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صفحة: 273
. Pg . 231 , Exercise 4 : Complete Have students read each sentence and fill in the blanks with appropriate words from the ● word bank . Remind students to choose words based on the context given in each sentence, paying ● attention to the comparisons and descriptions . Answer Key : red frame : green frame : The cactus is small . 1 . The cactus is huge . . 1 It’s early in the morning . 2 . It is late in the morning . . 2 There is a hot air balloon in the sky . 3 . There is a plane in the sky . . 3 The cowboy is to the right of the cave . 4 . The cowgirl is to the left of the cave . . 4 Phonics New phonics concept : The Sound of Soft ‘g’ / j / ( as in "giraffe" and "vegetables" ) In most cases, the letter ‘g’ makes a hard / g / sound . However, when ‘g’ is followed by ‘e’, ‘i’, or ‘y’, The soft ‘g’ sound sounds like / j / and typically occurs when "g" is followed by "e," "i," or "y . " Review previous words : Begin by reviewing words with the soft and hard ‘g’ sound which students have already encountered, such as " game" and "giraffe" emphasizing the difference between the hard and soft ‘g’ sounds . Refer to the Reminder box at the top of pg . 232 in the Student Book . Activity Extension : Ask students to bring in two photographs from their own lives or use authentic images from sources like local news or personal photos . They should carefully observe the details, such as the time of day, positioning of people, or objects in the scene . After noting 5 - 6 differences, students will write clues for each difference and exchange their images with a partner, who will try to find the differences based on the clues . Teaching Suggestions : Introduce the soft / g / sound, which sounds like / d ʒ / and typically occurs when "g" is ● followed by "e," "i," or "y . " Use examples such as "giraffe" / d ʒɪˈræf / and "vegetables" / ˈvɛdʒ . tə . bə lz / to illustrate ● this sound . Introduce words with the hard / g / sound, such as "game" / ɡeɪm / , "goat" / ɡoʊt / , ● "igloo" / ɡɪˈ . luː / , and "gate" / ɡeɪt / , reinforcing that the hard / g / sound occurs when "g" is followed by "a," "o," or "u . " Differentiate words with a soft / g / sound, such as "gem" / d ʒɛm / , "magic" / ˈmædʒ . ɪk / , ● "giant" / ˈdʒaɪ . ə nt / , and "bridge" / br ɪdʒ / , emphasizing the / d ʒ / sound . My Way, Teacher's Guide 273
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