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עמוד:151
. Pg . 11 5 , Exercise 3 : Write Introduce the new reading word : TV • Have students determine what time of day they do each activity listed . • Have students label each image with a, b , or c according to the corresponding time of • day . Answers may include : eat breakfast a . 1 sleep c . 2 watch T . V . a, b, or c . 3 ride my bike a, b, or c . 4 eat dinner c . 5 go to the beach a, b , or c . 6 Pg . 115 , Exercise 4 : Talk . Have students practice speaking in pairs . • Have students use the sentence “I play in the afternoon” as a model, choosing their own • activity and time of day, and then share with their partner . Pg . 115 , Exercise 5 : Complete . Have students fill in the blanks using the word bank provided ( e . g . , eggs, lunch, morning, • tea, evening, night, afternoon ) . Have students complete each sentence by choosing the appropriate time of day or • meal . "המפוזר מכפר א”זר " Note : This story, The Mixed - Up Man, is inspired by the classic Hebrew tale The Absent - Minded Man from Kfar Azar ) , which many students may recognize from their own ( childhood . The story’s playful take on routines helps reinforce vocabulary related to time and daily activities . Teaching Suggestions : Begin with an example sentence, and have students repeat to practice structure . • Assign specific times of day to each pair , ensuring variety and focused practice . • Invite pairs to share their sentences, offering gentle correction to reinforce • pronunciation and structure . Use images of activities and times of day to help students connect vocabulary with • context . Encourage students to describe their own routines to make the language relevant • and memorable . My Way, Teacher's Guide 151
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