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صفحة: 309
) New phonics concept : The sound of short ‘ oo’ / ʊ / ( as in “wood,” “book” Now that students have learned the long ‘oo’ sound, introduce the short ‘ oo’ sound, which sounds like / ʊ / ( a short “shwa” sound ) . Review previous words : Begin by reviewing words students have already encountered, such as " wood" and "book," emphasizing the short ‘oo’ sound . Refer to the Reminder box at the top of pg . 263 in the Student Book . Pg . 263 , Exercise 3 : Listen . Read the list of words to the students, emphasizing the long “oo” sound, or play the ● audio . Read the words together with the students chorally . ● Have students practice reading the words silently . ● Invite individual students to read a word aloud . ● Pg . 263 , Exercise 4 : Complete and match . Part A : Have students complete the sentences using the words from the word bank . • Part B : Have students number each picture according to the corresponding • sentence . Answer Key – Part A : Part B : My grandmother likes to knit wool hats . purple frame : 1 . 1 The flamingo stands on its foot . green frame : 2 . 2 Our house is made of wood . blue frame : 4 . 3 I like to cook . orange frame : 5 . 4 The coat is on the hook . red frame : 3 . 5 Teaching Suggestions : Introduce the short ‘oo’ sound / ʊ / . Say the sound clearly and model it several • times so students can hear and repeat it . Write example words on the board such as book, foot, good, look, cook, hook, and wood . You can also briefly compare it to the long oo sound / uː / using words like food and moon to help students notice the difference . For sound recognition practice, use minimal pairs to help students distinguish • between the short and long oo sounds . Use examples such as book / boot, cook / cool . Say each pair aloud and have students point to or circle the word they hear . This activity builds listening accuracy and strengthens phonemic awareness . A word sorting activity is also helpful . Prepare two columns labeled Short ‘oo’ • and Long ‘oo’ ( / uː / ) . Provide students with word cards and ask them to ) / ʊ / ( sort the words into the correct column . To support students who benefit from visual cues, include picture cards alongside the words . My Way, Teacher's Guide 309
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