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Teacher instructions guide students to understand vocabulary flashcards, describe problems in complete sentences, and communicate clearly about repairs by phone or short dialogue. 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 \n■ Demonstrate understanding of the problems pictured on each of the vocabulary flashcards.  \n■ Describe the problem pictured on each flashcard using a complete sentence.  \n■ Write an intelligible description of each problem on the flashcards (understandable but not perfect) .  \n■ Say their name, address or apartment number and phone number clearly enough to leave a phone message.  \n■ Engage in a brief unscripted dialogue about a housing problem or needed repair.  \nVocabulary: heat, hot water, air conditioning, smoke, alarm, toilet, mice, cockroaches, bed bugs, broken, leaking, stained, peeling  \nI N T H E B E G I N N I N G , S T U D E N T S W I L L…  \n■ Speak and write in short complete sentences.  \n■ Ask and answer questions about word meaning.  \n■ Ask and understand information questions with wh-words.  \n■ Answer questions about main ideas and details in spoken and written texts.  \n■ Use text features (titles, headings, images, captions) to better understand a text.  \n■ Count word syllables.  \n■ Identify beginning and ending consonant sounds, blends and digraphs.  \n■ Read (decode) beginning-level texts.  \n■ Begin to infer, compare and draw conclusions when reading text.  \nStudents who consistently demonstrate these skills maybe ready for the next level.  \nAcknowledgments  \nWe wish to gratefully acknowledge everyone who contributed to the creation of these lessons, which would not be possible without their hard work.  \n■ Mya Shaftel, Jessica Horning, Caitlin Anderson, Leah Hauge, Meghan Boyle  \nLesson Writing and Editing Team, ESL Teachers  \nTed Rossiter  \n■  \nVolunteer Designer/Volunteer Teacher  \n■ Burgen Young Instructional Manager  \n■ Jessica Jones  \nCurriculum Designer, Lead ESL Teacher  \n■ The volunteer teachers and students at Open Door Learning Center  \n■ Anna Mamie Ross and Zoë Foster Document Design and Production Interns  \n■ Isabel Deane Project Assistant  \nCarmen Peota  \n■  \nCopy Editor  \nCopyright © 2022  \nLiteracy Minnesota  \n700 Raymond Avenue, Suite 180 Saint Paul, Minnesota 55115 [literacymn.org](literacymn.org)  \nAll rights reserved. Permission granted to the individual purchaser to print and photocopy for personal classroom use only. Except for that usage, no parts of this book may be transmitted in any form, or by any means, electronic or mechanical, including photocopying, recording, or by information storage and retrieval system, without permission in writing from Literacy Minnesota.  \nHome Problems  \nTALK ABOUT PROBLEMS IN  \nYOUR HOME .  \nWe will learn to ask questions. We will learn to answer questions.  \nDo you have problems in your house or  \napartment?  \nYes, I have problems in my home.  \nNo, I don’t have any problems.  \nREVIEW & CHECK  \nCONTEXT & OBJECTIVES  \nACTIVITY  \nASSIST & CHALLENGE  \nHOME PROBLEMS  \nNo review at the beginning of a unit.  \nA: TOGETHER: “Read” the picture  \nEXPECTATIONS  \nThese questions find out what students know and prime them for the work ahead. They may not answer all these questions. That’s okay!  \n■ Ask observation questions: “ What do you see?” “ What is this?” “Tell me more?”  \n■ Ask inference questions: “ Where is this?” “ What room is this?” “ Why do you think so?” “Is this home new?” “Why not?” “ Why are there many problems?”  \n■ Ask evaluative questions: “Do you want to live in this apartment?” “ What do the people need to do?”  \nB: TOGETHER: Read the title and “ We will learn…” objectives.  \nA: TOGETHER: Repeat the question and answers at the bottom of the page several times.  \nB: Model the question and answer with a partner.  \nC: STUDENTS: Mingle and practice with several partners.  \nASSIST  \n■ Break each sentence down into manageable pieces to practice and ","cbCaibygBAUL9htp","https://ap.wps.com/l/cbCaibygBAUL9htp","pdf",1157273,79,"English","# Context & Objectives\n## Expectations\n# Assist & Challenge\n## Assist\n## Challenge\n# Pronunciation and New Words\n## New Words\n# Materials\n## Full-page picture cards (Appendix A)\n# Activity Steps\n## Set the Stage","[{\"question\":\"What is the main skill focus in the Home Problems unit at the beginning level?\",\"answer\":\"Skill focus is calling or writing to a landlord about a housing problem, using clear questions and complete sentences.\"},{\"question\":\"How do students practice understanding vocabulary flashcards?\",\"answer\":\"Students demonstrate understanding by describing each pictured problem with a complete sentence and writing an intelligible description of each flashcard.\"},{\"question\":\"What activities help students prepare for real conversations about repairs?\",\"answer\":\"Students practice short unscripted dialogue about housing problems or needed repairs, and they role-play questions and answers with multiple partners.\"}]","Home Problems Unit - Teacher Instructions - Beginning Level | PDF",1790876538,199]