Let's Get Started Book 10 Sample Unit

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    LETS

    GETSTARTED

    MARILEE CARLSON

    Illustrated Thematic Vocabulary Builders for Beginners

    transportation

    buildings

    shops & storessports & recreationChristmas

    B00K TEN

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    Copyright NoticeCopyright2011 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 meanselectronic or mechanical, including photocopying, recording, or by any information storage and retrievalsystem now known or hereafter invented, without permission from the publisher, Canadian Resources forESL/ 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 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.

    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-

    ant teacher. Photocopies are not for resale.

    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.

    Printed in Canada

    Canadian Resources for ESL

    15 Ravina Crescent Toronto Ontario Canada M4J 3L9tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383www.eslresources.com email thane@eslresources.com

    ISBN 978-1-894799-49-2

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    Lets Move On - Book OneSuffixes of Function

    Lets Move On - Book TwoPrefixes of Negation

    Lets Move On - Book ThreePrefixes and Suffixes Indicating Absence / Presence

    Lets Move On - Book FourSuffixes of Description

    1. -ar, -er, -or 2. -an, -n, -ian 3. -ant, -ent 4. -ist 5. -ee

    1. un- 2. dis- 3. mis- 4. in-, im- 5. il-, ir-

    1. non- 2. -less 3. -y 4. -ful 5. -ous

    1. -ive 2. -ish 3. -ic 4. -al 5. -ly

    Lets Get Started - Book Six: House Exterior, House Interior, Furniture, Bedroom, BathroomText 200+ pages ISBN 978-1-894799-45-4

    Lets Get Started - Book Seven: Number Words 1 & 2, Math Words, Shapes, Containers & Quan-

    titiesText 200+ pages ISBN 978-1-894799-46-1

    Lets Get Started - Book Eight: Kitchen Appliances, Cleaning, Laundry, Occupations 1& 2Text 200+ pages ISBN 978-1-894799-47-8

    Lets Get Started - Book Nine: School, Family, Months and Ordinal Numbers, Calendar, Seasons& WeatherText 200+ pages ISBN 978-1-894799-48-5

    Lets Get Started - Book Ten: Transportation, Buildings, Shops & Stores, Sports & Recreation,Holiday/Christmas Words

    Text 200+ pages ISBN 978-1-894799-49-2

    Lets Get Started - Book One: Color, Clothing, Men's Clothing, Women's Clothing, AccessoriesText 200+ pages ISBN 978-1-894799-45-4

    Lets Get Started - Book Two: Body 1 & 2, Health, Health Care, Personal CareText 200+ pages ISBN 978-1-894799-46-1

    Lets Get Started - Book Three: Nature 1 & 2, Farm and Domestic Animals, Wild Animals, BirdsText 200+ pages ISBN 978-1-894799-47-8

    Lets Get Started - Book Four: Beverages, Fruit, Vegetables, Meat and Fish, Bread & GrainsText 200+ pages ISBN 978-1-894799-48-5

    Lets Get Started - Book Five: Breakfast, Snacks & Condiments, Dessert, Eating Utensils, KitchenEquipmentText 200+ pages ISBN 978-1-894799-49-2

    Books By Marilee Carlson

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    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.

    PROCEDURES FOR PRESENTING EACH UNIT

    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.

    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.

    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.

    Alphabetize the FlashcardsSay each word as students put the cards in alphabetical order. Read the completed list together.

    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.

    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.

    Sort the Words According to the Number of ConsonantsUse the same procedure as in the preceding exercise.

    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.

    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.

    Conversational PromptsDetailed conversational prompts are included in each unit. They provide teacher-directed oral activities that allowstudents to use the words in context.

    Student Worksheets:Use the worksheets as class activities or homework.

    CategorizingIn addition to the generic (useful for ALL units) categorizing activities which concern the spelling of the words, many units

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    also have categorizing activities related to the meaning of the words in the unit. These categorizing activities areincluded in their respective units.

    Target VocabularyWhen using the Target Vocabulary sheets make sure to clearly pronounce each word and give the students time torepeat the words.

    Word /Picture Recognition ActivityGive each student a copy of the word flashcard page or the target Vocabulary Pages with the labels removed. Give the

    directions orally for each of the words in random order. For example, Underline the (word) bus. Draw an oval aroundthe (word) canoe. Draw a rectangle around the (word) pilot. Draw a triangle above the (word) ship. Draw a squarebelow the (word) taxi. Write an x before the (word) train. Write an x after the (word) truck. If students arecompletely unfamiliar with the directions, write a sample word or draw a sample picture on the board and demonstratewhat the students are being asked to do on the sample word/picture. Students can correct their own papers as thecorrect answers are put on the board or on a transparency of the page. Refer to the last page of the appendix for a list ofdirections.

    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.

    Word Fin