Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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Sample activities • Read some e-mails sent or received by themselves or others and highlight the apostrophes that indicate a letter (or letters) has (have) been omitted. Compare the number of contracted forms in the e-mails with the number in a formal letter, e.g. from a bank, building society. • Read a selection of different types of straightforward texts; highlight end-of-sentence punctuation and commas. Compare the incidence and usage between texts and discuss with their teacher and other learners; make note of any new usage or ‘rules’ encountered. Sample activities • Read a text with some key terms omitted. Using a list of possible words, select suitable ones to complete the sense, using a dictionary to check meanings as necessary. • Identify some unfamiliar technical and specialist words in an information text and look up their meanings in a glossary; record definitions for reference, e.g. in their own personal glossary. Use each word in their own sentences to reinforce meaning. • Select some words of personal interest from their own reading; check the meanings, origin and usage in a dictionary. • Use the ‘What’s This’ and ‘Help Index’ to find the meaning of words connected with the use of the computer (e.g. bookmark, CD ROM, hyperlink). • Highlight technical and specialist vocabulary in an explanatory text and check meanings as necessary. • Read some short arguments, e.g. from a Greenpeace leaflet. Discuss and highlight features of its vocabulary, e.g. collective nouns: wildlife, people, society; abstract nouns: environment, evidence, truth. • Collect some persuasive texts, e.g. adverts, junk mail, charity appeals, and highlight the words in them that are intended to persuade. • Underline words in a descriptive text that indicate a particular mood (e.g. for suspense, words such as deserted, fearful, mysterious, dread, etc.) and discuss the connotations of these words for the reader. • Compare the use of descriptive vocabulary in imaginative and factual texts, e.g. a poem on a landscape with a geographical description of landscape features. • Read words with a common root and use knowledge of prefixes, suffixes and verb forms to work out their meaning, e.g. insure, insurance; comfort, comfortable, comforting, comforted. • Explore prefixes that provide clues to meaning, e.g. tri–: tricycle, triangle, triceps, tripod; tele–: television, telescope, telepathy. • Use an etymological dictionary to explore origins of own specialist key words and to identify any other less familiar, related words. • Identify words from own reading with similar patterns (e.g. chr– openings, –tion endings) and discuss with teacher pronunciations, letter patterns, origins. • Use a predictive text program to explore prefixes and their use. Reading 85
86 The Adult Literacy Core Curriculum At this level, adults can read and understand straightforward texts of varying length on a variety of topics accurately and independently read and obtain information from different sources in reports, instructional, explanatory and persuasive texts An example of an integrated activity for reading L1 Teaching focus Text: how text structure, layout and choice of language are related to purpose; how to identify and locate specific information in a persuasive text Sentence: use of present tense, characteristic sentence structure of a persuasive text, how commas can help the reader make sense of a text Word: vocabulary associated with promotional travel texts: descriptive words and phrases, over-worked phrases This text could be used as one of several different persuasive texts, to build up learners’ experience of promotional writing, how it works and what a reader might get from it. • Assemble and copy the extracts on to A3 sheets for each learner and ask them in pairs to spend five minutes looking at the text overall, annotating it briefly to say what they think the main purpose is and the purpose of each section. Share observations as a group, looking at what information can be gleaned from scanning the picture and its text, the contents, titles, logos, before reading in more detail. • Display the word Mediterranean, ask if anyone knows its meaning and explain its Latin origin; examine its structure and spelling. Have a map to hand to show where it is and which countries surround it. Invite learners to mention if they have ever visited any places in the region. Look at the name INSPOS (it is an invented place) and consider how you might work out it is a place name, but not an English one. Examine the structure, spelling and meaning of incorporating, Self-catering, All-inclusive, drawing attention to roots, prefixes and suffixes, use of hyphens, and where learners might have met these terms before. • On the basis of this first examination, ask learners to speculate on which people would be likely to want to read this text in more detail. Display learners’ initial thoughts for later reference (e.g. people who like the sun, people looking for a holiday in this part of the world, people who like swimming, etc.). • Read out the section headed INSPOS to the group, asking them to listen particularly for factual information about the place. Pool facts and display them (e.g. on the coast, old harbour, wine-producing region, tavernas, bars, restaurants, less than an hour from the second largest town in the region, mountain caves). Invite the group to discuss as appropriate whether any of the suggestions are not exactly straight facts (e.g. glorious beach). • Before asking learners to read the passage for themselves, display some of the longer or less familiar words (e.g. unique, cosmopolitan, peninsula, crystalline, paradise, excursion, tranquility, souvenir, fascinating). Look at the pronunciation, form and spelling of each one in turn, reading out the sentence where it occurs and asking people to suggest meanings from their own knowledge or from the context. Formulate a definition of each which learners can add to their personal dictionaries; draw attention to any particular applications of the words in this context (e.g. Is unique really unique here? This paradise is not the original Paradise). • Ask the learners to now read the whole of this section in pairs, stopping at the end of each paragraph to discuss with their partner what they have read. Ask them to look particularly closely at the first sentence of each paragraph and make a note of such things as sentence type, length, use of commas, the way the sentence begins, verb tense. As well, highlight on their text any details they find interesting or appealing about the place, and check any other unfamiliar words in the dictionary.
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Foreword Improving the nation’s l
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Speaking and listening Speaking and
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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