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עמוד:167
. Pg . 130, Exercise 2 : Listen and circle Have students name as many pictures as they can and try to describe the items . ● Have students listen to the audio and circle the correct picture . ● Play the audio . ● Audio Answer Key : Number 1 : The scarf is white . 1 . blue frame Number 2 : The colorful carpet is my favorite . 2 . red frame Number 3 : The bottle is made of glass . 3 . blue frame Number 4 : I like the pink lamp . 4 . blue frame Pg . 131, Exercise 3 : Listen, number, and write . Part A : • o Have students listen to the audio and draw a line from each sentence to the correct matching picture . o Remind students to notice that one picture does not have a matching sentence . Part B : • o Have students write the answer to each hint based on the example provided, filling in the correct response for each matching sentence . Teaching Suggestions : Scaffolding Vocabulary : Before playing the audio, prompt students to name and ● describe as many pictures as they can, providing vocabulary support as needed . This helps students become familiar with the items and boosts confidence in recognizing and naming them . Class Engagement : Turn the activity into a game by having students work in small ● groups . Each group can take turns naming or describing one item, with the rest of the class confirming if it matches the picture . Speaking Practice : After listening, have students explain why they chose a particular ● picture by describing the item in simple sentences ( e . g . , “This is a ball . It’s round and we play with it . ” ) . Notes for Students with Learning Disabilities : For students with learning disabilities, breaking down this activity into smaller steps can ● help . First, review vocabulary for each picture together as a class, allowing students to recognize and remember key words . Visual aids or picture cards can also support memory and provide context . ● When listening to the audio, play it multiple times and allow extra time for processing . ● Pairing students with a peer or providing one - on - one guidance can further support their ● understanding and confidence, especially during speaking and description activities . My Way, Teacher's Guide 167
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