Let's Get Started Book 6 Sample Unit

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<ul><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 1/47</p><p>LETS</p><p>GETSTARTED</p><p>MARILEE CARLSON</p><p>Illustrated Thematic Vocabulary Builders for Beginners</p><p>house exteriorhouse interior</p><p>furniturebedroom</p><p>bathroom</p><p>B00K SIX</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 2/47</p><p>Copyright NoticeCopyright2011 Canadian Resources for ESL All rights reserved</p><p>All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means elec-tronic or mechanical, including photocopying, recording, or by any information storage and retrieval systemnow known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESLResources.</p><p>This book may be photocopied in part under the following conditions:</p><p>1. Purchasing Teacher (One Teacher Permission)A purchasing teacher is granted permission to photocopy this book foruse by his/her ESL/literacy studentsonly (not for education students). You can be an itinerant teacher at several sites or based at one site.Photocopies are not for resale.</p><p>2. Purchasing School/Address (One Address Permission)Photocopy permission for one address. The photocopies are forESL/literacy students (not for educationstudents)attending classes at the purchasing address only. If these books will service more than oneaddress you will need to purchase additional books, one book for each address, or one book for each itiner-</p><p>ant teacher. Photocopies are not for resale.</p><p>FAQQ: 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 topurchase 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 yourschool has purchased site photocopy permission.</p><p>Printed in Canada</p><p>Canadian Resources for ESL</p><p>15 Ravina Crescent Toronto Ontario Canada M4J 3L9tel 416-466-7875 toll free 866-833-9485fax 416-466-4383 toll free fax 888-342-7657www.eslresources.com email thane@eslresources.com</p><p>ISBN 978-1-894799-50-8</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 3/47</p><p>Books by Marilee Carlson</p><p>Lets Get Started - Book OneColors, Clothing, Mens Clothing, Womens Clothing, Accessories</p><p>Lets Get Started - Book Two</p><p>Body Words 1 and 2, Health, Health Care, Personal Care</p><p>Lets Get Started - Book ThreeNature 1 and 2, Farm &amp; Domestic Animals, Wild Animals, Birds</p><p>Lets Get Started - Book FourBeverages, Fruit, Vegetables, Meat &amp; Fish, Bread &amp; Grains</p><p>Lets Get Started - Book FiveBreakfast, Snacks &amp; Condiments, Dessert, Eating Utensils, Kitchen Equipment</p><p>Lets Get Started - Book SixHouse Exterior, House Interior, Furniture, Bedroom, Bathroom</p><p>Lets Move On - Book OneSuffixes of Function</p><p>Lets Move On - Book Two</p><p>Prefixes of Negation</p><p>Lets Move On - Book ThreePrefixes and Suffixes Indicating Absence / Presence</p><p>Lets Move On - Book Four</p><p>Suffixes of Description</p><p>1. -ar, -er, -or 2. -an, -n, -ian 3. -ant, -ent 4. -ist 5. -ee</p><p>1. un- 2. dis- 3. mis- 4. in-, im- 5. il-, ir-</p><p>1. non- 2. -less 3. -y 4. -ful 5. -ous</p><p>1. -ive 2. -ish 3. -ic 4. -al 5. -ly</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 4/47</p><p>INTRODUCTION FOR THE TEACHERWelcome to LETS GET STARTED! All of the thematic units in the series follow the same basic format which includesspeaking, listening, reading and writing activities for individual learners, small groups, or large groups. The activitiesprovide the repetition necessary for second language acquisition in a relaxed enjoyable learning environment. They alsofunction as review or remediation activities. Once you become familiar with the procedures, the units practically teachthemselves.</p><p>PROCEDURES FOR PRESENTING EACH UNIT</p><p>Before laminating any activity cards, put the unit number on the back so that if you ever want to combine units, you caneasily resort them for storage with their correct unit. Laminate and cut out the Target Vocabulary (removing the labels)and the word Flashcards. (I use an envelope that has been stapled down the center while open. This creates twopouches for the corresponding word and picture cards. These envelopes can be labeled and stored in a shoebox asmore units are added.) Laminate and cut out the Categorizing Sorting Activities page and store in another envelope.The size of these cards works well for a teacher dealing with a small group seated around a table. If you have a largergroup, these cards may need to be enlarged before laminating for use with a pocket chart.</p><p>Assessing Prior KnowledgePlace all of the Target Vocabulary picture cards (without labels) on the table (or enlarged ones in a pocket chart.) Passout the word Flashcards. See if students can match any of the word cards to the corresponding pictures. If the studentsare totally unfamiliar with the words, hand out the Target Vocabulary labeled picture pages. They can match their wordsby referring to their labeled pages.</p><p>Spelling and PronunciationTo reinforce the symbol to word connection, the Target Vocabulary cards can be cut out, laminated and used for theseactivities instead of the flashcards containing only words.</p><p>Alphabetize the FlashcardsSay each word as students put the cards in alphabetical order. Read the completed list together.</p><p>Sort the Words According to the Number of LettersTo make this more interesting, students can vote ahead of time which column they think will have the most words underit upon completion. On the table (for small groups) or enlarged in a hanging pocket chart, put sorting labels at the headof columns. (Words with 3 letters/ Words with 4 letters/ Words with 5 letters etc.) Give students individual flashcards andhave them place the word in the appropriate column. For example, the student or teacher will say: Apple has 5 letters.</p><p>Sort the Words According to the Number of VowelsUse the same procedure as in the previous exercise. Initially, have a visible listing of vowels and consonants for studentsto refer to if they are unfamiliar with vowels and consonants. This is particularly helpful for students whose languagedoes not use the English alphabet.</p><p>Sort the Words According to the Number of ConsonantsUse the same procedure as in the preceding exercise.</p><p>Hangman (or Dinosaur)At first students have their labeled vocabulary lists during play. Later they play without their lists. Remembersome of the students and their families may have endured brutal circumstances in their journey to their newhome and Hangman may be too gruesome for them or may trigger unpleasant or even traumatic memories.</p><p>Hangman can be adapted to Dinosaur. See the diagram to the right. By adding the head, eye, mouth, body,tail, arms and legs, students get nine chances to guess the letters and word.</p><p>Conversational PromptsDetailed conversational prompts are included in each unit. They provide teacher-directed oral activities that allowstudents to use the words in context.</p><p>Student Worksheets:Use the worksheets as class activities or homework.</p><p>CategorizingIn addition to the generic (useful for ALL units) categorizing activities which concern the spelling of the words, many units</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 5/47</p><p>also have categorizing activities related to the meaning of the words in the unit. These categorizing activities areincluded in their respective units.</p><p>Target VocabularyWhen using the Target Vocabulary sheets make sure to clearly pronounce each word and give the students time torepeat the words.</p><p>Word /Picture Recognition ActivityGive each student a copy of the word flashcard page or the target Vocabulary Pages with the labels removed. Give the</p><p>directions orally for each of the words in random order. For example, Underline the (word) chimney. Draw an ovalaround the (word) deck. Draw a rectangle around the (word) doorbell. Draw a triangle above the (word) fence.Draw a square below the (word) porch . Write an x before the (word) roof. Write an x after the (word) screen. Ifstudents are completely unfamiliar with the directions, write a sample word or draw a sample picture on the board anddemonstrate what the students are being asked to do on the sample word/picture. Students can correct their own pa-pers as the correct answers are put on the board or on a transparency of the page. Refer to the last page of the appen-dix for a list of directions.</p><p>Fill in Missing LettersFill in Missing Letters directs students attention to all of the letters of the words. Students are asked to fill in missingletters. In the first activity the students fill in the vowels. In the second, they fill in the consonants. In the third and fourth,they fill in alternating missing letters.</p><p>Word Find - Upper Case LettersThis word find puzzle uses capital letters with a word bank (in capitals as well) at the bottom.</p><p>Word Find - Lower Case LettersNow the students focus on lower case letters in the words.</p><p>Fill In The Lower Case LettersLower case ascending and descending letters can be difficult, especially for students coming from a non-alphabeticlanguage. This exercise provides valuable practice in noticing and writing ascending and descending letters. If youprovide a word bank for assistance, provide one in capital letters so as not to make it too easy. If this is new for thestudents, you may want to demonstrate ascending and descending letters and as a class determine which letters de-scend, (g,j,p,q,y) ascend completely, (b,d,f,h,k,l) or ascend partially (i,j,t).</p><p>Write A Sentence Using The WordThis exercise allows the class to work together to create sentences using each word. This should be done together withyou putting the student-created sentences on the board for the students to copy onto their papers. If desired, sentencescan be made by you using the sentences given on the GAME CARDS used for the DAY AT SCHOOL game. This willmake it easier to play the matching game with the definition cards, which have the same definitions as the Game Cards.</p><p>SpellingThis exercise contains four spellings for each word. The students will circle the correct one.</p><p>Scrambled WordsIn this exercise the letters of the words are scrambled with a double puzzle which is usually a question pertaining to thevocabulary words.</p><p>Match the Pictures to the WordsStudents match the pictures to the words.</p><p>Separate The WordsAll of the words run together with no spacing in both upper and lower case. Students are asked to draw vertical linesbetween the words. To make this more interesting, you can have all of the students begin at the same time and recordthe time it takes them to complete each line. You can call out: 20 seconds.. 30 seconds.. and students can recordtheir times at the end of line.</p><p>Word Find ShapeThis page contains a shaped upper case word find puzzle with a scrambled lower case word bank.</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 6/47</p><p>What Is It?This is a matching activity using the descriptions given in the Game Cards and Matching Game. This can be anassessment or an assigned activity. If it is used as an assessment, it must be after students have played DAY ATSCHOOL with the Game Cards and/or the Matching Card Game so that they are familiar with the written definitions ofthe vocabulary words.</p><p>Illustrated CrosswordMatch the pictures to the words and then fill in the crossword.</p><p>CrosswordThe crossword puzzle can be an activity or an assessment. If it is used as an assessment, it is important for you to goover the clues orally on several occasions before expecting the students to complete it as an assessment. Each studentcan be given a whiteboard, or cut up flashcards. You can read each clue and ask all students to either write the word ontheir white boards, or hold up the correct flashcard. The same clues/definitions are used on the cards for the DAY ATSCHOOL game mentioned below as well as the Matching Card Game, so the students will be familiar with the clues ifthe games have been used.</p><p>Cloze SentencesThe students read the exercise and use the words from the word bank to fill in the missing words.</p><p>Written AssessmentEach unit has a direct recall test at the end, i.e., students write the words under the pictures.</p><p>GAMESBingoEach unit contains a Bingo game. An extra copy of the flashcard page can be laminated and kept in an envelope withthe Bingo pages. There are five different Bingo pages. Copy and laminate enough pages so that all students (or teams)can have one page. Laminate sheets of colored paper before cutting them up in half inch squares for markers. Studentsare told (or shown) the word. They then place markers (or buttons) on the corresponding picture. When a student gets aBingo, he or she must then name all of the items that are in the line. This is an excellent way to help students improvetheir recall of the new items.</p><p>DAY AT SCHOOLThe unit also contains a set ofGAME CARDS that can be used with the DAY AT SCHOOL game. The Day At Schoolgame board is found in the index. This allows the students an opportunity in a relaxed setting to be reminded of thedefinitions and use the words in appropriate sentences. Students read a game card containing the definition and apicture of a vocabulary word. They must read the sentence definition on the card and supply the word (and spelling ifdesired) in order to move along a game board similar to Chutes and Ladders orCandy Land. The game contains somepitfalls along the path to insure that the smartest student in the class doesnt automatically win every time. That outcomewould discourage struggling students from even trying to win.</p><p>Vocabulary Crazy 8The units contain a Matching Card Game that can be played like Crazy 8 where students collect sets that include thepicture, the word, and the definition. If the sentences in the Write a Sentence Using the Word page were generatedfrom these cards (as opposed to being original sentences from the students), students may initially refer to that page ofsentences while they play. When played like Old Maid, only the word and picture cards are used, along with the frown-ing face as the Old Maid.</p><p>A typical unitwould look something like this:</p><p>Assessing Prior Knowledge</p><p>Presentation/Sorting ActivitiesOld Maid GameUse the Target Vocabulary pages as a reference if necessary.Bingo</p></li><li><p>8/2/2019 Let's Get Started Book 6 Sample Unit</p><p> 7/47</p><p>Then follow with Fill in the Letters, Word Find Upper Case, Lower Case Fill In and Lower Case Word Find. Thestudents can then work in small groups on Conversation and/orCategorizing Activities. Next can come a classactivity writing original student-generated or teacher-directed sentences. Play the Day at School Game and the Crazy 8Game. Then follow with Spelling, Scrambled Words, Match the Picture to the Word, Separate The Words, ShapeWord Find, and Cloze Sentences.</p><p>The Crosswords and Match the Word to the Definition can be assigned or used as assessments. As a finalassessment use the Written Assessment Test at the end of each unit.</p><p>Follow up with the games as a rev...</p></li></ul>