I MPOSS IBLE

Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

The development of reading comprehension with young people with poor reading skills
Teaching of reading comprehension to adults and migrants

The next exercises should follow each other according to a logical order for the purpose of improving
our students skills step by step. We recommend you getting to know the whole set of this kind of
exercises as it is better to find the weak point of each student and intervene at this level. As these
exercises are different in their level and in their focus, you can adapt them more efficiently to your
students if you know the whole list of this set.

First set
The following tasks require the preparation of picture cards and cards with different statements.
Logic

1. There are 4-6 different pictures and a set of cards with clear subject-precicate statements in
front of the student. The student takes a card and decides whether it is true or false.
2. There are 4-6 pictures in front of the students. The students in pairs write true and false
statements about the pictures, then play with each others cards.
3. There are 4-6 pictures in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the pictures and expresses clear and easy to
understand sentence (eg. All pictures, Only one picture). The student has to decide
whether the statement is true or false.
4. There are 4-6 pictures in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the pictures but it should be more complicated so
more difficult to understand for a student with learning difficulties. This statement should
use expressions as not all, at least, the majority of or containing double negation etc. (eg.
There is at least one picture which is about..., There is any picture which has not been taken
at night.) The students should decide whether the statement is true or false.
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

5. There are 4-6 pictures in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the pictures and expresses clear and easy to
understand sentence (eg. All pictures have been taken at night and there is a person on all of
it. Only one picture). The student has to decide whether the statement is true or false.
6. There are 4-6 pictures in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the pictures and it should be more complicated so
more difficult to understand for a student with learning difficulties. This statement should
use expressions as not all, at least, the majority of or containing double negation etc. (eg.
There is at least one picture which is about..., There is any picture which has not been taken
at night and does not contain red colour.) The students should decide whether the statement
is true or false.
7. This time the students get cards with statements and they have to draw the pictures
according to these statements. All of these statements should be right.
8. This time the students get cards with true and false statements and they have to draw the
pictures according to these statements. At the beginning of this exercise the teacher has to
indicate to the students which statements are true and which are not.

9. In this exercise the student get only the main category of the pictures and statements to be
prepared (eg. mammals, volcanoes etc.). The student have to prepare drawings and true and
false statements according to the main category. Then they can play with each others cards.
10. When the students perform well in the first 8 exercises, we can give them any of these
exercises but this time in a paper/pencil format. These handouts are static and require more
concentration and a larger working memory.

Second set
The following tasks require the preparation of word cards and cards with different statements.
11. There are 4-6 different word cards and a set of cards with clear subject-predicate statements
in front of the student. The student takes a card and decides whether it is true or false.
12. There are 4-6 word cards in front of the students. The students in pairs write true and
false statements about the meaning of these words, then play with each others cards.
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

13. There are 4-6 words in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the word (meaning, form, reference etc.) and
expresses clear and easy to understand sentence (eg. All words, Only one word). The
student has to decide whether the statement is true or false.
14. There are 4-6 words in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the words but it should be more complicated so
more difficult to understand for a student with learning difficulties. This statement should
use expressions as not all, at least, the majority of or containing double negation etc. (eg.
There is at least one word which refers to an animal, There is any word which is not in
plural.) The students should decide whether the statement is true or false.
15. There are 4-6 words in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the words and expresses clear and easy to understand
sentence (eg. All words refer to volcanoes and are in plural. Only one word). The student
has to decide whether the statement is true or false.
16. There are 4-6 words in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the words and it should be more complicated so more
difficult to understand for a student with learning difficulties. This statement should use
expressions as not all, at least, the majority of or containing double negation etc. (eg. There
is at least one word which refers..., There is any word which is plural and does not refer to
animals.) The students should decide whether the statement is true or false.
17. This time the students get cards with statements concerning the meaning of the words that
the students have to invent and write down on word cards. All of these statements should be
right.
18. This time the students get cards with true and false statements concerning the meaning of
the words that the students have to invent and write down on word cards. At the beginning
of this exercise the teacher has to indicate to the students which statements are true and
which are not.
19. In this exercise the student get only the main category of the words and statements to be
prepared (eg. fruits, European countries etc.). The student have to prepare word cards and
true and false statements according to the main category. Then they can play with each
others cards.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

20. When the students perform well in the previous exercises of this set, we can give them any
of these exercises but this time in a paper/pencil format. These handouts are static and
require more concentration and a larger working memory.

Third set
The following tasks require the preparation of sentence cards and cards with different statements.
21. There are 4-6 different sentence cards and a set of cards with clear subject-predicate
statements in front of the student. The student takes a card and decides whether it is true or
false.
22. There are 4-6 sentence cards in front of the students. The students in pairs write true and
false subject-predicate statements about the meaning of these sentences, then play with
each others cards.
23. There are 4-6 sentences in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the sentence (type - declarative, exclamatory,
imperative and interrogative, meaning, reference etc.) and expresses clear and easy to
understand sentence (eg. All sentences, Only one sentence). The student has to decide
whether the statement is true or false.
24. There are 4-6 sentences in front of the students. There is a set of cards with statements. A
statement focuses only on one aspect of the sentences but it should be more complicated so
more difficult to understand for a student with learning difficulties. This statement should
use expressions as not all, at least, the majority of or containing double negation etc. (eg.
There is at least one sentence which is declarative, There is any sentence which does not
refer to fruits.) The students should decide whether the statement is true or false.
25. There are 4-6 sentences in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the sentences and expresses clear and easy to
understand sentence (eg. All sentences refer to volcanoes and their effects on the
environment. Only one sentence). The student has to decide whether the statement is true
or false.
26. There are 4-6 sentences in front of the students. There is a set of cards with statements. A
statement focuses on more aspects of the sentences and it should be more complicated so
more difficult to understand for a student with learning difficulties. This statement should
use expressions as not all, at least, the majority of or containing double negation etc. (eg.
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

There is at least one sentence which refers..., There is any sentence which is declarative and
does not refer to animals.) The students should decide whether the statement is true or
false.
27. This time the students get cards with statements concerning the meaning and types of the
sentences that the students have to invent and write down on sentence cards. All of these
statements should be right.
28. This time the students get cards with true and false statements concerning the meaning and
type of the sentences that the students have to invent and write down on sentence cards. At
the beginning of this exercise the teacher has to indicate to the students which statements
are true and which are not.
29. In this exercise the student get only the main category of the sentences and statements to be
prepared (eg. the Second World War, European countries etc.). The student have to prepare
sentence cards and true and false statements according to the main category. Then they can
play with each others cards.
30. When the students perform well in the previous exercises of this set, we can give them any
of these exercises but this time in a paper/pencil format. These handouts are static and
require more concentration and a larger working memory.

Fourth set
The following tasks require the preparation of picture, word, sentence cards and cards with different
statements. This time the content of all cards refers to a topic of a subject.
31. There are 4-6 different pictures, word or sentence cards and a set of cards with clear subjectpredicate statements in front of the student. The student takes a card and decides whether it
is true or false. Students can use the original text of their textbook and their notes in the
exercise book when completing this task.
32. There are 4-6 picture, word or sentence cards in front of the students. The students in pairs
write true and false subject-predicate statements about the cards, then play with each
others cards. Students can use the original text of their textbook and their notes in the
exercise book when completing this task.
33. There are 4-6 picture, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses only on one aspect of the picture, word or sentence
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

and expresses clear and easy to understand sentence (eg. All sentences, Only one word).
The student has to decide whether the statement is true or false. Students can use the
original text of their textbook and their notes in the exercise book when completing this task.
34. There are 4-6 pictures, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses only on one aspect of the card but it should be more
complicated so more difficult to understand for a student with learning difficulties. This
statement should use expressions as not all, at least, the majority of or containing double
negation etc. (eg. There is at least one sentence which is declarative, There is any sentence
which does not refer to fruits.) The students should decide whether the statement is true or
false. Students can use the original text of their textbook and their notes in the exercise book
when completing this task.
35. There are 4-6 picture, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses on more aspects of the cards and expresses clear and
easy to understand sentence (eg. All sentences refer to volcanoes and their effects on the
environment. Only one sentence). The student has to decide whether the statement is true
or false. Students can use the original text of their textbook and their notes in the exercise
book when completing this task.
36. There are 4-6 picture, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses on more aspects of the cards and it should be more
complicated so more difficult to understand for a student with learning difficulties. This
statement should use expressions as not all, at least, the majority of or containing double
negation etc. (eg. There is at least one sentence which refers..., There is any sentence which
is declarative and does not refer to animals.) The students should decide whether the
statement is true or false. Students can use the original text of their textbook and their notes
in the exercise book when completing this task.
37. This time the students get cards with statements concerning the pictures, words or
sentences that the students have to invent and draw or write down on cards. All of these
statements should be right. Students can use the original text of their textbook and their
notes in the exercise book when completing this task.
38. This time the students get cards with true and false statements concerning the pictures,
words or sentences that the students have to invent and draw write down on cards. At the
beginning of this exercise the teacher has to indicate to the students which statements are
true and which are not. Students can use the original text of their textbook and their notes in
the exercise book when completing this task.
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

39. In this exercise the student get only the main category of the pictures, words or sentences
and statements to be prepared (eg. the Second World War, periodic table etc.). The students
have to prepare the cards and true and false statements according to the main category.
Then they can play with each others cards. Students can use the original text of their
textbook and their notes in the exercise book when completing this task.
40. When the students perform well in the previous exercises of this set, we can give them any
of these exercises but this time in a paper/pencil format. These handouts are static and
require more concentration and a larger working memory. Students can use the original text
of their textbook and their notes in the exercise book when completing this task.

Fifth set
The following tasks require the preparation of picture, word, sentence cards and cards with different
statements. This time the content of all cards refers to a topic of a subject.
41. There are 4-6 different pictures, word or sentence cards and a set of cards with clear subjectpredicate statements in front of the student. The student takes a card and decides whether it
is true or false. Students cannot use the original text of their textbook and their notes in the
exercise book when completing this task.
42. There are 4-6 pictures, word or sentence cards in front of the students. The students in
pairs write true and false subject-predicate statements about the cards, then play with
each others cards. Students cannot use the original text of their textbook and their notes in
the exercise book when completing this task.
43. There are 4-6 pictures, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses only on one aspect of the picture, word or sentence
and expresses clear and easy to understand sentence (eg. All sentences, Only one word).
The student has to decide whether the statement is true or false. Students cannot use the
original text of their textbook and their notes in the exercise book when completing this task.
44. There are 4-6 pictures, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses only on one aspect of the card but it should be more
complicated so more difficult to understand for a student with learning difficulties. This
statement should use expressions as not all, at least, the majority of or containing double
negation etc. (eg. There is at least one sentence which is declarative, There is any sentence
which does not refer to fruits.) The students should decide whether the statement is true or
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

false. Students cannot use the original text of their textbook and their notes in the exercise
book when completing this task.
45. There are 4-6 pictures, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses on more aspects of the cards and expresses clear and
easy to understand sentence (eg. All sentences refer to volcanoes and their effects on the
environment. Only one sentence). The student has to decide whether the statement is true
or false. Students cannot use the original text of their textbook and their notes in the
exercise book when completing this task.
46. There are 4-6 pictures, word or sentence cards in front of the students. There is a set of cards
with statements. A statement focuses on more aspects of the cards and it should be more
complicated so more difficult to understand for a student with learning difficulties. This
statement should use expressions as not all, at least, the majority of or containing double
negation etc. (eg. There is at least one sentence which refers..., There is any sentence which
is declarative and does not refer to animals.) The students should decide whether the
statement is true or false. Students cannot use the original text of their textbook and their
notes in the exercise book when completing this task.
47. This time the students get cards with statements concerning the pictures, words or
sentences that the students have to invent and draw or write down on cards. All of these
statements should be right. Students can use the original text of their textbook and their
notes in the exercise book when completing this task.
48. This time the students get cards with true and false statements concerning the pictures,
words or sentences that the students have to invent and draw write down on cards. At the
beginning of this exercise the teacher has to indicate to the students which statements are
true and which are not. Students cannot use the original text of their textbook and their
notes in the exercise book when completing this task.
49. In this exercise the student get only the main category of the pictures, words or sentences
and statements to be prepared (eg. the Second World War, periodic table etc.). The student
have to prepare the cards and true and false statements according to the main category.
Then they can play with each others cards. Students cannot use the original text of their
textbook and their notes in the exercise book when completing this task.
50. When the students perform well in the previous exercises of this set, we can give them any
of these exercises but this time in a paper/pencil format. These handouts are static and
14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

require more concentration and a larger working memory. Students cannot use the original
text of their textbook and their notes in the exercise book when completing this task.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy