We will play the roles of the students and the teachers in the conversations to attract other people's attention. We will play the roles of the students and the teacher in the conversations to tell and ask what we or other people think about something. We will ask our teacher what he/she thinks about some people and things in the classroom.
Next, we will ask our teacher what he or she thinks about certain people and things in the classroom. We will ask your classmates what they think about certain people and things in the class. We will ask our teacher for help if we do not know the English words we want to say.
In the conversations, we will play the roles of students and teachers to check if they understand each other.
We can do it, and we will do it
We will learn
We are going to verbally present to each other what eight people say about what they can and cannot do. Third, we will use the guide to write down what each speaker can and cannot do. We will tell what they can and cannot do in the areas of English, music, sports, housework and others.
We will play the role of the students in the conversations to say what they will or will not do. Third, we will use the guide to write down what each speaker will and will not do. We will verbally present to each other what eight people say about what they do and do not want to do.
Second, we will help each other identify what we can do but (won't) do.
We know what to do
Then, in groups, we will say all suggestions to each other, not read, like the example below. We will read each other the teacher's advice to use more English with each other. First, we will make a list of things that we should or should not do as persons and as students.
Now we will learn to say what we should do and what we should not do, such as rules and obligations. First, we will listen carefully to our teacher reading the rules and obligations stated by Siti, Edo, Dayu and Udin. First, we will make a list of rules and obligations that we should and should not do at school.
Second, we will make a list of rules and obligations that we must and must not do at home.
Come to my birthday, please!
Then, in groups, we will play the roles of speakers in the conversation. Third, we will find sentences in any conversation that tell or invite other people to do something. This time we will learn how speakers tell or invite other people to do something.
57 Bahasa Inggris / When English Rings a Bell We will play the roles of teacher and students in conversations.
I’m so happy for you!
First, we will listen carefully to our teacher reading the sentences on the greeting cards. Then we will choose one of them and copy it to our notebooks and apply different decoration. We will take a close look at some birthday greeting cards that Lina got from her friends on her birthday.
First, we'll take a closer look at the greeting cards above using an analysis chart. Second, we will discuss identifying the different pieces of information in each greeting card and put them on the chart. Second, we will discuss and decide what kind of greeting cards we will make.
Finally, we hang the greeting cards on our school's wall magazine and answer visitors' questions.
Our busy roads
Then we will learn in groups to tell each other about the characters, not read. Finally, on the front page of this chapter, we will describe what is in the situation. First, we will listen carefully to our teacher reading the descriptions of Siti, Edo, Lina, Beni, Udin and Dayu.
Then, in groups, we will tell each other, not read, all the descriptions about the state of the roads. We will write down the things that make many roads busy and dangerous, which the girls and boys on page 77-78 mentioned as an example. We will write about the conditions of our roads in our town/village, so we will tell what is there.
We will make a list of the things/people we see and the number or amount of each thing/person. Secondly, we will see together what we can say about what is on the roads. Finally, we also learn to read the texts meaningfully to each other in groups.
Third, we will discuss to find the parts of the text that contain the given messages.
My uncle is a zookeeper
Second, we will discuss in the group to identify different pieces of information about each animal and put them in the table. Second, we will discuss and fill in the table with the information of the animals, such as the examples. Third, using the analysis table, we will plan what to write about the animals one by one.
Finally, we will use the sentences in the table to make a good paragraph about each of the animals. Secondly, in the group we will learn to tell, not read, the zookeepers' routine tasks. We will rewrite the sentences by specifying the names of the zoos, as the given example.
Second, we will list the names of zookeepers and their routine activities in good sentences. We will learn to say our routine activities or activities that we do regularly. We will list the activities that Dayu, Udin, Beni, Sita and Edo mentioned that they and their families do as their routines, as an example.
Second, we will discuss making a list of the routine activities that good people do to take care of themselves. We will make a long list of activities that good people do to take care of their animals and pets.
What are you doing?
Third, using the table below, we will make a list of 10 activities that people around us are currently doing as examples. Second, in the group we will play the roles of speakers in conversations. Second, in the group, we will take turns asking and answering each other's questions, not reading them.
First, we'll go around and find 10 activities that people around us are doing right now. The second time we find it, we will ask what the person is doing or what the persons are doing. Third, we will tell what the person is doing or what the persons are doing.
We will ask and answer questions about ten activities that people around us are doing right now. We will take a closer look at the 12 photos below and guess what the people are doing. We raise our hands and wait until our teacher gives us a chance to guess.
Bigger is not always better
We will learn to compare people, animals, and things
We will copy the table with the adjectives in the three forms into our notebooks. Second, we will be drilled by our teacher to verbally say the adjectives in the three forms. Our teacher will say the basic form, and we will say the other two forms.
We will be drilled by our teacher to say the adjectives in three different forms. Second, as a group we will discuss to put the right words in the blanks. Second, we will discuss finding the right words to fill in each blank.
Hasim: "The hospital is 3 kilometers from here, the bank is 4 km from here, and the post office is 5 km from here. Second, we will add the correct forms of the adjectives to the other two columns. Third, the teacher will train us to say the adjectives in three forms orally.
Then, in groups, we will talk about statements about ourselves in the past and write them by hand in the second column, and about statements about ourselves in the present and write them by hand in the third column. We will copy the table with verbs in four forms in our notebooks. Second, our teacher will train us how to verbally pronounce the verbs in the four forms.
Our teacher will say the "to .." form, and we will say the other three forms. We will be drilled by our teacher to say the verbs in four different forms. My friends and I often spent hours talking in the small green garden near the Kelurahan.
Then, in groups, we will handwrite Day's other statements from her other notes about him in the past in our notebooks. Next, we will discuss as a group the statements about Dayu in the past and handwrite them in the first column and the statements about Dayu in the present and handwrite them in the second column.
Yes, we made it!
We will learn to give an account of events and
Second, we will use the pictures on page 171 and page 176 to guide us in saying each statement. Then we will decide in groups which of the sentences indicate each of the events. Third, we will read the sentences in each of the events and decide the correct order of the sentences.
We will put the events and sentences in each event of Lina's experience on page 191 in the correct order. We will put the events and sentences in each event of Siti's experience in the correct order.
