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them to make sure that their paper is hidden from hisher partner. Find the missing numbers by taking it in turns to ask and answer. To
answer hisher partner’s question, tell them not give the exact number, but make “rounding” questions. When they have finished, compare
their squares. e.g.
What is the number in square D1? pretend that the answer is 120
Round 118 to the nearest tens and you will get the answer. What is the number in square A3?
pretend that the answer is 2500 Round 2455 to the nearest hundreds and you will get the
answer.
After the game is finished, ask them to say the meaning of the vocabularies written on the box.
Snapshot Ask the learners to answer the questions and share their answers to the class.
What situation is ilustrated in the picture? What are they doing? Have you ever experienced this situation? If yes, what do you usually do to overcome
the students? What will you say? Invite them to have discussion in class; highlight interesting answers or experience to make the
discussion livelier.
Conversation After the learners share their experience in the snapshot, ask them to read the conversation. Then,
when finished, ask the learners whether they have difficult words or not.
Focus... Focus... Focus... A.
Classroom Language Expressions -
Ask the learners to mention some language expressions in the conversation for verifying and to share their experience when they verify students’ answers or
explanation.
- Give a brief explanation about how to verify.
Invite learners to ask some questions if any. -
Ask the learners to do the exercises. Exercise 1
Give the learners time ± 5 - 10 minutes to read the situation and to complete the dialogue with the language expression they have
discussed or with any other appropriate response. Then, ask your students to share their answers.
Exercise 2 Ask the learners to discuss the situation with their partners and
decide on they want to perform. They can use the suggested
Section II
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expressions if they want to. When they are ready, ask them to perform for the class and discuss their performance together.
B. Estimation
- Discuss “Estimation” with the learners and explain how to make questions related to
estimation -
Ask the learners to do the exercises. Exercise 1
Ask the learners to 5 questions of estimation and to ask their
classmates to calculate them. Exercise 2
Ask the learners to make a group of three. Each group has to divide who becomes the speaker, the operator, and the reader. You then give
them a piece of paper of some estimation problems and the result for each group see appendix on page 152. The reader must memorize
the estimation problems and the results written on the paper. After shehe memorizes the estimation problems and the result, shehe
whispers the estimation problems and the results one by one to the operator. Then, the operator must whisper to the speaker. Finally, after
time is up, the speaker says the estimation problems and the results which are whispered.
The group which has the most correct answers is the winner.
After the game is finished, ask them to say the meaning of the vocabularies written on the box.
REVIEW Exercise A
Ask the learners to put the conversations in a correct order Exercise B
Ask the learners to complete the dialogues using they have learned before. Exercise C
Ask the learners to do the exercise. Exercise D
Ask the learners to make a group of three and to discuss the situation with their partners. Use to the suggested expression they’ve already learned. When they are
ready, ask them to perform for the class 7 – 10 minutes and discuss their performance.
WHAT HAVE YOU DONE? Ask the learners to check what they have done in this unit by giving their opinion to the statements
and the uncomplete sentences.
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UNIT 6 Bingo
Snapshot Ask the learners to answer the questions and share their answers to the class.
What do you think the meanings of these gestures? Do teachers use these gestures? Do you?
What other gestures do you use to communicate these meanings? What are three other gestures you sometimes use? What do they mean?
Invite them to have discussion in class; highlight interesting answers or experience to make the discussion livelier.
Conversation After the learners share their experience in the snapshot, ask them to read the conversation. Then,
when finished, ask the learners whether they have difficult words or not.
Focus... Focus... Focus... A.
Classroom Language Expressions -
Ask the learners to mention some language expressions in the conversation for giving high-quality student commments and to share their experience when they give
high-quality student commments.
- Give a brief explanation about how to give high-quality student commments.
Invite learners to ask some questions if any. -
Ask the learners to do the exercises. Exercise 1
Give the learners time ± 5 - 10 minutes to read the situation and to complete the dialogue with the language expression they have
discussed or with any other appropriate response. Then, ask your students to share their answers.
Exercise 2 Ask the learners to discuss the situation with their partners and
decide on they want to perform. They can use the suggested expressions if they want to. When they are ready, ask them to perform
for the class and discuss their performance together.
B. Multiplication and Division
- Discuss “multiplication and division” with the learners and explain how to make
questions related to multiplication and division. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to say the operations aloud. Exercise 2
As the learners to find a partner. One of them will read some formulas on the cards see appendix on page 153-155. Tell them that the other
must arrange the formula as hisher partner reads by finding the number and the symbols from the box. Then, stick them on the
Section I
