Change to Ukrainian interface versionChange to English interface versionChange to Russian interface versionHome pageClear last query resultsHelp page
Search for specific termsBrowse by subject categoryBrowse alphabetical list of titlesBrowse by organizationBrowse special topic issues

close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
Open this folder and view contentsIntroduction
Open this folder and view contentsUnit One: Functional Adult Literacy and Its Implications
Open this folder and view contentsUnit Two: Facilitating Adult Learning
close this folderUnit Three: Facilitating FAL Classes
View the document3.1 Introduction to Functional Adult Literacy Materials
View the document3.2 Preparing to Teach using the Primers
View the document3.3 Conducting Classes using Functional Literacy Methods and Materials
View the document3.4 Setting Climate
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
Open this folder and view contentsUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the documentAnnex 1 - Sample Lesson Plan for Luganda Learners
View the documentAnnex 2 - Sample Lesson Plan for Runyankore/Rukiga
View the documentAnnex 3 - Sample Lesson Plan for Lusoga
 

3.1 Introduction to Functional Adult Literacy Materials

a) Introduction:

Functional literacy materials include copies of learners’ primers, follow-up readers, teachers’ guides to primers, teachers’ guides to follow-up readers and the curriculum. The instructor as well as the supervisor should take note of the key features of the primer and the instructions for their use.

b) Objectives:

By the end of the topic, participants should be able to:

 

• Describe the use of the different functional literacy materials.
• Demonstrate the skills in using these materials.

c) Time: 1 hour 25 minutes.

d) Learning Aids: Primers, Instructor’s guide, follow-up readers, blackboard, newsprint, markers.

e) Procedure and Learning Points:

1. [5 min.] Distribute the materials ensuring that each participant owns a copy of the different materials.

2. [60 min.] Observe and discuss the main features of the curriculum, primer, teacher’s guide, follow-up reader, teacher’s guide to follow-up reader.

Learning Points:

 

- Curriculum is divided into columns showing programme area, theme, objectives, content (units and topics), suggested activities and materials.

- Teacher’s guide to primer gives steps to be followed by the instructor and also gives local examples that can be quoted during session.

- Follow-up reader is more detailed in reading, writing and numeracy but has the same steps as are in the primer.

- The primer is the first handbook for a literacy learner. It includes generative pictures and sentences, construction of syllables and meaningful words from the syllabic families and simple numeracy.

- In case you come across a topic which is not covered in the primer, use the curriculum, follow the steps that are highlighted in the primer and then teach it.

f) Assessment: [20 min.]

Ask participants to identify the relevance of FAL materials to their work.

g) Follow-up.

Ask the participants to study the main features of the FAL materials and indicate how they will be using them.

to previous section to next section

[Ukrainian]  [English]  [Russian]