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Unit 7
 

Section One

Activity 1: Expressions

Look at the picture. 
What is the man doing?







 Listen to your teacher then act it out.

Danny : Hi Wisnu, can we go out and play?
Wisnu : Sorry, Danny, I’m busy.
Danny : What are you doing?
Wisnu : I am helping my father. We are cleaning the house. We do this every year. We clean up during the holiday.
Danny : That’s good. Can I help you?
Wisnu : Sure. Let’s get busy.


What do people usually do around the house? Talk about these pictures.

1 2




 




  Plant flowers Water the plants
 
3 4









  Clean the lamp Move things  
 
5 6 7
   








Fry food Serve food Peel apples

8 9 10









Cut vegetables Cook food Make bread

11 12 13







  Play hide and seek Have orange juice Take a nap 
 
 Activity 2: Noticing Patterns
 
 For things you usually do, use this pattern.


Subject 
Adverb 
Verb 
Object 
Adverb
I sometimes play chess with Wisnu
You climb the tree on Sundays
They often move the furniture 
We usually clean the house on holidays
He always throws garbage at night
She cooks the food 
My cat has green eyes 

Now, look at pictures 1 to 13 above. 
Write sentences using the verbs and objects given.

For example: 

 My father throws the garbage on Sundays.

1. ………………………………………………………………………………………………………

2. ………………………………………………………………………………………………………

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11. ………………………………………………………………………………………………………

12. ………………………………………………………………………………………………………

13. ………………………………………………………………………………………………………

 
Activity 3: Interpreting Patterns

 Look at the following pictures.
 Right now, they are doing something.
 What are they doing?

When you see the word “run”, you say:

 He is running

So, you add “ing” to the verbs.

Give names to the persons (Subjects).































 
Patterns


Subject 
 be 
Verb + ing
John (He)
is running
Tia (She) is singing
Bima (He) is diving
Fatur(He) is cycling
My brother (He) is skating
The children (They) are playing



Subject 
be 
Verb + ing 
Object
I am studying English
You are swimming 
We are reading this book
My cat is chasing the mouse


Activity 4: Answering questions

Now, write sentences based on the pictures.


1
 What is the girl doing?

  ……………………………………………………………………………




2 
 What is the baby doing?

  ……………………………………………………………………………




3. 

  What is the boy doing?

  …………………………………………………………………………




4. 

  What is the baby doing?

  ………………………………………………………………………….



5 

  What is the little girl doing?

  ……………………………………………………………………………



6. 


  What are the children doing?

  ……………………………………………………………………………




7. 

  What are we doing?

  ……………………………………………………………………………








 
Section Two

Activity 1
 
Discuss where the dialogues take place.
Perform the dialogues.


1. Tata : Nana….!
 Nana : Hi, Tata!
 Tata : Let’s go and play. 
 Nana : Sorry Tata. I’m still doing my homework.
 Tata : Oh, are you?
 Nana : I am. Come in.
 Tata : No, thank you. I’ll come back later.


2. Yoga : Shall we go to the movie on Saturday?
 Rini : What about Sunday?
 Yoga : Why Sunday?
 Rini : I do my housework on Saturdays. 
 Yoga : Really?
Rini : Yeah… I clean my room, wash my clothes, cook the food, and go to my dancing class.
 Yoga : You’re a busy girl.
 Rini : You’re right. I am.


3. Yuyun : Rina… Can I talk to you?
 Rina : Sure. What’s up? 
 Yuyun : Are you busy?
 Rina : Well… just finishing this math assignment.
 Yuyun : Great. I need help with this math problem too.
 Rina : Okay. Let’s do it carefully.
 Yuyun : Right. Carefully.
 Rina : It’s hard.
 Yuyun : Yeah… it is.






 

Activity 2
  
Read the text carefully. Then answer the questions that follow.

The science students are in the laboratory now. They are learning the initial steps of scientific research. Scientific research is conducted to study the natural phenomena systematically and carefully. The results of such research benefit human life.
Look what the students are doing. First of all, they are cutting a filter paper with the size of 3 x 12 cm. Then, they are drawing a line 2 cm from the paper corner with black ink. After that, the students are taking a beaker glass and filling it with water about 1 cm high. They are soaking the paper in the water and observing the line position. At the end, they are reporting their observation in their science journal.

Questions:
1. Why are the students in the laboratory now?
2. Who usually carries out scientific research?
3. What is scientific research for?
4. Do the results of scientific research contribute to human welfare?
5. What is the first step that the students are doing?
6. What are they using for drawing the line?
7. What is a beaker glass?
8. What are they doing to the paper after drawing the line?
9. What are they observing?
10. Where are they writing the observation results?



Section Three

Role Play
Look at the pictures. Talk to your friends. What is going on in the pictures? Perform the acts.
  

1. 
___________________________________
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2. 
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3. 
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4. 
___________________________________
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5. 
 ___________________________________
___________________________________

6. 
 ___________________________________
___________________________________




Section Four

Dictation


Listen to your teacher carefully. Write down what you hear.

1. ………………………………………………………………………………………………………

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10. ………………………………………………………………………………………………………



Section Five

Creation

 
1. What is the boy doing?
  What is he thinking about?












2. 

 What is the boy doing?
  What is he thinking about?
 









3. 

  What is the boy doing?
  What is he thinking about?










Section Six

Poem Corner 

You can write a poem about your morning activities such as taking a bath, having breakfast, and getting up. 

Read the poem below.

Getting Up

When I get up in the morning,
I’ll tell you what I do,
I wash my hands and wash my face,
Splishity-splash, splishity-splash.

I clean my teeth till they’re shining white,
Scrubbity-scrub, scrubbity-scrub,
Then I put my clothes and brush my hair,
And runnity-run, I run downstairs.
   
  Lilian McCrea 
 
Now, tell what the poem is about by answering the following questions.
1. How many stanzas does the poem have?
2. Who writes the poem?
3. How many activities does the writer want to tell after getting up?
4. What are they?
5. Where is the writer’s bedroom? How do you know it?
6. Who helps the writer do the activities?  
7. What do you think of the writer? (diligent, lazy, dependent, independent, etc.) 
8. What message do you get from this poem?


Can you write a poem based on your daily activities?

Here are some activities you can choose: having breakfast, going to school, getting together with family, playing games, and so the like.
Develop the following poem based on your experience or imagination.


Going to School

Early morning I get up 
1) ____________________________ 
2) ____________________________ 
The sun walks me on path.

  Thick morning dew I pass through
3) ___________________________
4) ___________________________
  To get better future life.
   
Slamet Setiawan

To complete the poem, answer the questions below or you may develop your own ideas.
1) What do you usually do after getting up?
2) What do you do next?
3) What do you usually find on your way to school?
4) What bad thing might block you to get better future life? 

The possible answers to the above questions will be:
1) I make the bed then I take a bath.
2) Sometimes I’ve breakfast to keep me healthy.
3) Birds sing for me too.
4) Deeply all laziness I bury, 


Or you may complete the poem by your own lines. You are free to write anything as long as it relates to the theme. 
 

 



 


 

  Hamburger

 Smoked meat
 Boiled egg



 
  Hot dog


  Salami sausage

 Pudding
 


  Cheese



 Bread
 Chicken







 

Colours and Shapes








































a blue cylinder a yellow block a red rectangular