation
Individual
15
126
Fill in the blanks with oo
Listening discrimination on vowel
or ee
digraph oo
Individual
10
127
Find the different
Accuracy in reading
Individual
15
128
Individual
15
129
Individual and pair
15
130
Read the story
Cut and paste
Reading comprehension, simple

present tense
Wh- words review, wh-questions
in simple present tense
Long Vowels Review Phonebook

Is Mr. Cage home?
Whole class
10
131
Ordering
Alphabetic order review
Individual/pair
10
132
Individual
10
133
Individual
15
134
Pair/small group
20
Listen and circle
Listening discrimination on
names with long vowels
Listening discrimination on
Listen and circle
names with long vowels, whquestions
Information gap
Scanning, speaking
135-138
AUDIO TRACKS
CD
Track
Page
Title
c as in Canada dialogue
What sound does c make in Canada?
Listen and Circle
ch as in chicken dialogue
10
Listen to the words.
13
Listen and circle.
16
p as in parking dialogue
17
Circle the sign.
19
Listen and hold up the card.
10
21
Listen and circle.
11
24
r as in library dialogue
12
27
Listen to the Vocabulary
13
28
Listen and circle.
14
30
Write the word for each picture that you hear your teacher
spell.
15
33
th as in Thursday dialogue
16
38
Unscramble the letters.
17
39
Back and Forth
18
44
Initial Consonant Review - Dialogue
19
50
Listen and circle.
20
56
Medial Consonant Review Dialogue
21
59
Listen and Circle.
22
60
Listen and fill in the missing letters.
Track
Page
Title
23
66
a as in apple dialogue
44
71
Listen and circle.
24
76
i as in bin dialogue
25
82
Listen and circle.
26
84
o as in shopping dialogue
27
89
Listen and circle.
28
91
Listen and write.
29
92
u as in trunk dialogue
30
95
Listen and circle.
31
100
a as in paper dialogue
32
104
a as in paper
33
108
ee as in sleep dialogue
34
109
Write the word.
35
113
Listen and circle.
36
116
silent e as in cake dialogue
37
118
Listen and fill in the blanks.
38
119
Listen and circle.
39
124
oo as in zoo dialogue
40
127
Listen and fill in the blanks.
41
131
long vowel review dialogue
42
133
Listen and circle.
43
134
Listen and circle.
Consonants: c as in Canada
Canadian Society - Canada
c as in Canada
CD
1
Listen to the dialogue.

What country are they talking about?
Callie:
What country do you live in?
Coco:
I live in Canada.
Callie:
How is the weather in the winter?
Coco:
It is cold.
Phonics for Adult ESL Students - Sophie Wang 2010 www.eslresources.com 1-866-833-9485
Photocopiable by the Purchasing Teacher for Her/His Students Only
What sound does c make in Canada? Read the words aloud with your teacher.
Canada
canoeing
capital
cold
CD
2
coffee
camping
Write the word beside the correct picture.
__________________
__________________
__________________
__________________
__________________
__________________
Circle the same spelling as the given word.
1. Canada
Canda
Panada
Canada
Danada
capilal
capital
capltal
voffee
coffee
toffee
caneing
canoeing
ganoeing
cold
gold
nold
macping
camping
damping
2. capital
oapitl
3. coffee
sofe
4. canoeing
hanoeing
5. cold
old
6. camping
lamping
Number the rows.

Listen and circle.
CD
3
Canada
panda
adaptable
capital
coffee
toffee
snoring
canoeing
cold
gold
camping
damping
Put the words in alphabetical order.
Canada
canoeing
capital
cold
coffee
camping
1.__________
4. __________
2.__________
5. __________
3.__________
6. __________
Read the story and answer the questions.

Underline all the words with c in the story.
We live in Canada.
It is cold in the winter.
It is cool in the fall.
Some Canadians drink coffee in the winter.
They go camping and canoeing in the fall.
It is a big country.
The capital is Ottawa.
Circle Yes if the statement is true from the story above.
We live in Canada.
Yes
No
It is cool in the winter.
Yes
No
It is cold in the fall.
Yes
No
It is a small country.
Yes
No
Yes
No
Complete the sentences with the following words.

Practise with a partner.
1.
cold
Canada
camping
canoeing
We live in ______________.
2.
cool
capital
It is ___________.
3.
How is the weather in the fall?

It is ___________.
4.
What do Canadians do in the fall?

They go _________ and ________.
5.
What is the capital of Canada?

The ______________ is Ottawa.
Find the correct answer for the questions.

Questions:
1.
2.
3.
How is the weather in the fall?
4.
What do Canadians do in the fall?
5.
What is the capital of Canada?
Answers:
1.
We live in Canada.
2.
It is cold.
3.
It is cool.
4.
They go camping and canoeing.
5.
Consonants: ch as in chicken
Commercial Services - Eating Out
ch as in chicken
CD
4
Rachael and Charles are in a restaurant.

What do they order?
Waiter:
Are you ready to order?
Rachael:
Yes. Ill have the chicken.
Charles:
Ill have the pork chops.
Waiter:
O.K. Chicken and pork chops.

Sophie Wangs Phonics Book For Adult ESL Students

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A. Why Thematic Phonics?

Would you like some cherries? Yes, thank you.

Today is Wednesday, May 13, 2009. The weather is windy.

Trace and copy upper and lower case letters

Name all letters of alphabet in random order

Begin to understand and use basic spelling

What country are they

Individual and pair

Listening discrimination, copying

Listening and speaking

Circle the same

Read the story

Sentence completion and

Speaking, wh-questions in simple

Matching, dialogue practice

Copying, vocabulary about Canada

Reading and speaking, wh- questions in simple present tense

Listen and circle

Listen, circle and copy

nant ch in initial, medial and final

Fill in blanks and dialogue

Yes/No question with verb to

"be, short answers

A sample restaurant menu

Cross out the odd ones

Vocabulary of library services

Individual and pair

Game variations: matching, memorizing, bingo, fishing

Unscramble the letters,

Writing and speaking, modal

can, expressing personal needs

Check the holidays

Reading and copying, vocabulary

Cardinal numbers review

Listen and unscramble

Listening for consonant blend th

Back and forth

Listening and speaking

Matching questions and

Yes/No and wh- questions

Listening and speaking, getting

hours of operation for public

Initial Consonant Review Personal Hygiene

Count your stars

Reading, vocabulary of frequency

Writing, speaking, wh- questions

in simple present tense

in simple present tense frequency

Individual and pair

Individual and pair

Medial Consonant Review Jobs

Listen and fill in the

Listening and reading, medical

Listening, speaking and writing

Medial consonants, vocabulary of

Fill in blanks, dialogue

Wh- questions in simple present