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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. Units Story Problems
- Discuss “Units story problems” with the learners and explain how to make questions
related to units story problems. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to make new problems like model 1 using the person, numbers, and units given in the table.
Exercise 2 Ask the learners to make new problems like model 2 using the person,
numbers, and keywords given in the table. Exercise 3
Tell them that each person must make a story problem for each model and write it on a piece of paper. Roll the paper and put it into a toples
prepared by the instructor. Then, make a group of 3. Then, you will ask one of the group’s members to be the “the teller”.
When the game is started, in turn, the teller says the problems written on the paper in a definite time and hisher group must guess the
answer. The group which can answer the problem correctly will get score. Those who can get the highest score 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 8 Prepare The Next Chapter for Monday
Snapshot Ask the learners to answer the questions and share their answers to the class.
What situation is illustrated in the picture? After you explain a topic and give some exercises, what will you do then?
What will you do before you end your lesson, what do you usually do?
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 summarizing and concluding and to share their experience when they summarize
and conclude lessons.
- Give a brief explanation about how to summarize and conclude lessons.
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. Exponent and Root
- Discuss “exponent and root” with the learners and explain how to say exponent’s and
root’s operations. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to say the exponent’s and root’s operations. Exercise 2
Ask the learners to make a group of 2 or 3, then decide who stands in front of the class and who sits on the chair. Those who sit on the chair
will get a piece of paper from you. Then, when the game starts, they will say the exponents and roots operation written on the paper, while
the person who stands in front of the class takes a note of the
Section I
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exponents and roots operation shehe listens to. After time is up, the person who stands in front of the class must tell what exponents and
roots operation shehe has written. The group which can say the most correct operations 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 do you think they are doing? Before you let the students go home, what do you usually do?
Do you always give them homeworks and say goodbye?
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 ending the lesson and to share their experience when they end the lesson.
- Give a brief explanation about how to end the lesson.
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. Algebraic Forms and Their Operation
- Discuss “Algebraic Forms and Their Operation” with the learners and explain how to
say them. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to say the algebraic forms and to find their variable, algebraic form, factor, term, polynomial, coeficient, and exponent in the
exercise.
Section II
