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صفحة: 155
155 My Way, Teacher's Guide Call on students to answer by completing the sentence . ● Scaffolding options : ○ One - word answer ( Example : happy ) ■ Respond in a complete sentence . ( Example : I am happy . ) ■ Click Check to hear the complete sentence . ● Have the class repeat the sentence . ● Call on individual students to repeat the sentence . ● Ask students to act out the emotion or adjective using their hands or facial ● expressions . Audio : Answer key : The horse is… The horse is fast . The snail is… The snail is slow . I am… I am tired . I am… I am excited . I’m… I’m happy . I’m… I’m sad . Individual Practice : Student Book ( Pgs . 84 - 85 ) Pg . 84, Exercise 1 : Talk about the picture . Listen and number . Have students point and name familiar items in the picture . ● Ask students : ● Where is the ( adjective ) horse ? ○ Where is the ( adjective ) snail ? ○ Give clues and help students point to the correct picture : ● The horse is happy / tired / excited / fast / slow / sad . ○ I am / he is / she is happy / tired / excited / fast / slow / sad . ○ Encourage students to answer in as full a sentence as they can . ● Repeat back answers in more complete sentences to help students hear proper ● sentence structures . Have students number each circle corresponding to what they hear in the audio . ● Play audio . ● Audio : Answer Key : Number One : A snail, it's a snail . Number Two : Sad, I'm sad . Number Three : Tired, the horse is tired . Number Four : Fast, the horse is fast . Number Five : Slow, the horse is slow .
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