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UNIT 7 Say It Louder, Please
Snapshot Ask the learners to answer the questions and share their answers to the class.
How often do you eat in a day? Do you like all foods above? Which foods do you eat? Which foods don’t you eat?
Do you like to share foods that you have with your friends? To share the foods, do you sometimes divide them into equal parts?
Look at the food above, an avocado is sliced into two equal parts. Each part is called
12. What about the others the cake, the watermelon, the pizza, etc.? What each part is called?
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 instructions and to share their experience when they give instructions to their
students.
- Give a brief explanation about how to give instructions.
Invite learners to ask some questions if any. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to make instruction for each picture. Exercise 2
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 3 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. Fraction
- Discuss “fraction” with the learners and explain how to say it.
- Ask the learners to do the exercises.
Exercise 1 Ask the learners to say the sentences.
Section I
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Exercise 2 Ask the learners to make 2 groups, group A and group B. The number
of its members should be same. Then, both groups have to face each other.
After the groups are ready, give a set of different cards for each group see appendix on page 156.
Group A starts the game by saying a fraction written on group A’s cards. Group A chooses a person in group B to say its synonym.
Then, group B replies by saying a fraction written on group B’s cards. Group B chooses a person in group A to say its synonym.
The group which can say the synonym in 10 seconds will get 10 points, but the group which can not say the synonym in 10 seconds will
get 0 point. e.g. group A says “half”, and one of group B’s members says “one-
half”.
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 do you think they are doing? Do you always give your students tasks in group or in pairs?
What do you say to make them form a group? Do you always help them make the groups?
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 making pairs or group works and to share their experience when they make pairs of
group works.
- Give a brief explanation about how to make pairs or group works.
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.
Section II
