Sophie Wang's Phonics Book for Adult ESL Students

Sophie Wang’s 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 Wang’s 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 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

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

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

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

2

Individual

10

3

Individual

10

4

Individual/pair

15

5

Individual and pair

15

6

Pair

15

7

Whole class

10

8

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

Listening comprehension 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 comprehension Listening for consonant p, traffic signs Listening and speaking, traffic signs

r as in library I need to borrow a movie

Listening comprehension

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?

Listening comprehension

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

Listening comprehension 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

Listening comprehension 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

Listening comprehension Game variations: matching, 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 “don’t 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 What’s in your house?

Listening comprehension, discussion

Flash cards of house

Game variations: matching,

objects

memorizing, bingo, fishing

Underline the “i” words

Reading/copying

Cut and paste

Listen and circle

Fill in the blanks/dialogue

Fill in the blanks/dialogue

Reading, vocabulary on house objects Listening discrimination on short

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?

Listening comprehension

Flash cards of shopping

Game variations: matching,

items

memorizing, bingo, fishing

Let’s go shopping (cut and paste) Labelling

Listen and circle

Fill in the blanks/dialogue

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

Listening discrimination on short

Individual and

vowel o

whole group

15

89

Individual and pair

15

90

Individual and pair

15

91

Listening comprehension

Whole class

10

92

Reading, vocabulary of shopping

Whole group and

items

individual

15

93

Accuracy in reading, copying

Individual

15

94

Listening discrimination on short

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 What’s 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?

Listening comprehension

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

5

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

Listening comprehension 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!

Listening comprehension

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?

Listening comprehension

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?

Listening comprehension

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

1

1

c as in Canada dialogue

2

2

What sound does “c” make in Canada?

3

4

Listen and Circle

4

8

ch as in chicken dialogue

5

10

Listen to the words.

6

13

Listen and circle.

7

16

p as in parking dialogue

8

17

Circle the sign.

9

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

1

Consonants: c as in Canada

Canadian Society - Canada

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.

__________________

__________________

__________________

__________________

__________________

__________________

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

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

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

3

Consonants: c as in Canada

Canadian Society - Canada

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. __________

4

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.

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

The capital is Ottawa.

Yes

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 ______________.

2.

How is the weather in the winter?

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.

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.

What country do you live in?

2.

How is the weather in the winter?

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.

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?

8

Waiter:

Are you ready to order?

Rachael:

Yes. I’ll have the chicken.

Charles:

I’ll have the pork chops.

Waiter:

O.K. Chicken and pork chops.

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