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صفحة: 150
150 My Way, Teacher's Guide Some ideas : Colorful C’s : Have students use oil pastels, markers, crayons, or ● any other art materials to create Colorful C’s . Cat C’s : Have students design their C’s to look like cats and ● create a class cat display . Cactus C’s : Have students design their C’s to look like cactuses . ● Use toothpicks to glue on “spikes . ” Students who are able can write other / c / words that they know . . 3 For more information on teaching letters and sounds, see TG, Letters, page 23 . Page 81, Exercise 4 : Color and say . Name the words with students . ● Emphasize beginning sounds . ● Have students color the words that begin with the sound / c / . ● Answer key : 1 . cupcake, 2 . cow, 3 . computer, 5 . cut Note : This exercise focuses on phonetics, specifically sounds, not on spelling . The sound / ch / as in "chair" / ʧɛr / is distinct from the / c / sound and should not be marked for coloring . / ʧ / - Lesson extension ideas : Ask students : What other words can you think of that start with / c / ? . 1 Have a class vote for what most students prefer : cake or cupcakes ? cows or cats ? . 2 Page 81, Exercise 5 : Talk . Have students work in pairs . Have students take turns sharing with their partner what they colored in Exercise 4 . ● Scaffolding Options : ○ Name the item they have colored . ( Example : cow ) ■ Name the color + item . ( Example : pink cupcake ) ■ Say a complete sentence . ( Example : The cupcake is pink . ) ■ Reminder : Encourage students to answer in as full a sentence as they are able, adding in adjectives . Lesson extension idea : If students finish early, they can repeat the items and describe them with colors they did not choose before, to help them practice the language structures .
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