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Sophie Wang's Phonics Book for Adult ESL Students

Sophie Wang's Phonics Book for Adult ESL Students

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Published by Thane1020
Literacy - High School to Adult
Illustrated LINC/Life Skill Theme Units
Finally a phonics book specifically for adult and young adult ESL students.
This book includes an audio CD.
Literacy - High School to Adult
Illustrated LINC/Life Skill Theme Units
Finally a phonics book specifically for adult and young adult ESL students.
This book includes an audio CD.

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Published by: Thane1020 on May 04, 2011
Copyright:Attribution Non-commercial

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09/20/2015

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Sophie Wang’s

Phonics for Adult ESL Students LINC Themes
Transportation
Communications & Media

Health & Safety

Employment
Community & Government

Family Life

Housing

Commercial Services

Canada Leisure
Canadian Law
Education

Sophie Wang’s Phonics Book for Adult ESL

Copyright Notice

Copyright © 2010 Canadian Resources for ESL All rights reserved

Important Copyright and Photocopy Permission Information
There seems to be more demand for ESL services and less money for books! It’s not easy to be an ESL teacher without photocopying books. ESL Resources recognizes this and provides ESL teachers with a relatively cheap source of legally reproducible books. For $25 - $50 purchasing teachers get an ESL book with photocopy permission. This is often less than 50 cents per reproducible page. Each book represents hundreds if not thousands of hours of preparation time. Teachers, how much is your time worth? Canadian Resources has the books - now keep us in business by purchasing our books. Photocopies are not for resale.

Purchasing Teacher (One Teacher Permission)
A purchasing teacher is granted permission to photocopy this book for use by his/her students only. You can be an itinerant teacher at several sites or based at one site. Photocopies are not for resale.

Purchasing School (One School/Site Permission)

If you need photocopy permission for more than one teacher in your school, it can be arranged for a small additional fee. Please contact me at thane@eslresources.com for further information.

FAQ
Q: Can I make a copy for a teacher so she can photocopy from the photocopy for her students? A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isn’t it better just to purchase the book with photocopy permission for less than $50? Q: Can I borrow this book from a resource centre or library, then photocopy it? A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or your school has purchased site photocopy permission. Printed in Canada

Canadian Resources for ESL 15 Ravina Crescent Toronto Ontario Canada M4J 3L9 tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383 www.eslresources.com email thane@eslresources.com

ISBN 978-1-894799-67-6

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

Introduction

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 learner’s 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 Writing

Phase I

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 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

Trace and copy upper and lower case letters

Initial 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 Begin to understand and use basic spelling 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 Begin to understand and use basic spelling 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

Adequate Read using phonics 3 letter words with short vowel sounds in medial position, such as cat, hat, rat, sat, cot, cut

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 What country are they talking about? Labelling Circle the same Listen and circle Read the story Sentence completion and dialogue practice Matching, dialogue practice Skills/Competencies Listening comprehension Copying, vocabulary about Canada Accuracy in reading Listening discrimination on initial consonant c Reading comprehension Speaking, wh-questions in simple present tense Reading and speaking, wh- questions in simple present tense Grouping Whole class Whole class/ individual Individual Individual Individual/pair Individual and pair Pair Min. 10 15 10 10 15 15 15 Page 1 2 3 4 5 6 7

ch as in chicken
What do they order? Flashcards of food Word search Fill in the blanks Listening comprehension Game variations: matching, memorizing, fishing Reading, vocabulary on food Consonants in both initial and medial positions Listening discrimination on consoListen, circle and copy Fill in blanks and dialogue practice Role play nant ch in initial, medial and final positions Yes/No question with verb “to "be”, short answers A sample restaurant menu Individual Small group 15 20 14 15 Individual 15 13 Whole class Pair/small group Individual Individual/pair 10 20 10 15 8 9, 10 11 12

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 comprehension Listening for consonant p, traffic signs Listening and speaking, traffic signs Reading signs Listening discrimination, copying Listening and speaking Whole class Whole class Pair/small group Small group Individual Pair 10 10 15 15 15 15 16 17 18, 19 20 21 22, 23

r as in library
I need to borrow a movie Cross out the odd ones Flashcards Listen and circle Bingo Dictation Sentence completion Unscramble the letters, dialogue practice Listening comprehension Vocabulary of library services 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 Writing and speaking, modal “can”, expressing personal needs Whole class Whole class Pair/small group Individual Whole class Whole class Individual Individual and pair 10 10 20 10 20 15 15 15 24 25 26, 27 28 29 30 31 32

th as in Thursday
How long are you open? Check the holidays Underline “th” words Matching Matching Listen and unscramble Back and forth Matching questions and answers Role play Listening comprehension Holidays in Canada Reading and copying, vocabulary of calendar Cardinal numbers review Ordinal numbers Listening for consonant blend “th” Listening and speaking Yes/No and wh- questions differentiation Listening and speaking, getting hours of operation for public swimming pool Whole class Whole class Individual Individual Individual Individual Whole class Pair Small group/whole class 10 10 10 10 15 15 15 20 33 34 35 36 37 38 39, 40 41

20

42, 43

Initial Consonant Review – Personal Hygiene
How often do you brush your teeth? Flash cards of jobs Matching Domino Listen and circle Count your stars Sentence completion, dialogue practice Interviewing Listening comprehension Game variations: matching, memorizing, bingo, fishing Verb phrases of personal hygiene Reading, vocabulary of personal hygiene Listening discrimination on initial consonants Reading, vocabulary of frequency Writing, speaking, wh- questions in simple present tense Writing, speaking, wh- questions in simple present tense frequency expressions Whole class Pair/small group Individual Small group Individual Individual Individual and pair Individual and whole class 10 20 10 15 10 15 15 44 45, 46 47 48, 49 50 51 -54 52

20

55

Medial Consonant Review – Jobs
What does he do? Flash cards of jobs Listen and circle Listen and fill in the missing letters Information gap Labelling Fill in blanks, dialogue practice Board game Listening comprehension Game variations: matching, memorizing, fishing Initial consonants review, vocabulary of jobs Listening and reading, medical consonants Listening, speaking and writing Medial consonants, vocabulary of jobs Wh- questions in simple present tense. 3rd person singular. Speaking, initial and medical consonants review Whole class Pair/small group Individual Individual Pair Individual Individual and pair Small group/whole class 10 20 10 10 15 10 15 20 56 57, 58 59 60 61, 62 63 64 65

SHORT VOWELS

a as in apple
What does she like? Flash cards of food Food vocabulary matching Spell the word Circle the “a” words Circle  or  on food vocabulary Circle “like” or “don’t like” Listening comprehension Game variations: matching, memorizing, bingo, fishing Reading Writing/copying Listening discrimination on short vowel a Reading with own experience Sentence completion, copying Simple present Yes/No quesDo you like……? tions on food preferences in reading and writing Simple present Yes/No quesFind someone who tions on food preferences in speaking Whole class 20 75 Individual and pair 20 74 Whole class Pair/small group Individual Individual Individual and whole group Individual Individual 10 20 10 15 15 66 67, 68 69 70 71

10 15

72 73

i as in bin
What’s in your house? Flash cards of house objects Underline the “i” words Cut and paste Listening comprehension, discussion Game variations: matching, memorizing, bingo, fishing Reading/copying Reading, vocabulary on house objects Listening discrimination on short vowel i Yes/No questions with verb “to be“ and affirmative answers. Yes/No questions with verb “to be“ and negative answers. Whole class 15 76

Pair/small group Individual Individual Individual and whole group Individual and pair

20 10 10

77, 78 79 80

Listen and circle

15

81

Fill in the blanks/dialogue

15

82

Fill in the blanks/dialogue

Individual and pair

15

83

o as in shopping
What did Bob buy? Flash cards of shopping items Let’s go shopping (cut and paste) Labelling Listening comprehension Game variations: matching, memorizing, bingo, fishing Shopping warm-up Reading, vocabulary of shopping items Listening discrimination on short vowel o Wh- questions in past tense with answers Wh- questions in past tense in a 3-line dialogue Whole class Pair/small group 10 20 84 85, 86

Individual/pair Whole group and individual Individual and whole group Individual and pair

10

87

15

88

Listen and circle

15

89

Fill in the blanks/dialogue Dictation/complete dialogues

15

90

Individual and pair

15

91

u as in truck
What’s the problem? Labelling Circle the same Listen and circle Listening comprehension Reading, vocabulary of shopping items Accuracy in reading, copying Listening discrimination on short vowel u Wh- questions with verb “to be”, expressing personal needs Reading comprehension (looking for key words), Wh- questions, personal needs. Reading comprehension (looking for key words), giving suggestions Pair 15 97, 98 Whole class Whole group and individual Individual Individual and whole group Individual and pair 10 15 15 15 92 93 94 95

Fill in blanks/dialogue

15

96

Problem solving (Step 1: Matching answers)

Problem solving (Step 2: Find the right place)

Pair/small group

20

99

LONG VOWELS AND VOWEL DIGRAPHS

a as in paper
Where is the paper? Read, trace and copy Matching Listening comprehension Letter formation 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 Whole class Individual Individual 10 15 10 100 101 102

Matching

Individual

10

103

Listen and circle

Individual

10

104

Fill in blanks with a or e

Individual/pair

15

105

Complete the questions

Individual and pair

15

106

Drawing

Pair/small group

15

107

ee as in sleep
When do you go to sleep? Letter dictation Multiple choice /sentence completion Multiple choice Multiple choice / sentence completion Listen and circle Listening comprehension Letter names review, vocabulary of activities at home Reading and copying, simple present tense More vocabulary of activities at home Reading and copying, simple present tense Listening discrimination on vowel digraph ee, Simple present tense with time expressions Reading and speaking, Wh- questions in simple present tense. Whole class Individual 10 10 108 109

Individual

10

110
111

Individual

5

Individual

10

112

Individual

10

113

Fill in blanks

Individual Whole class/small group

10

114

Chain drills

15

115

Silent e as in cake
Happy birthday! Circle and labelling Fill in blanks Listening comprehension Reading and copying Listening, vocabulary of birthday party Listening discrimination, silent e identification Writing, vocabulary of birthday party Listening and speaking. Reading comprehension Accuracy in reading Reading comprehension Whole class Individual/pair Individual 10 10 15 116 117 118

Listen and circle

Individual

10

119

Word search

Individual

15

120

Information gap Find the different Read the story

Pair Individual Individual

15 10 15

121 122 123

oo as in zoo
What do you see at a zoo? Labelling the animals Tracy and copy Fill in the blanks with “oo” or “ee” Find the different Read the story Listening comprehension Letter formation Letter formation Listening discrimination on vowel digraph oo Accuracy in reading Reading comprehension, simple present tense Wh- words review, wh-questions in simple present tense Whole class Individual Individual Individual Individual Individual 10 10 15 10 15 15 124 125 126 127 128 129

Cut and paste

Individual and pair

15

130

Long Vowels Review – Phonebook
Is Mr. Cage home? Ordering Listen and circle Listening comprehension Alphabetic order review Listening discrimination on names with long vowels Listening discrimination on Listen and circle Information gap names with long vowels, whquestions Scanning, speaking Pair/small group 20 135-138 Individual 15 134 Whole class Individual/pair Individual 10 10 10 131 132 133

AUDIO TRACKS
Track 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Page 1 2 4 8 10 13 16 17 19 21 24 27 28 30 33 38 39 44 50 56 59 60

CD

Title c as in Canada dialogue What sound does “c” make in Canada? Listen and Circle ch as in chicken dialogue Listen to the words. Listen and circle. p as in parking dialogue Circle the sign. Listen and hold up the card. Listen and circle. r as in library dialogue Listen to the Vocabulary Listen and circle. Write the word for each picture that you hear your teacher spell. th as in Thursday dialogue Unscramble the letters. Back and Forth Initial Consonant Review - Dialogue Listen and circle. Medial Consonant Review Dialogue Listen and Circle. Listen and fill in the missing letters.

Track 23 44 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43

Page 66 71 76 82 84 89 91 92 95 100 104 108 109 113 116 118 119 124 127 131 133 134

Title a as in apple dialogue Listen and circle. i as in bin dialogue Listen and circle. o as in shopping dialogue Listen and circle. Listen and write. u as in trunk dialogue Listen and circle. a as in paper dialogue a as in paper ee as in sleep dialogue Write the word. Listen and circle. silent e as in cake dialogue Listen and fill in the blanks. Listen and circle. oo as in zoo dialogue Listen and fill in the blanks. long vowel review dialogue Listen and circle. 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: Coco: Callie: Coco:

What country do you live in? I live in Canada. How is the weather in the winter? 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

1

Consonants: c as in Canada

Canadian Society - Canada CD 2

What sound does “c” make in Canada? Read the words aloud with your teacher.

Canada canoeing

capital cold

coffee camping

Write the word beside the correct picture.

__________________

__________________

__________________

__________________

__________________

__________________

2

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

Consonants: c as in Canada

Canadian Society - Canada

Circle the same spelling as the given word.

1. Canada Canda 2. capital oapitl 3. coffee sofe 4. canoeing hanoeing 5. cold old 6. camping lamping macping camping damping
3

Panada

Canada

Danada

capilal

capital

capltal

voffee

coffee

toffee

caneing

canoeing

ganoeing

cold

gold

nold

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

Consonants: c as in Canada

Canadian Society - Canada CD 3

Number the rows. Listen and circle.

Canada adaptable coffee snoring cold camping
Put the words in alphabetical order.

panda capital toffee canoeing gold damping
coffee camping

Canada canoeing

capital cold

1.__________ 2.__________ 3.__________
4

4. __________ 5. __________ 6. __________

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

Consonants: c as in Canada

Canadian Society - Canada

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. It is cool in the winter. It is cold in the fall. It is a small country. The capital is Ottawa.

Yes Yes Yes Yes Yes

No No No No No

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

5

Consonants: c as in Canada

Canadian Society - Canada

Complete the sentences with the following words. Practise with a partner.

1.

cold Canada What country do you live in? camping canoeing We live in ______________. How is the weather in the winter? It is ___________.

cool capital

2.

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.

6

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

Consonants: c as in Canada

Canadian Society - Canada

Find the correct answer for the questions. Questions:

1. 2. 3. 4. 5.

What country do you live in? How is the weather in the winter? How is the weather in the fall? What do Canadians do in the fall? What is the capital of Canada?

Answers:

1. 2. 3. 4. 5.

We live in Canada. It is cold. It is cool. They go camping and canoeing. The capital is Ottawa.

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

7

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: Rachael: Charles: Waiter:

Are you ready to order? Yes. I’ll have the chicken. I’ll have the pork chops. O.K. Chicken and pork chops.

8

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

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