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صفحة: 169
169 My Way, Teacher's Guide in the Student Book . Draw lines on the board like those in the Student Book . ● Show the students how to write the letters / D / and / d / 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 students that the cat appears next to each new letter, to show size and ● proportion . Explain to 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 “dad” on the line . ● Extension activity ideas : Have students continue practicing writing the new letter ( upper and lowercase ) in . 1 their notebooks . Print out large blank D pages ( see suggested sources in Appendix C, TG page 371 ) and . 2 have students decorate them . These can be hung as a class gallery, taken home, or kept in folders for students to assemble into an alphabet book at the end of the year . Some ideas : Doghouse D’s : Have students draw pawprints or dogs on their D’s and glue on a ● flap to create a doghouse . Dolphin D’s : Have students design their D’s to look like dolphins . ● Doughnut D’s : Have students design their D’s to look like ● doughnuts . Many students think of Israeli - style jelly doughnuts, so use Google to find pictures of American - style doughnuts to give them a visual . Bonus ! Have a doughnut party ! Students who are able can write other / d / words that they know . . 3 For more information on teaching letters and sounds, see TG, Letters, page 23 . Pg . 93, Exercise 4 : Cut, glue and say . Have students cut out the pictures of animals from the side of the page . ● Have students glue pictures of whichever animals they choose to create a scene . ●
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