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UNIT 5 Anybody Knows the Answer?
Snapshot Ask the learners to answer the questions and share their answers to the class.
When will you get bills? Do you like to collect the bills? Look at the change in the bill above. If you were the buyer, would you get the change
like the bill says? If no, how much change would you probably get?
What does the cashier probably do with the change? 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 calling on students and to share their experience when they call students in class.
- Give a brief explanation about how to call on students.
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. Rounding
- Discuss “rounding” with the learners and explain how to make questions related to
rounding. -
Ask the learners to do the exercises. Exercise 1
Ask the learners to make questions about ronding and to ask their classmates to answer their questions.
Exercise 2 Ask the learners to make story problems of addition and subtraction by
using the information in the exercise. Exercise 3
Ask the learners to find a partner. Then, give the pairs a piece of papers; student A and student B see appendix on page 151. Tell
Section I
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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
