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صفحة: 198
198 My Way, Teacher's Guide watermelon 6 . numbers . 3 Pg . 111, Exercise 3 : Write . Teaching suggestion : Teachers are recommended to draw a picture of a cat next to the letter, as appearing ● in the Student Book . Draw lines on the board like those in the Student Book . ● Show the students how to write the letters / M / and / m / using these lines . ● Exercise 3 : Demonstrate how to write the new letter on the board . ● Emphasize the left - to - right and top - to - bottom directionality when writing in English . ● Have students point to the cat in their books . ● Explain to the students that the cat appears next to each new letter, to show size and ● proportion . Explain to the students that there are letters which start at the top ( cat’s head ) while ● others start in the middle ( cat’s neck ) . Some letters have a “tail” and extend below the line . Have students write the letters on the lines in their books . ● Challenge exercise : Have students practice writing the word “mat” on the line . ● Extension activity ideas : Have students continue practicing writing the new letter ( upper and lowercase ) in . 1 their notebooks . Print out large blank M pages ( see suggested sources in Appendix C, TG page 371 ) and . 2 have students color Marvelous M’s by designing their M’s to look like milkshakes, monkeys, moons, mommy, mouse, or mountains . These can be hung as a class gallery, taken home, or kept in folders for students to assemble into an alphabet book at the end of the year . Students who are able can write other / m / words they know . . 3 For more information on teaching letters and writing, see TG, Letters, page 23 . Pg . 111, Exercise 4 : Cut, glue and say . Name the cutouts on the page with students . ● Have students use the cutouts to make their own milkshake drink . ● Note : Students should only use ingredients that begin with / m / . ○
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