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עמוד:240
For EFL learners in Israel — many of whom speak both Hebrew and Arabic — this multilingual context promotes plurilingual awareness and reinforces the value of learning English as a global language used in diverse cultural settings . This section supports students in expanding their thematic vocabulary ( e . g . , snow, rain, coat, boots, skiing, maple syrup ) and sentence structures ( e . g . , “It is snowing,” “He is wearing a coat,” “I like skiing in the winter” ) . Teachers are encouraged to make cross - curricular connections to science and geography by discussing seasonal weather patterns and animal habitats . Through scaffolded tasks and guided sentence building, students progress from recognizing and labeling weather and clothing items to producing full sentences describing their environment and activities . Drawing on students’ own background knowledge and experiences with weather helps them better engage with the content . Teaching ideas : Take students on a virtual tour of Alberta in both summer and winter ( mountains, ● forests, snow - covered lakes, hiking trails ) . Ask : “What do you see ? ” “Is it hot or cold ? ” “What are the people doing ? ” This introduces vocabulary and sparks conversation . For example : Show students excerpts of the virtual tour of Banff National Park in ○ the link below . Have them listen to the sounds and take note of the bilingual signs . What languages do they recognize ? Can they read the signs ? Banff Alberta 4 K | Downtown - Virtual Tour” : “ https : / / www . youtube . com / watch ? v = 65 QOAjkDrk4 Clothing Sorting Game – Bring real clothing items or use flashcards ( e . g . , hat, boots, ● coat, shorts, sandals ) . Have students sort them into categories : Winter Clothes / Summer Clothes . Ask : “What do you wear in the winter ? ” “When do you wear sandals ? ” Weather Word Wall – Build a visual weather word wall using labeled images ( rain, ● snow, sun, wind, etc . ) . Add sentence stems like “It is __ . ” and practice saying full sentences together as a class . Maple Syrup Mini - Project – Show a short video or image sequence on how maple syrup ● is made ( e . g . , from tapping the tree to pouring syrup on pancakes ) . Discuss in simple terms : “This is a tree . This is syrup . People eat it on pancakes . ” Optionally, allow students to taste syrup on a cracker or bread and describe it . Outdoor Activity Match – Create a matching game with pictures of activities ( e . g . , ● skiing, fishing, hiking ) and their season ( summer or winter ) . Students practice saying sentences like “I go skiing in winter . ” Weather and Clothing Chant – Teach a simple chant or rhythm sentence : ● “In the winter, I wear boots . In the summer, I wear shoes . ” This supports intonation and sentence fluency . My Way, Teacher's Guide 240
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