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How to use the book
UNIT 4 Are You Ready to Move On?
Snapshot Ask the learners to answer the questions and share their answers to the class.
Where do you think those two markets located in? Does Indonesia have those two markets? Where can you find them?
How many local markets does your city have? Which one is the most popular? Do you like to go shopping in markets or supermarkets? Why?
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 getting started and monitoring readiness and to share their experience when they
get started and monitor readiness in the class.
- Give a brief explanation about how to get started and monitor rediness.
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. Addition and Subtraction
Addition and Subtraction Story Problems -
Discuss “Addition and Subtraction” and “Addition and Subtraction Story Problems” with the learners and explain how to make questions related to addition and
subtraction.
- Ask the learners to do the exercises.
Exercise 1 Ask the learners to answer the problems and say the operation aloud.
Exercise 2 Ask the learners to make story problems of addition and subtraction by
using the information in the exercise.
Section I
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How to use the book
Exercise 3 Copy the cards on page 149, fold them, and put them into a jar. Each
card says the person, the number, the unit, and the operation. In partners, the learners have to compete with other groups and each
pair has 5 minutes to do the game. In turn, one of the pairs takes one of the papers in the jar and directly
makes a story problem based on the information written on the paper. The other listens to the story problem said by hisher partner and then
answers it. The pair who can say more correct answers is the winner.
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 handling distractionsinterruptions and to share their experience when they handle
distractionsinterruptions.
- Give a brief explanation about how to handle distractionsinterruptions.
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.
Section II
