Sophie Wang's Literacy Foundation Book Three Sample

Sophie Wangs
LITERACY FOUNDATION
Series
BOOK THREE
Transportation
Vehicles
Commercial Services
Shopping
Copyright Notice
Copyright2011 Canadian Resources for ESL All rights reserved. All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system now known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESL Resources. This book may be photocopied in part under the following conditions:
1. Purchasing Teacher (One Teacher Permission)

A purchasing teacher is granted permission to photocopy this book for use by his/her ESL/literacy students only (not for education students). You can be an itinerant teacher at several sites or based at one site. Photocopies are not for resale.
2. Purchasing School/Address (One Address Permission)

Photocopy permission for one address. The photocopies are for ESL/literacy students (not for education students) attending classes at the purchasing address only. If these books will service more than one address you will need to purchase additional books, one book for each address, or one book for each itinerant teacher. Photocopies are not for resale.
FAQ
Q: Can I make a copy for a teacher so she can photocopy from the photocopy for her students? A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isnt it better just to purchase the book with photocopy permission for less than $50? Q: Can I borrow this book from a resource centre or library, then photocopy it? A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or your school has purchased site photocopy permission. 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 toll free fax 888-342-7657 www.eslresources.com email thane@eslresources.com ISBN 978-1-894799-74-4
Books by Sophie Wang

Sophie Wangs Phonics For Adult ESL Students ISBN 978-1-894799-67-6
Sophie Wangs Literacy Foundation Series

Literacy Foundations - Book One Housing - Housing and Address Family - Family and Family Tree ISBN 978-1-894799-72-0 Literacy Foundations - Book Two Media and Communication Media Education In the Classroom ISBN 978-1-894799-73-7 Literacy Foundations - Book Three Transportation - Vehicles Commercial Services - Shopping
ISBN 978-1-894799-74-4
Literacy Foundations - Book Four Canada - In The Park Employment - Jobs ISBN 978-1-894799-75-1 Literacy Foundations - Book Five Safety & Health - Calling 911 Canadian Law - Road Signs ISBN 978-1-894799-76-8 Literacy Foundations - Book Six Government Services - Recycling Leisure - Leisure Activities
ISBN 978-1-894799-77-5
www.eslresources.com
Introduction
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. - Alvin Toffler Foundation Phase of literacy (Canadian Language Benchmarks 2000: ESL for Literacy Learners) is challenging for both students and instructors. Often these students and instructors face a multi-level group containing Literacy Phase I/II students or even more advanced levels. In this situation the students may achieve some progress through activities in isolation that focus on reading readiness concepts or basic mechanics of writing, but it would be better if they were working on the theme that their peers are working on. Materials in context keep adult learners interested, and motivates them during the sometimes intimidating learning process. There are more than 400 worksheets in this series that cover 12 themes of interest to adult ESL learners (see Theme Index). Three general principles are followed in this book: Learning for Real Effective Repetition Multi-Level Reality
Learning for Real

Real-life application of what is learned in the classroom can work as fuel for Foundation students to come to school eagerly every day especially when they are busy with life or the weather is harsh. After all, they have lived their life without school, so some strong motivation is needed to encourage them to make the effort of being an adult student. Therefore, a valid social function of the material introduced in class is crucial when developing lesson plans. The classic themes of survival English are always needed, such as names, address, health card etc. Also, the more the instructor knows about her students, more relevant topics may emerge. I had a student who was a stay-at-home mom of three young children. She was not keen to learn about ailments or traffic signs as her husband drove her everywhere and would go to the doctors office with her. However, she did grocery shopping on her own. One day, she asked me during the break, Teacher, I buy food. I dont know. I realized she could not understand what the cashier asked her at the check-out. Nowadays, plastic bags are optional at the check-out and the cashier usually asks whether one is needed. When I was explaining it to her, she asked me to write box and bag on the board and then she copied them down in her notebook. I was certain that she would practise after class so that next time she would be able to answer the cashiers question. For me, I got my next days topic for the shared reading. The first half hour of a literacy class can be devoted to a shared reading that ties in with listening and speaking. I usually write a 2-4 sentence dialogue on the board, which is generated from students life experience or current school activities. For example: A: Do you need a bag? B: No, thanks. Depending on their level, Foundation students may get a worksheet to trace/copy part of the dialogue. Once they are finished and the written work gets checked, they will practise the dialogue with a partner. When the students understand that they are studying something that can be applied right after school or the next day, they are more engaged in the whole learning process. The 12 units in this series are based on themes related to adult ESL students daily life.
Effective Repetition
Cognitive neuroscience research has discovered three crucial memory enhancement processes that influence the establishment of long-term memory: repetition of the procedure or information (Squire & Kandel, 2000), excitation at the time of learning (Phelps, 2006) and association of reward with the material to be learned (Wise, 2004). Even if the students are highly interested in the contextualized materials for the early stage literacy skills (see Appendix A: Foundation Literacy Skills Assessment) the process requires repetition for retention. This can be as simple as copying a name/telephone number on each worksheet until the information can be recalled from memory or number dictation on a sample calendar (see Appendix D). At the same time, some challenging short-term memory exercises can make the repetition more exciting. After the shared reading, short-term memory exercises are always welcomed by Foundation students. I erase the board but leave on the focused word for the day, in this case bag. I start by asking a student, whom I expect to be able to answer, How do you spell bag?. Assuming How do you spell? is one of the sentences that has been taught. A chain drill can go around the class. At first the students read the letters and spell the word. Then the first letter gets erased and replaced with a line as a reminder, and the same chain drill takes place. There is a feeling of fulfillment as students go through the process from bag to _ a g to _ _ g to _ _ _. Later on, when the literacy students are ready to take on a sentence level exercise, words in the focused structure of the dialogue can be replaced with lines as a variation of this activity:
A:Doyouneeda__? B:No,thanks.
A:Do___needa___? B: No, thanks.
A:____needa__? B: No, thanks.
Students need to get familiar with regular classroom activities, including matching, underlining, crossing out, circling, checking boxes, sequencing, filling in blanks and playing different board or card games with classmates. The activities in this series have a structured format and are repeated in most of the units. The activities focus on the literacy skills of Foundation Phase (see Literacy Competency Index). In this way, both classroom routine activities and literacy skills are exercised and spiralled in each unit. To help the information sink in without boring the students, a variety of activities which address different learning styles make the repetition more exciting and effective. The activities in this series cover all seven original multiple intelligences (Howard Gardner, 1983) including spatial, linguistic, logical, kinaesthetic, musical, interpersonal and intrapersonal so that the students can approach the literacy skills from different angles. For example, when introducing the concept of pattern with classroom objects (see Book 2 In the Classroom, Finishing The Patterns), the teacher may use sound associated with these objects, such as crumpling a paper, erasing with an eraser, snapping closed a binder and tapping a pencil. These sounds help students understand what a pattern means in music and is a different way to express a pattern other than pictures. There are more and more resources of sound online if internet access is not an issue at your school. Music that can be integrated into a Foundation lesson can be the change of pitch, volume or pace. For example, loud/soft sound of dental drill, fast/slow rhythm of hand saw can always be universally understood by Foundation students from different backgrounds for the theme Jobs.
Multi-Level Class Reality

Even if the literacy students are lucky enough to have a separate class for their own, instead of working with CLB 1 or 2 groups, the Foundation students skill-sets can still be distinctive enough to
create a challenge for the instructor. One way to deal with the situation is to present tasks that all the literacy students can do, such as signing in for attendance or organizing a binder etc. To encourage students to come to school regularly, a large weekly calendar with a class list hung in front of the classroom is very helpful (see Appendix E). The month, week, days and dates can be made replaceable with either magnets or Velcro. Before the class starts, the students go and check their own attendance under the date. However, no comments on punctuality or attendance should be made as the students all have commitments as adults and may not be able to make it even though they have made every effort to come to school on time and as often as they can. A way to handle a multi-level literacy group is to have a little application of operation research with some prep. With the shared reading dialogue written on lined paper (see the last 2 worksheets in each unit) with pencil, I am ready for my three groups. The Foundation Phase student can trace with a marker; Phase I students always enjoy copying on lined paper; the non-Roman alphabet ESL learner usually can finish copying in a fraction of time of the others and then she has the opportunity to practise pronunciation with me, which gets her prepared for the following pair work. To ease the rush in a multi-level literacy class, students may get different tasks during the same activity. For example, when the teacher dictates a simple story Grandpa is 60 years old. (see Book One - Family Tree), the pre-literate students may choose the correct picture from the flash cards, and the non-Roman alphabet ESL learners may make notes about the figure on lined paper. When taking up the activity, the teacher asks the Flash Card group to hold up the picture while the other group reads the numbers. Then the teacher can reconstruct the sentence drawn from both answers as a review. For example, Grandpa is 60 years old. Flash cards make a multi-level class come alive. Flash cards have become literacy classroom staples and there are over 60 flash cards included in this series. Besides the traditional flashing technique, they can be used in more activities and be part of the effective repetition spiral in a lesson. Some of them can be individual activities while the others can be a race against the clock, a timed activity, or a team competition, if the students like that kind of pressure. More importantly, the students should be able to take their time and enjoy the process. See Table 1 for a list of flash card activities suitable in a Foundation class.
Sophie Wang
Table 1 - Foundation Flash Card Activities Activities Instructions
Back and Forth It is useful to practise numbers. Students sequence number cards 1-6 and flash cards in response to what the teacher says. Then the teacher calls out a number and each student holds up their card or says what is in the picture. Charades Students take turns coming to the front. The teacher shows him/her a flash card. The student acts out what is in the picture. The rest of the group guess which card he/she is mimicking. Colouring flash cards not only exercises motor skills, but the teacher ends up with coloured cards ready to be posted on the bulletin board.
Colouring
Dictate PicCloze
Display flash cards on the teachers desk. Students work in pairs. One student comes to the desk, memorizes the sequence of the picture, then returns to his/her partner and tells them the sequence. His partner organizes their copies of flash cards or chooses the right picture on a worksheet (see Appendix F for a blank dictate-cloze sheet). Cut the flash cards into 2-4 pieces and ask students to put them back together (see Appendix C for a Jigsaw Puzzle Template). Display one set of flash cards on the desk, side by side, face down. In a nearby area, display another set of cards, side by side, also face down. Students take turns flipping over one card from each group. If they are the same, the student keeps both cards. If not, he/she puts them back face down. The game ends when all the cards are collected by students. The one with most cards wins. Place the flash cards of your choice on desks. Give the students a minute or two to memorize all the cards. Cover the cards and see how many they can remember. Place the flash cards on desks. Give the students a minute or two to memorize all the cards. Cover all the flash cards with a flipchart paper and then remove one. Students have to figure out which one is removed.
Jigsaw
Memory 1
Memory 2
Memory 3
Table 1 Continued - Foundation Flash Card Activities Puzzle Grouping Cut each flash card into 2-4 pieces and hand them out to your students. The students who hold the matched two pieces become partners working in a pair/group activity.
Revealing
Cover a flash card with a piece of paper and slowly reveal it until the students have guessed what picture it is.
Short-memory Flashback
Put 4 cards on the whiteboard and draw a grid around them. The teacher points to the cards in turn and the students say what is in the picture. Repeat this procedure a few times and then cover or remove the first card. Point to the blank grid and encourage the students to say the word of the removed flash card. Then finish reading every grid. Put the first one back in the grid and remove the second one. When the students are ready, the teacher can either remove more than one card at a time or hold cards in front of the empty grid asking the students to respond Yes or if the card is the correct one. Shuffle two or three sets of the same flash cards and hand them out to students. They take turns drawing a card from their hand, saying what is on the card and then placing it in the middle of the desk. If a player draws a card the same as the previous one, the first player who shouts Snap! wins all the cards in the middle pile. The winner is the player who has all the cards. Put a group of flash cards in a line on the whiteboard. Move a rod along the cards and give a clue to indicate a flash card. The clue can be as easy as showing another flash card that is same as one of those on the board. Students say Yes or Stop when the rod is above the correct flash card. Another way is for the teacher to give the students a verbal clue. For example, she tells the students to say Stop or Yes when the rod is above a triangle shape. Once the procedures are familiar, a student can come to the front to move the rod. Each student gets a card. The class listens to the teacher tell the story. Students put their picture onto to the whiteboard in the proper sequence.
Snap
Stop the Rod
Story Sequencing
Theme Index
Themes Address Family Tree Media In the Classroom Vehicles Shopping In a Park b, x, g, a, o l, t, i, p, r, goose, maple, loon, lily d, r, i v, e, s, u, b, k, y BUS Y, e, s, N, o Yes, No T, V, N, E, W, S TV, NEWS d, m, n, o, s dad, mom, son A, D, R, E, S A, D, R, E, S d, m, n, mom, son K, V, W, TV Y, N, Yes, No k, u, y, B, BUS, bike b, x, bag, box l, t, i, p, r loon d, v, driver, part time a, c, e, o, s digits 0-9 Road Signs shapes a, c, e, o, s, fire Unit Topics Reading Writing
Book
Housing
Family Life
Media and Communications
Education
Transportation
Commercial Services
Canada
Employment
Jobs
Health and Safety
Calling 911
Canadian Law
H, S, T, P, STOP
Government and Community Services
Recycling Leisure Activities
j, a, r, c, n jar z, q, h, k, i zoo, hiking
J, j, c, jar, can h, z, q, zoo, hiking, quiet
Leisure
Alphabet Index Upper Case Slant Stroke

A: Book 1 (ADDRESS) K: Book 2 (BOOKS) M: Book 1* N: Book 2 (No) V: Book 2 (TV) W: Book 2 (NEWS) X: Book 3* Y: Book 2 (Yes) Z: Book 6* U: Book 3 (BUS) S: Book 5 (STOP) Book 1 (ADDRESS) Book 3 (BUS) Q: Book 6* O: Book 5 (STOP) J: Book 6 (Jane, John) G: Book 3* C: Book 6* B: Book 3 (BUS) D: Book 1 (ADDRESS) P: Book 5 (STOP) R: Book 1 (ADDRESS)
Straight Stroke
Circular Stroke
Combined Stroke
E: Book 1 (ADDRESS)
F: Book 5*
H: Book 5 (Road Sign H)
I: Book 4* Book 6*
L: Book 4*
T: Book 5 (STOP) Book 2 (TV)
* Reading only
Alphabet Index Lower Case Tall Letters

l: Book 4 (maple) t: Book 4 (trillium) k: Book 3 (bike)
Small Letters
Tail Letters
y: Book 3 ( subway)
Straight
i: Book 4 (lily)
v: Book 4 (driver)
w: *Book 2
x: Book 3 (box)
z: Book 6 (zoo)
Circular
b: Book 3 (box)
o: Book 1 (son), Book 5 (poison), Book 2 (No)
p: Book 4 (maple) g: Book 3 (bag)
a: Book 5 (accident)
d: Book 4 (doctor), Book 1 (dad)
c: Book 6 (can), Book 5 (accident)
e: Book 5 (accident), Book 2 (Yes)
s: Book 1 (son), Book 5 (poison), Book 2 (Yes)
Combined
r: Book 4 (beaver)
h: Book 6 (hiking), Book 1 (house) f: Book 5 (fire)
j: Book 6 (jar) q: Book 6 (quiet)
n: Book 1 (son)
m: Book 1 (mom)
u: Book 3 (bus, subway)
Activity Sheets Transportation Vehicles

Dialogue Look and Discuss Maze Connect The Dots Circle The Picture That Is In The Same Position Circle The Picture That Is The Same Cross Out The Picture That Is Different Draw Lines To Match The Pictures Circle The Number That Is The Same Circle The Number Circle The Number That Is The Same Listen and Circle Listen and Circle Missing Numbers Circle The One That Is Bigger Cut and Glue Connect The ks Trace and Copy k Trace and Copy bike Trace and Copy u Trace and Copy y Trace and Copy B Trace and Copy BUS Word Search BUS Circle The Letter That Is The Same Check The Letter That Is The Same Match The Lower Case With The Upper Case Letters Fishing Game - How do you come to school? Fishing Game - Cards Flash Cards Writing Worksheets 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30-33 34-39 40-41
Activity Sheets Commercial Services Shopping

Dialogue Look and Discuss Maze Connect The Dots Circle The Picture That Is In The Same Position Circle The Picture That Is The Same Cross Out The Picture That Is Different Circle The Number That Is The Same Circle The Number That Is The Same Circle The Group That Has More Pictures Listen and Circle Missing Numbers Cut and Glue Draw Lines To Match The Pictures Connect The bs Trace and Copy b Trace and Copy x Trace and Copy box Word Search box Trace and Copy g Trace and Copy bag Circle The Letter That Is The Same Circle The Letter That Is The Same Match The Lower Case With The Upper Case Letters Snakes and Ladders Instructions Snakes and Ladders Board Game Flash Cards Writing Worksheets 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69-74 75-76
Appendices
A - 1 Foundation Literacy Skills Assessment - Reading A - 2 Foundation Literacy Skills Assessment - Writing A - 3 Foundation Literacy Skills Assessment - Pre-numeracy B - Blank Memory Game Cards C - Jigsaw Puzzle Template D - Sample Calendar for Number Dictation E - Attendance Sheet F - Dictate-cloze Blank Sheet
77 78 79 80 81 82 83 84 85 86
References
Transportation Vehicles
Sophie Wangs Foundations - Book Three - Vehicles & Shopping 2011 Canadian Resources for ESL www.eslresources.com 1-866-833-9485
Literacy Foundation
Listen to the dialogue. How do they come to school?
sample only
A: How do you come to school ? B: By bike. A: Me, too.
2
Literacy Foundation
Discuss with your group: How do you come to school?
sample only
Literacy Foundation
Find the way to get to Bus 10. Do not cross a line.
sample only
10
4
Literacy Foundation
Connect the dots.
2 3 4 5
sample only
1 10 8 6 7 9
Literacy Foundation
Circle the picture that is in the same position.
sample only
6
Literacy Foundation
Circle the picture that is the same.
sample only
Literacy Foundation
Cross out the picture that is different.
sample only
8
Literacy Foundation
Draw lines to match the pictures.
sample only
Literacy Foundation
Circle the number that is the same.
1 7 3 1 2 4 only 5 2 sample 3 3 1 5 4 2 4 7 www.eslresources.com 5 6 3 5

10
Literacy Foundation
9 1 7 4 only 2 8 sample 2 3 5 4 2 1
3 5 9
Circle the number that shows -the number of buses in the picture. Sophie Wangs Foundations - Book Three Vehicles & Shopping 2011
Canadian Resources for ESL www.eslresources.com 1-866-833-9485
11
Literacy Foundation
Circle the number that is the same.
6 3 9 6
sample only
7 4 7 2 8 5 3 8 9 6 7 9 1
10
10
12
Literacy Foundation
Circle the pictures when your teacher tells you how many. Cut out the numbers and choose the correct one to put in the box.
sample only
1 2 3 4 5 6 7 8 9 10
13
Literacy Foundation
Circle the pictures when your teacher tells you how many. Write the number in the box.
sample only
14
Literacy Foundation
There are 3 numbers missing. Cut out the numbers at the bottom. Glue them to the correct spot.
3 5 6 sample only
8 2 4 9
15
Literacy Foundation
Circle the one that is bigger.
sample only
16
Literacy Foundation
Cut out the pictures at the bottom of the page. Glue them to finish each pattern. Listen to the beats your teacher makes and identify to which pattern it applies.
sample only
17
Literacy Foundation Connect the ks to get to school.
k
k a b c d e k k k k k m n o q k s t w x y f r
sample k g h l j onlyl
u v k k z a k
18
Literacy Foundation
Trace and copy.
k
k
Underline the k.
sample only
bike
19
Literacy Foundation
Trace and copy.
bike
b b i isample only k k e e www.eslresources.com

20
bike
Literacy Foundation
Trace and copy.
u
u u u
sample only
Underline the us.
bus subway
21
Literacy Foundation
Trace and copy.
y y y y y
sample only
Underline the y.
22
subway
Literacy Foundation
Trace and copy.
B B B B
sample only
Underline the B.
BUS
23
Literacy Foundation
Trace and copy.
B U sample only S BUS BUS www.eslresources.com

24
BUS
Literacy Foundation
Find and circle the word BUS in the word search. There are 3.
BUS
B U S sample only c a r B U S c a r B U S c a r www.eslresources.com
25
Literacy Foundation
Circle the letter that is the same.
s c s u sample only u u n m b y b p k l h k www.eslresources.com y v y b

26
Literacy Foundation
Check the letter that is the same.
s sample u only o u k b b u s k www.eslresources.com y v y

b
27
Literacy Foundation
Match the lower case with the upper case letters.
s u b y k
sample only
B K Y U S
28
Literacy Foundation
Fishing Game How do you come to school?
1.
The instructor writes the mini-dialogue on the board and teaches the students before the game. A: How do you come to school? B: By bike. A: Me, too. (or Good for you.)
2. 3. 4. 5.
Photocopy the picture flashcards so that every student can have 3-4 cards. Cut out the cards. Shuffle the cards and hand out to the students. If the student have two copies of the same picture, he can put them down on the desk facing up. Students take turns to ask the person to their left, How do you come to school? The one on the left answers according to the cards he has. For example, if he has a car card, he may say By car.
sample only
If the one who asks the question has the same card, he may respond Me, too and give his card to the other. The other puts down two cards on the desk facing up If he doesnt have the same card, he may respond Good for you and his turn is over.
6.
Notes: if you have a multi-level class, the pictures cards are for the Foundation level students and the one with words can be for students who work on word level.
The one who has no cards in hands first is the winner.
29
Literacy Foundation
sample only
30
Literacy Foundation
sample only
31
Literacy Foundation
bike bike sample only bus bus
car
32
car
Literacy Foundation
helicopter helicopter
sample only subway subway
www.eslresources.com train train

33
Literacy Foundation
Flash Card 51: Bike
sample only
34
Literacy Foundation
Flash Card 52: Bus
sample only
35
Literacy Foundation
Flash Card 53: Car
sample only
36
Literacy Foundation
Flash Card 54: Helicopter
sample only
37
Literacy Foundation
Flash Card 55: Subway
sample only
38
Literacy Foundation
Flash Card 56: Train
sample only
39
Literacy Foundation
sample only
40
Literacy Foundation
sample only
41
Commercial Services Shopping
42

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Sophie Wangs

1. Purchasing Teacher (One Teacher Permission)

2. Purchasing School/Address (One Address Permission)

Books by Sophie Wang

Sophie Wangs Literacy Foundation Series

Learning for Real

A:Do___needa___? B: No, thanks.

A:____needa__? B: No, thanks.

Multi-Level Class Reality

Table 1 - Foundation Flash Card Activities Activities Instructions

Stop the Rod

Media and Communications

Health and Safety

Government and Community Services

Recycling Leisure Activities

j, a, r, c, n jar z, q, h, k, i zoo, hiking

J, j, c, jar, can h, z, q, zoo, hiking, quiet

Alphabet Index Upper Case Slant Stroke

H: Book 5 (Road Sign H)

T: Book 5 (STOP) Book 2 (TV)

Alphabet Index Lower Case Tall Letters

o: Book 1 (son), Book 5 (poison), Book 2 (No)

p: Book 4 (maple) g: Book 3 (bag)

d: Book 4 (doctor), Book 1 (dad)

c: Book 6 (can), Book 5 (accident)

e: Book 5 (accident), Book 2 (Yes)

s: Book 1 (son), Book 5 (poison), Book 2 (Yes)

h: Book 6 (hiking), Book 1 (house) f: Book 5 (fire)

j: Book 6 (jar) q: Book 6 (quiet)

u: Book 3 (bus, subway)

Activity Sheets Transportation Vehicles

Activity Sheets Commercial Services Shopping

Listen to the dialogue. How do they come to school?

A: How do you come to school ? B: By bike. A: Me, too.

1 7 3 1 2 4 only 5 2 sample 3 3 1 5 4 2 4 7 www.eslresources.com 5 6 3 5

Literacy Foundation Connect the ks to get to school.

b b i isample only k k e e www.eslresources.com

B U sample only S BUS BUS www.eslresources.com

s c s u sample only u u n m b y b p k l h k www.eslresources.com y v y b

s sample u only o u k b b u s k www.eslresources.com y v y

bike bike sample only bus bus

www.eslresources.com train train

Commercial Services Shopping

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Sophie Wang's Literacy Foundation Book Three Sample

Sophie Wang's Literacy Foundation Book Three Sample

A:Do_needa_? B: No, thanks.

A:__needa? B: No, thanks.