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صفحة: 283
Phonics New phonics concept : compound words Compound words combine two smaller words to create a new meaning . Review previous words : Begin by reviewing words students have already encountered, such as "cowboy" and "butterfly ”, demonstrating how the combination of words ( cow + boy, butter + fly ) creates a unique meeting . Refer to the Reminder box at the top of pg . 240 in the Student Book . Student Book ( Pages 240 - 242 ) Pg . 240 , Exercise 1 : Listen . Have students try to read the examples of compound words in the box . ● Read the compound words to the students or play the audi o . ● Have students identify the two words that form each compound word and discuss their ● meanings as individual words versus as part of the compound . Activity Extensions : Call out different facts about the iguana ( e . g . , The iguana eats flowers ) . If the fact is ● true, students stay still like an iguana in the sun . If the fact is false, they "run underground" by crouching down . Ask students to write a short paragraph from the perspective of an iguana : e . g . , My ● name is Iggy . I live on rocks and grass . I eat . . . Introduce another animal ( e . g . , a chameleon or gecko ) and have students compare it ● to the desert iguana using a Venn diagram . Teaching Suggestions : In both Hebrew and Arabic, compound words are not commonly formed in the same way as in English . Instead, new words are often created through root - based derivations or phrases . Take a moment to explain this difference to students and encourage them to compare how new words are formed in their L1 versus in English . For example : lighthouse, literally "tower of light" ) function as ( " מגדלור " In Hebrew, words like • compounds but are written as one word . bayt al - ṭuyūr, birdhouse ) are descriptive phrases ( " اﻟﻄﻴﻮر - ﺑ�ﺖ " In Arabic, phrases like • rather than one word . This comparison can help students better understand how compound words in English combine meanings directly into a single word . My Way, Teacher's Guide 283
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