Sophie Wang’s
LINC Themes
Education Leisure
Community &
Government
Communications &
Media
Health &
Safety
Canada
Housing
Employment
Transportation
Family Life
Canadian Law
Commercial Services
Phonics for Adult ESL Students
Sophie Wang’s Phonics Book
for Adult ESL
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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 [email protected]
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 work-sheet, 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 build-ing 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 develop-mental 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 instruc-tor 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 progres-sively 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
ESL Literacy Benchmarks
Reading Writing
Foundation Initial Trace and copy upper and lower case letters Recognize/point to and recite the alphabet by memory. Read lower case letter name in isola-tion 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
Phase I Initial 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
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 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
Begin to understand and use basic spelling conventions
Use phonics to write initial and medial conso-nants 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 Adequate Read using phonics 3 letter words with short vowel sounds in me-dial position, such as cat, hat, rat, sat, cot, cut
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
Table 1: Phonics Concepts for Learning/Teaching at Different ESL Literacy Benchmark Levels (Source: Canadian Language Benchmarks 2000: ESL for Literacy Learners)
Phase II Initial 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
Use Phonics to write short vowels in initial and
medial position Invented spelling
Developing 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
Use Phonics to write words with long vowels with
the final –e ending Invented spelling
Adequate 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
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 Grouping Min. Page
What country are they talking about? Listening comprehension Whole class 10 1
Labelling Copying, vocabulary about Canada Whole class/individual 15 2
Circle the same Accuracy in reading Individual 10 3
Listen and circle Listening discrimination on initial consonant c Individual 10 4
Read the story Reading comprehension Individual/pair 15 5 Sentence completion and
dialogue practice Speaking, wh-questions in simple
present tense Individual and pair 15 6
Matching, dialogue practice Reading and speaking, wh- ques-tions in simple present tense Pair 15 7
ch as in chicken What do they order? Listening comprehension Whole class 10 8
Flashcards of food Game variations: matching, memo-rizing, fishing Pair/small group 20 9, 10
Word search Reading, vocabulary on food Individual 10 11
Fill in the blanks Consonants in both initial and me-dial positions Individual/pair 15 12
Listen, circle and copy Listening discrimination on conso-nant ch in initial, medial and final
positions Individual 15 13
Fill in blanks and dialogue practice
Yes/No question with verb “to "be”, short answers Individual 15 14
Role play A sample restaurant menu Small group 20 15
Where is the parking lot? Listening comprehension Whole class 10 16
Listen and circle Listening for consonant p, traffic signs Whole class 10 17
TPR Listening and speaking, traffic signs Pair/small group 15 18, 19
Where can you park? Reading signs Small group 15 20 Listen and circle, finish
words Listening discrimination, copying Individual 15 21
Information gap Listening and speaking Pair 15 22, 23
p as in parking
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
Flashcards Game variations: matching, memo-rizing, bingo, fishing Pair/small group 20 26, 27
Listen and circle Listening discrimination on conso-nant r Individual 10 28
Bingo Listening discrimination on conso-nant r Whole class 20 29
Dictation Listening and writing Whole class 15 30
Sentence completion Reading and copying, expressing personal needs Individual 15 31
Unscramble the letters, dialogue practice
Writing and speaking, modal “can”, expressing personal needs Individual and pair 15 32
How long are you open? Listening comprehension Whole class 10 33
Check the holidays Holidays in Canada Whole class 10 34
Underline “th” words Reading and copying, vocabulary of calendar Individual 10 35
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 answers
Yes/No and wh- questions differentiation Pair 20 41
Role play Listening and speaking, getting hours of operation for public
swimming pool
Small group/whole class 20 42, 43
th as in Thursday
Initial Consonant Review – Personal Hygiene
How often do you brush your teeth? Listening comprehension Whole class 10 44
Flash cards of jobs Game variations: matching, memo-rizing, bingo, fishing Pair/small group 20 45, 46
Matching Verb phrases of personal hygiene Individual 10 47
Domino Reading, vocabulary of personal hygiene Small group 15 48, 49
Listen and circle Listening discrimination on initial consonants Individual 10 50
Count your stars Reading, vocabulary of frequency Individual 15 51 -54
Sentence completion, dialogue practice
Writing, speaking, wh- questions in simple present tense Individual and pair 15 52
Interviewing Writing, speaking, wh- questions
in simple present tense frequency expressions
Individual and whole class 20 55
Medial Consonant Review – Jobs
What does he do? Listening comprehension Whole class 10 56
Flash cards of jobs Game variations: matching, memorizing, fishing Pair/small group 20 57, 58
Listen and circle Initial consonants review, vocabulary of jobs Individual 10 59
Listen and fill in the missing letters
Listening and reading, medical consonants Individual 10 60
Information gap Listening, speaking and writing Pair 15 61, 62
Labelling Medial consonants, vocabulary of jobs Individual 10 63
Fill in blanks, dialogue practice
Wh- questions in simple present tense. 3rd person singular. Individual and pair 15 64
Board game Speaking, initial and medical consonants review
Small group/whole class 20 65
SHORT VOWELS
a as in apple What does she like? Listening comprehension Whole class 10 66
Flash cards of food Game variations: matching, memorizing, bingo, fishing Pair/small group 20 67, 68
Food vocabulary matching Reading Individual 10 69
Spell the word Writing/copying Individual 15 70
Circle the “a” words Listening discrimination on short vowel a
Individual and whole group 15 71
Circle or on food vocabulary Reading with own experience Individual 10 72
Circle “like” or “don’t like” Sentence completion, copying Individual 15 73
Do you like……? Simple present Yes/No ques-tions on food preferences in
reading and writing Individual and pair 20 74
Find someone who Simple present Yes/No ques-tions on food preferences in
speaking Whole class 20 75
i as in bin
What’s in your house? Listening comprehension, discus-sion Whole class 15 76
Flash cards of house objects
Game variations: matching, memorizing, bingo, fishing Pair/small group 20 77, 78
Underline the “i” words Reading/copying Individual 10 79
Cut and paste Reading, vocabulary on house objects Individual 10 80
Listen and circle Listening discrimination on short vowel i
Individual and whole group 15 81
Fill in the blanks/dialogue Yes/No questions with verb “to be“ and affirmative answers. Individual and pair 15 82
Fill in the blanks/dialogue Yes/No questions with verb “to be“ and negative answers. Individual and pair 15 83
o as in shopping
What did Bob buy? Listening comprehension Whole class 10 84
Flash cards of shopping items
Game variations: matching, memorizing, bingo, fishing Pair/small group 20 85, 86
Let’s go shopping (cut and paste) Shopping warm-up Individual/pair 10 87
Labelling Reading, vocabulary of shopping items
Whole group and individual 15 88
Listen and circle Listening discrimination on short vowel o
Individual and whole group 15 89
Fill in the blanks/dialogue Wh- questions in past tense with answers Individual and pair 15 90
Dictation/complete dialogues
Wh- questions in past tense in a 3-line dialogue Individual and pair 15 91
u as in truck
What’s the problem? Listening comprehension Whole class 10 92
Labelling Reading, vocabulary of shopping items
Whole group and individual 15 93
Circle the same Accuracy in reading, copying Individual 15 94
Listen and circle Listening discrimination on short vowel u
Individual and whole group 15 95
Fill in blanks/dialogue Wh- questions with verb “to be”, expressing personal needs Individual and pair 15 96
Problem solving (Step 1: Matching answers)
Reading comprehension (looking for key words), Wh- questions,
personal needs. Pair 15 97, 98
Problem solving (Step 2: Find the right place)
Reading comprehension (looking for key words), giving suggestions Pair/small group 20 99
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
Matching Lower and upper case identification Individual 10 102
Matching Reading, vocabulary of classroom objects Individual 10 103
Listen and circle Listening discrimination on long vowel a Individual 10 104
Fill in blanks with a or e Long vowel a sound and letter identification Individual/pair 15 105
Complete the questions Reading and speaking, wh- questions, prepositions Individual and pair 15 106
Drawing Listening comprehension, wh- ques-tions, prepositions Pair/small group 15 107
ee as in sleep When do you go to sleep? Listening comprehension Whole class 10 108
Letter dictation Letter names review, vocabulary of activities at home Individual 10 109
Multiple choice /sentence completion
Reading and copying, simple present tense Individual 10 110
Multiple choice More vocabulary of activities at home Individual 5 111
Multiple choice / sentence completion
Reading and copying, simple present tense Individual 10 112
Listen and circle Listening discrimination on vowel digraph ee, Individual 10 113
Fill in blanks Simple present tense with time expressions Individual 10 114
Chain drills Reading and speaking, Wh- ques-tions in simple present tense.
Whole class/small group 15 115
Silent e as in cake Happy birthday! Listening comprehension Whole class 10 116
Circle and labelling Reading and copying Individual/pair 10 117
Fill in blanks Listening, vocabulary of birth-day party Individual 15 118
Listen and circle Listening discrimination, silent e identification Individual 10 119
Word search Writing, vocabulary of birthday party Individual 15 120
Information gap Listening and speaking. Reading comprehension Pair 15 121
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” or “ee”
Listening discrimination on vowel digraph oo Individual 10 127
Find the different Accuracy in reading Individual 15 128
Read the story Reading comprehension, simple present tense Individual 15 129
Cut and paste Wh- words review, wh-questions in simple present tense Individual and pair 15 130
Long Vowels Review – Phonebook Is Mr. Cage home? Listening comprehension Whole class 10 131
Ordering Alphabetic order review Individual/pair 10 132
Listen and circle Listening discrimination on names with long vowels Individual 10 133
Listen and circle Listening discrimination on names with long vowels, wh-
questions Individual 15 134
Information gap Scanning, speaking Pair/small group 20 135-138
AUDIO TRACKS
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.
CD
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.
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Canadian Society - Canada
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.
Consonants: c as in Canada
c as in Canada
CD 1
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CD 2
Consonants: c as in Canada Canadian Society - Canada
__________________
__________________
__________________
__________________
__________________
__________________
Canada capital coffee canoeing cold camping
What sound does “c” make in Canada? Read the words aloud with your teacher.
Write the word beside the correct picture.
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Consonants: c as in Canada Canadian Society - Canada
Circle the same spelling as the given word.
1. Canada
Canda Panada Canada Danada
2. capital
oapitl capilal capital capltal 3. coffee
sofe voffee coffee toffee
4. canoeing
hanoeing caneing canoeing ganoeing
5. cold
old cold gold nold
6. camping
lamping macping camping damping
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Consonants: c as in Canada Canadian Society - Canada
Number the rows. Listen and circle.
Put the words in alphabetical order.
Canada capital coffee canoeing cold camping
1.__________ 4. __________
2.__________ 5. __________
3.__________ 6. __________
Canada panda
adaptable capital
coffee toffee
snoring canoeing
cold gold
camping damping
CD 3
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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
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Consonants: c as in Canada Canadian Society - Canada
Complete the sentences with the following words.
Practise with a partner.
1. What country do you live in?
We live in ______________.
2. How is the weather in the winter?
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.
Canada cold cool
camping canoeing capital
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Consonants: c as in Canada Canadian Society - Canada
Find the correct answer for the 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?
1. We live in Canada.
2. It is cold.
3. It is cool.
4. They go camping and canoeing.
5. The capital is Ottawa.
Answers:
Questions:
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Consonants: ch as in chicken
Rachael and Charles are in a restaurant. What do they order?
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.
Commercial Services - Eating Out
ch as in chicken CD 4