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صفحة: 262
262 My Way, Teacher's Guide Pg . 158, Exercise 2 : Listen and tick ✓ . Remind students to tick the box that shows where they hear the / j / sound . ● Explain to students that each box shows where they hear the / j / sound : beginning, ● middle, or end of the word . Have students mark the corresponding box to show whether they hear the / j / sound ● at the beginning, middle or end of each word . Play the audio . ● Audio : Answer key : juice . 1 jellyfish . 2 ninja . 3 jar . 4 pajamas . 5 jam . 6 Pg . 159, Exercise 3 : Write . Teaching suggestion : Teachers are recommended to draw a picture of a cat next to the letter, as appearing ● in the Student Book . Draw lines on the board like those in the Student Book . ● Show the students how to write the letters / J / and / j / using these lines . ● Exercise 3 : Demonstrate how to write the new letter on the board . ● Emphasize the left - to - right and top - to - bottom directionality when writing in English . ● Have students point to the cat in their books . ● Explain to the students that the cat appears next to each new letter, to show size and ● proportion . Explain to the students that there are letters which start at the top ( cat’s head ) while ● others start in the middle ( cat’s neck ) . Some letters have a “tail” and extend below the line . Have students write the letters on the lines in their books . ● Challenge exercise : Have students practice writing the word “jam” on the line . ● Extension activity ideas : Have students continue practicing writing the new letter ( upper and lowercase ) in . 1
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