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עמוד:107
Whole Class Digital Instruction : Remember and Learn Tabs For detailed instructions and extension ideas, see “Tips” in the Digital Learning Environment . * Student Book ( Pages 74 - 76 ) Pg . 74, Exercise 1 : Listen . Read the words to the students, emphasizing the two ‘th’ sound s , or play the audio . ● Have students repeat the words after you, focusing on the different ‘th’ sound s . Remind ● the students of familiar words, such as “mother” for the voiced “th” sound and ”thin” for the unvoiced “th” sound that they learned in 3 rd grade . Note that students don't need to know the meanings of these words ; they should focus ● on the two ‘th’ sound s . Pg . 74 , Exercise 2 : Listen and tick ✔ . Have students tick the place where they hear the voiced “th ” / ð / sound ( beginning, ● middle, or end of the word ) . Play the audio . ● Audio Answer Key : Number 1 : this 1 . beginning first box should be marked Number 2 : feather 2 . middle second box should be marked Number 3 : weather 3 . middle second box should be marked Number 4 : breathe 4 . end third box should be marked Teaching Suggestions Voiced ‘th’ : ● When teaching the / ð / sound to Hebrew speakers, it’s important to address ○ their common tendency to substitute it with / d / or / z / , since Hebrew lacks this voiced dental fricative . For Arabic speakers, leverage their familiarity with the / ð / sound ○ to help them transfer this knowledge to ) َذَﻫَﺐ in Arabic " ذ " represented by ( English . Unvoiced ‘th’ : ● For Arabic speakers, leverage their familiarity with the / θ / sound ○ in Arabic ) to help them transfer this knowledge to " ث " represented by ( English . Incorporate listening and repetition exercises with minimal pairs ( e . g . , ○ "think" vs . "sink," "thin" vs . "tin" ) to help students hear and produce the difference . My Way, Teacher's Guide 107
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