How to Use
the Book
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UNIT 1 Good Morning Students?
Snapshot Ask the learners to answer the questions and share their answers to the class.
Can you name a country for each greeting? Can you mention another greeting custom?
Which greeting are typical in your country? At school, how do you greet your students, colleagues and superior?
Invite them to have discussion in class; highlight interesting answers or experience to make the discussion livelier.
Conversation Before you come to the conversation, elaborate the learners’ experience discussed in the snapshot
with the target language; greetings, by asking:
Do you usually greet your students before you start the lesson? How do you greet them?
And how do they respond your greeting?
After the learners share their experience, 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 for saying greetings in the conversation and ask them to give another example of greetings expressions.
- Give a brief explanation about how to greet and to respond the greetings.
Invite learners to ask some questions if any. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to go around the room and to practice saying hello to their classmates.
Exercise 2 Ask the learners to read the uncomplete dialogues and choose the
correct responses in brackets and then, discuss it. Exercise 3
Ask the learners to match the dialogues in exercise 2 with the pictures in exercise 3.
Exercise 4 Ask the leaners to read the conversation again and find things in the
classroom. Then, ask the learners to find the meaning and add six more things in the table.
B. Numbers
Ask the learners to say numbers 1 to 10. Then, let’s do the exercises. Exercise 1
Ask the learners to spell out the name for the numeral. Exercise 2
- Copy the handout on page 142 and give a table for each student.
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- Tell them that they live in a complex and they have to know each other
by asking their telephone numbers. They each have some information about their telephone numbers. They will then have to move around
the class asking the telephone numbers.
- The object of the game is to know all their telephone numbers.
- To make them understand the instruction easier, give model of the
activity. 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 is the woman in the picture doing? What is the woman probably saying?
What do you think the response of the woman saying?
Invite them to have discussion in class; highlight interesting answers or experience to make the discussion livelier.
Conversation Before you come to the conversation, elaborate the learners’ experience discussed in the snapshot
with the target language; goodbye, by asking:
Do you know how to say goodbye to students and its responses? How do you say bigger numbers? Do they have special names?
After the learners share their experience, 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 for saying goodbye in the conversation and ask them to give another example of saying goodbye.
- Give a brief explanation about how to say goodbye and to respond it.
Invite learners to ask some questions if any. -
Ask the learners to do the exercises. Exercise 1
Give the learners time ± 5 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 them to look at the picture beside the exercise two and then, ask
them make a dialogue based on the situation of the picture and practice in front of the class.
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B. More Names of Numbers
Give examples how to read big numbers and ask them to repeat it. Then, let’s have the exercises.
Exercise 1
Ask the learners to say the answers of the operations. Exercise 2
Ask the learners to say the numerals aloud. Exercise 3
- Decide the learners to two groups; the buyers and the sellers.
- Copy the handout on page 143 144 and give a stationery list for
each buyer and a stationery price list for each seller. -
To buyers, tell them that they have to go to some stationery shops and buy all things in their shopping list. Ask the cost of each thing and get
the best price the can and be prepared to haggle.
- To sellers, tell them that they have to discuss the price of each thing
and say the price of the things they sell to their customers. Be prepared to haggle.
- The object of the game is to find a buyer who can buy all things in the
list with the lowest price and to find a seller who can get the biggest amount of money.
- To make them understand the instruction easier, give model of the
activity. 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 choose the best response. Exercise D
Ask the learners to name the things in the classroom and to compare their answers to their friends.
Exercise E Ask the learners to say the numbers in turn.
Exercise F 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 2 Who is absent today?
Snapshot Ask the learners to answer the questions and share their answers to the class.
When you open the class, what do you usually do after greetings? Do you discuss the topic directly? If no, what activities do you usually do?
Do you always check your students’ attendace everytime you have a class? What do you say to check your students’ attendance?
If one of your students misses the class, what will you say? What do you say if one of your students is late?
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 checking students’ attendance and to share their experience when they check their
students’ attendance.
- Give a brief explanation about how to say check students’ attendance and to respond
it. 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. Number Periods
- Discuss “Number Periods” with the learners and explain how to say number periods.
- Ask the learners to do the exercises.
Exercise 1 Ask the learners to say the place value of the digit “5” of the numbers
in the exercise.
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Exercise 2 Copy handout on page 145146 and give your each student a card.
Tell them that they get a check with the same amount. However, they don’t have the complete information of how much amount they get.
Each of them only has two digit of the amount. Ask them to go around the classroom and to ask the other digits by
saying the place value of number they want to know.
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.
Do you like ice cream? What is your favourite flavor? Is it vanilla? What is it usually made from?
Do you know what is in a cup of ice cream the nutrition? Read the amount of its nutrition.
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 responding students’ tardiness and to share their experience when they check their
students’ tardiness.
- Give a brief explanation about how to respond students’ tardiness.
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 work in groups and to unscramble the conversation
itno a good order. After they finish, compare your students’ work each other. Then, ask them to practice the conversation.
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.
Section II
