Student’s Book page 22 How do we estimate measurements? •
Point to the photograph and ask
What are these for? Elicit/present
measure (
They’re for measuring .) and the
noun
measurement . Ask students which dimensions we
can measure: write
How tall … ? on the board and elicit
more examples of questions with
How , e.g.,
How long … ? How high … ? How much/many … ? How heavy … ? •
Explain
estimat e and ask a volunteer to stand up. Ask
How tall is (Name)? Invite students to guess. Explain that they’re
going to learn more about measuring and estimating.
Student’s Book page 23 1 Listen and repeat. •
Play the recording, pausing for students to repeat. Check
that they understand each term and unit, using the
measuring tape, some scales, or a liter cup, if necessary.
•
Say
Listen and say How long? How heavy?
or How
much? Then say measurements (mixing up lengths,
weights, and volumes). Students reply with the correct
question, e.g.,
52 kilograms. (
How heavy? )
CD 1 :28 : see Student’s Book page 23
2 Watch the video. •
Play the video.
•
If you don’t have the video, say
Let’s practice estimating and measuring things. Students draw a chart with
three columns and five rows. They work in pairs.
In the first column, they write the names of five things
they can measure. In the second column, they write their
estimates. Then they measure each thing and write the
actual length, weight, or volume in the third column. If
time allows, they can figure out which pair were best at
estimating.
