Knowing what to do

Ask learners which signs they know (self-reporting).
Get learners to bring in examples, such as logos, signs and advertisements they recognise.
Help learners to build a collection of flashcards (for example, photos of signs, stick-figure logos and the labels on food packets) by pasting examples onto cards and laminating them.
Make a duplicate set of flashcards for teaching, to use with other learners and for assessment activities.
Use flashcards for recognition activities (ask learners to read the cards).
Go for a ‘sign walk’ with learners – take a digital camera and photograph signs. Back in the classroom, use the photos to add to the flashcard collection.
Gradually introduce new and unfamiliar signs and words from the environment, and add these to the store of flashcards.
Help learners to make signs for the classroom, learning area or home.
Make a set of matching cards with pictures and/or brief descriptions of the meaning of the signs and have learners match these to their flashcards.

Other ideas for using flashcards

Sort into three groups (illustration only, print only, illustration plus print).
Sort into meaning groups, such as notices that tell us to do or not to do something; signs that tell what something is (toilet, police station, bus stop); notices that tell us what is inside a packet (food labels, appliances, DVDs); words that give us warnings (DANGER, POISON , Keep Clear, No Entry).
Point out similarities between flashcards (for example, the use of the same letters or words).