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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

3.3 Conducting Classes using Functional Literacy Methods and Materials

a) Introduction:

New methods and materials have been developed to enable learners develop skills which are useful in their life situations. It is important that these methods and materials be used.

b) Objectives:

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


• Conduct an adult literacy class.
• Assess the class performance.

c) Time: 1 hour 40 minutes.

d) Learning Aids: Blackboard, resource materials, lesson plan.

e) Procedure and Learning Points:

1. [90 min.] The trainers arrange both the instructional and supportive materials relevant for the particular class/session, and use the trainees to demonstrate (a simulation exercise).

Learning Points:

Steps in actual facilitation:


- Generative picture (e.g. of food) is used to generate discussion among learners who study the picture very critically. Questions asked may include:


- What do you see in the picture?
- Why do you produce food?
- How can you produce surplus food?
- What skills do you need?
- How can you preserve food?


- The literacy instructor introduces a sentence. He/She reads out loudly. Learners repeat after him/her. He/She writes sentence on the blackboard. Learners write the sentence after him/her.

- Isolating vowels:


- Instructor isolates the vowels in the sentence.


- Forming words from syllables


- Instructor guides learners to form words repeatedly, e.g. ba baa, bi bii, using consonants with one or two vowels.


- Learners are guided in reading, writing and integrating with numeracy.


- Instructor guides learners in holding chalk and pencil as they practice to write.

f) [10 min.] Assessment:

Ask participants to answer the following questions:


- What have you liked in this session and why?
- What haven’t you liked in this session and why?

g) Follow-up:

Ask participants to go and prepare lesson plans of their own.

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