ESOL Literacies: Personal identity - SQA

ESOL Literacies: National 2

Personal identity


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Publishing information
First edition
Published date: March 2008
Publication code: BB4354

First Published 2008

Published by the Scottish Qualifications Authority
The Optima Building, 58 Robertson Street, Glasgow G2 8DQ
Ironmills Road, Dalkeith, Midlothian EH22 1LE

www.sqa.org.uk

The information in this publication may be reproduced in support of SQA
qualifications. If it is reproduced, SQA should be clearly acknowledged as
the source. If it is to be used for any other purpose, then written
permission must be obtained from the Assessment Materials and Publishing
Team at SQA. It must not be reproduced for trade or commercial purposes.

© Scottish Qualifications Authority 2008

Please note these materials have been repurposed for the new National
Qualifications - August 2015


Contents and notes
Where appropriate, answer keys are included for learners to check their
work. You should photocopy certain worksheets.
|Page |Activity |
|1 |Form-filling - teacher's notes |
|2 |The name game - teacher's notes |
|4 |Key words for personal identity and form-filling - |
| |cards for recognition, ordering and matching; good for |
| |social sight assessment |
|5 |Role-play cards: name, country and nationality. These |
| |can be used to practise structures (What's your name? |
| |My name's ... What's his/her name? etc) in mingling or |
| |group activities. Learners can then cover the |
| |information and look at the pictures to check memory. |
| |Please note that Kujtim is described as British as he |
| |has been naturalised. This might be an interesting |
| |talking point for learners and a useful introduction to|
|*11 |the concepts of citizenship and naturalisation. |
| |Follow-on activities with simple writing |
| |Dates and date-of-birth materials, including: |
|17 |information and substitution tables to teach cardinal |
| |and ordinal numbers |
|18 |month cards for cutting up and ordering (the cards |
| |themselves can be cut into syllables for |
| |reconstructing) |
|19 |writing, speaking and listening exercises for d.o.b. |
|24 |d.o.b. 'bingo', with a teacher's master card and |
| |student cards to be cut up |
| |Remind learners that when we say these dates we say |
| |'the 1st of January' but when we write, we miss out |
| |'the' and 'of'. |

|29 |Form-filling, including: |
| |a simple form with a matching exercise |
| |a more complex form with deleting, circling and |
| |underlining |
| |Teachers' notes on additional ideas/activities with |
| |forms are provided on page 1. Any work with names and |
| |addresses is good assessment practice for Literacies 2.|
| | |
|33 |Countries, continents and languages. Suggested use: |
| |Pre-teach/elicit the continents and ask students to |
| |identify these on the map (page 33). |
| |Students match the countries to the continents using |
| |cards (page 34) - the cards can be adapted according to|
| |learners' nationalities. |
| |Use page 35 for a mingling speaking activity. Practise |
| |the necessary questions. For students with very low |
| |literacy, names etc can be copied from cards. Use this |
| |as the basis for simple speaking/writing activities |
| |with the structures: |
| |I am from ________ in ___________. |
| |X is from ________ in ___________. |
| |There are also simple speaking and writing activities |
| |about learners' languages. Adapt these according to |
| |needs. |
|39 |Writing, punctuation and capitalisation exercises to |
| |follow from above. |
|42 |Word-shapes exercise: cities. Students match the city |
| |names to the shapes and fill in the boxes. Can be |
| |adapted to teach the shapes of any key lexis. |

|*44 |Reading and writing a simple personal letter, |
| |including: |
| |genre identification and comprehension |
| |literacy work - phonics, sentencing and layout |
| |gap-fill |
| |personalisation |


*assessment practice

|Teacher's notes |

Form-filling activities
(NB A sample form for learners to complete is provided on page 30.)

Different types of forms should be used throughout the course to build
confidence in writing personal information as well as to assist real-life
and assessment tasks. Some activities which may be of use are as follows:

. cut up addresses for learners to re-order, to build awareness of
sequencing (flat/house, street, area, city, postcode)
. write out learners' personal information with spelling mistakes for
correction
. as above, missing out vowels, digraphs or blends for learners to insert
. cut out different parts of address etc to be inserted or pasted onto a
blank form before being copied
. dictate names, addresses and telephone numbers
. teach questions for learners to interview each other and fill out each
other's personal information
. play bingo with telephone numbers, postcodes and dates of birth



|Teacher's notes |

The name game

This can be used with a new group of beginner students, particularly for
those who have some knowledge of the alphabet and some ability to form it
(for those with no such knowledge, it may be very daunting). It is useful
as an ice-breaker as well as to diagnose particular issues with reading,
spelling and letter formation.

1 Find out your students' names before the class begins and prepare A4
cards with the names spelled out in large letters. For each student,
write or print out three large cards - one with the correct spelling in
English, and two others with mistakes, eg for a student named Foursat:
| | | |
|Fousat |Foursat |Frst |

2 Tack the cards onto the whiteboard or around the room, in random
order.

3 After introducing yourself to the students and requesting their
names, ask them to find their names on the wall. Assist as necessary, but
allow the students to make their own choices. Take note of any errors,
and gently point out to those students that this spelling differs from
the one they registered with. Encourage them to notice the difference for
themselves.


|Teacher's notes |


4 When students are happy that they have their correct name, ask if
they know the names of the letters which make up their names. Demonstrate
with your own name. Even for students with very limited knowledge of the
English alphabet, the sequence of letters which makes up their names can
be taught in this first lesson.

5 While teaching this, introduce the questions 'What's your name?' and
'What's the spelling?' Demonstrate with your own name and write it on the
board.

6 When students can ask and respond to these questions, line them up
behind you, facing the whiteboard. Ask the student behind you the two
questions, and write their name on the board. Check with the student that
this is correct, then pass them the board pen. They then turn around and
ask the student behind them the same questions, and in turn attempt to
write the name on the board.

7 The activity continues in sequence. Fall in line behind the final
student so she/he can ask you the questions.

8 Throughout the activity, and during feedback, take note of particular
problems that occur. These can then form the basis of future lessons on
letter formation, spelling, phonics and alphabet awareness.

|address |ADDRESS |
|name |NAME |
|surname |SURNAME |
|first name |FIRST NAME |
|postcode |POSTCODE |
|nationality |NATIONALITY |
|telephone number |TELEPHONE NUMBER |
|date of birth |DATE OF BIRTH |
|marital status |MARITAL STATUS |
|occupation |OCCUPATION |
|black capitals |BLOCK CAPITALS |
|circle |CIRCLE |
|underline |UNDERLINE |
|delete |DELETE