EIS1 TEACHER’S GUIDE
UNIT 2
UNIT 2: REPAIRS
Learning aims of the unit
By the end of this unit, your students should be able to:
· describe faults and problems in machines using appropriate language forms
· describe the location of parts and objects using appropriate language forms
· remember and use the following structures:
q present simple tense
q the verb to be with predicative adjective and prepositional phrase
q comparative with –er than and more
· ask questions, make sentences and take part in dialogues
· make appointments using correct phrases for expressing days and dates
· scan a simple passage quickly for information.
· understand pronoun reference in a reading passage
· read a simple passage carefully to complete a table and a diagram
· put words into alphabetical order
· learn technical vocabulary with the help of context and a dictionary.
· listen to a short dialogue and complete a transcript with some words missing.
· write a simple letter asking someone to repair damaged goods.
Teaching aids
· cassette
· some objects, postcards and blue-tak (for lesson 2)
· a mobile phone or large picture of a mobile phone (for lesson 3)
· a poster with this month’s calendar (for lesson 5)
Lesson 1 SB page (1) WB page (1)
Learning objectives
· revising the present simple, and the use of to be with predicative adjective and prepositional phrase
· practising these forms orally
Key structures
· What’s wrong? What’s the problem?
· My computer is broken.
· My computer doesn’t work.
Key vocabulary
· problem; matter (What’s the matter?)
· tyre; saw; hammer; screwdriver; window; calculator; CD; key (on computer, calculator); switch; button; knob; plug; socket
· broken; damaged; twisted; bent; scratched; cut (adj/ pp); flat (tyre, battery); *****ed; loose
· to start; to work (My computer doesn’t work.)
Warm-up
q Discuss the picture in Exercise 1. Explain that this is a telephone hotline service. When something is wrong with a computer, instead of taking it to a repair shop, you can phone a hotline service. The technician asks you questions over the telephone about your computer problem. He then tells you how to fix it. If it still doesn’t work, you can still take it to the repair shop later.
q Discuss different kinds of common faults with equipment. Then introduce some of the vocabulary from WB Exercises 1 – 3 . If possible, you can bring a few items (such as a portable radio or calculator) into class, to demonstrate words like key, switch, button, knob, plug, socket, screen, antenna, etc.
SB Ex 1
1. Discuss the picture and make sure that the students understand the context.
2. Play the cassette or read out the dialogue in the speech bubbles.
3. Ask the whole class to repeat each part after you.
4. Ask students to practise the dialogue in pairs.
SB Ex 2
1 Play the cassette or read out sentences from the table.
2 Ask the whole class to repeat sentences after you.
3 Ask individual students to say meaningful sentences from the table.
4 Conduct a fast-moving chain pattern practice around the class.
SB Ex 3
1 Check that the students understand the meaning of the words in the list(broken, flat, etc)
2 Ask a pair of students to perform the example.
3 Get pairs to make dialogues.
Answers
(a) A: What’s the matter? B: My tyre is damaged. A: What’s wrong with it? B: It’s flat.
(b) ... B: My calculator ... B: The key is loose.
(c) ... B: My saw ... B: It’s bent. or The blade is bent.
(d) ... B: My screwdriver ... B: It’s twisted..
(e) ... B: My hammer ... B: It’s broken. or The handle is broken..
(f) ... B: My window ... B: It’s broken. or The pane is broken..
(g) ... B: My saw ... B: It’s broken. or The blade is broken..
(h) ... B: My CD ... B: It’s scratched.
WB Ex 1
1 Get the students to write in as many words as they remember from Exercise 3.
2 Let them use the Resource Book to look up any words they cannot remember.
Answers
(a) scratched
(b) cut
(c) *****ed
(d) broken
(e) loose
(f) bent
(g) twisted
WB Ex 2
1 Get the students to write in as many words as they remember from your warm-up at the beginning of the lesson.
2 Let them use the Resource Book to look up any words they cannot remember.
Possible answers
(a) key
(b) switch
(c) button
(d) knob
(e) plug
(f) socket
Lesson 2 SB page (2) WB page (1)
Learning objectives
· revising the use of prepositional phrases with to be to express location
· practising these forms orally
· learning work-related vocabulary
· using alphabetical order to look up words in a dictionary
Key structures
· Where is ...? Where’s ...?
· The socket is below the window. The socket is between the door and the table.
Key vocabulary
· in; on; under; above; below; between; beside
· antenna; body; cover; engine; microphone; screen; table; window; door; box; fan; shelf; ladder; chair
Warm-up
q Bring in some small objects, including one or two postcards or similar objects. Also bring something to stick the postcards on the wall. Place the objects in different locations around the classroom to demonstrate in, on, under, beside, between. Stick the postcards on the wall above the blackboard, below the window, etc. Ask them where the objects and postcards are, and get them to make half-sentences such as under the table, etc.
SB Ex 4
1 Ask a student to perform the example.
2 Get students to make sentences.
Answers
(a) ... on the table.
(b) ... under the table.
(c) ... in the box.
(d) ... above the window.
(e) ... beside the window.
(f) ... below the window.
(g) ... between the window and the door.
SB Ex 5
1 In this exercise, students have to say whether the sentence is true or false, according to the picture.
2 If the sentence is false, the student has to correct it by making a true statement.
Answers
(a) FALSE – The screwdriver is on the shelf.
(b) F – The socket is between the door and the table.
(c) TRUE
(d) F – The switch is above the table.
(e) F – The box is under the table.
(f) F – The socket is below the window.
(g) F – The screw is in the box.
(h) T
(i) F – The fan is beside the door.
(j) T
(k) F – The socket is above the table.
(l) F – The saw is under the shelf.
SB Ex 6
1 Ask a pair of students to perform the example.
2 Get pairs to make dialogues.
3 The students write the dialogues down.
4 Beside each dialogue, students draw a simple picture to show the position of the objects in the dialogue.
Answers
Note: after doing this orally, students write down the dialogues and draw a picture to illustrate the position of the objects.
(a) A: Where’s the tyre? B: It’s under the table.
(b) Where’s the pencil? It’s in the drawer.
(c) Where’s the hammer? It’s on the shelf.
(d) Where’s the switch? It’s above the door.
(e) Where’s the shelf? It’s below the window.
(f) Where’s the chair? It’s beside the table.
(g) Where’s the ladder? It’s between the door and the window.
(h) Where’s the saw? It’s under the chair.
WB Ex 3
1 Ask the students to put the words into alphabetical order in the table.
2 Get to write in the “Meaning” column as many meanings as they remember from your warm-up at the beginning of the lesson.
3 Let them use the Resource Book to look up any words they cannot remember.
4 They should complete this exercise before they do Lesson 3, where they will use these words.
Answers
(a) antenna
(b) body
(c) cover
(d) engine
(e) microphone
(f) screen
(g) screwdriver
(h) speaker
Lesson 3 SB page (3) WB page (2)
Learning objectives
· practising technical vocabulary learned in lesson 2 in a work-related context
· practising structures from lessons 1 & 2 in a work-related context
Key structures
· revisingstructures from lessons 1 & 2.
· What’s this called? What are these called?
· It’s called an antenna. They’re called keys.
Key vocabulary
· power button; menu button; start button; stop button; speaker (on a telephone); microphone (on a telephone); puncture
· to come out; to open; to turn; to start; to stay
Warm-up
q Either take a real mobile phone, or a photograph of one (for example taken from an advertisement in a newspaper or magazine.) If this is not possible, draw one on the blackboard. How many parts can the students name?
SB Ex 7
1 Ask the students to look at the picture of the mobile phone, and the names of the parts.
2 Play the cassette or read out the words from the list.
3 Get the students to repeat the pronunciation of the words.
4 Ask them to copy out the table and complete it with information from the picture.
5 Check their answers. They will need a correctly completed table in order to do the next exercise correctly.
Answers
(a) antenna/ Yes/ The antenna is bent.
(b) power button/ No/ -
(c) menu buttons/ No/ -
(d) start button/ No/ -
(e) stop button/ No/ -
(f) screen/ Yes/ The screen is scratched.
(g) cover/ Yes/ The cover is broken.
(h) number keys/ Yes/ One key is loose.
(i) knob/ No/ -
(j) body/ Yes/ The body is *****ed.
SB Ex 8
1 Check that all students have completed the table in the previous exercise correctly.
2 Get one pair to demonstrate the example. Correct them if necessary.
3 Tell the students only to do those items which are damaged (ie the ones which have “Yes” in the Damaged? column). These are items (a), (c), (e), (f) and (k).
4 Get pairs to make dialogues.
Answers
(a) A: What’s the problem? B: My mobile phone is damaged. A: Why? What’s wrong with it? B: The antenna is bent.
(c) ... B: The screen is scratched.
(e) ... B: A number key is loose.
(f) ... B: The cover is broken.
(k) ... B: The body is *****ed.
SB Ex 9
1 Ask a student to perform the example.
2 Point out to the students that they need to use the correct preposition (between, etc)
3 Get individual students to make sentences.
Answers
(a) The screen is below the power button.
(b) The knob is between the two menu buttons.
(c) The antenna is above the power button.
(d) The cover is below the screen.
(e) The number nine key is under the cover.
(f) The screen is between the power button and the knob.
(g) The start button is above the number one key.
WB Ex 5
1 Play the cassette or read out the sentences in the list (The paper doesn’t come out, etc).
2 Ask the students to repeat.
3 Explain the task.
4 Get students to write the appropriate sentence in the right-hand column. Point out that different answers are possible.
5 Check their answers. They will need a correctly completed table in order to do the next exercise correctly.
Possible answers
(a) 1 - The power doesn’t come on.
(b) 6 - The screen goes black.
(c) 3 - The sound goes off.
(d) 5 – The engine doesn’t start.
(e) 8 – The tyre has a puncture.
(f) 7 – The tape doesn’t turn.
(g) 1 – The paper doesn’t come out.
(h) 9 – The antenna is twisted.
(i) 2 – The cover doesn’t open.
(j) 4 – The fan doesn’t turn.
WB Ex 6
1 Check that all students have completed the table in the previous exercise correctly.
2 Ask a pair of students to perform the example. Correct them if necessary.
3 Get pairs to make dialogues based on the table.
Answers
(a) ... B: My computer is broken. ...The power doesn’t start.
(b) ... B: My television is broken. ...The screen stays black.
(c) ... B: My radio is broken. ...There is no sound.
(d) ... B: My car is broken. ...The engine doesn’t start.
(e) ... B: My motorbike is broken. ...The tyre has a puncture.
(f) ... B: My video is broken. ...The tape doesn’t turn.
(g) ... B: My fax is broken. ...The paper doesn’t come out.
(h) ... B: My mobile phone is broken. ...The antenna is twisted.
(i) ... B: My camera is broken. ...The cover doesn’t open.
(a) ... B: My air conditioner is broken. ...The fan doesn’t turn
Lesson 4 SB page (4)
Learning objectives
· scanning a passage quickly to locate information
· understanding pronoun reference in a passage
· reading a passage carefully to complete a table with information, and to draw and label a diagram
· making comparisons based on a table
Key structures
· revising structures from lessons 1 – 3
· comparatives: -er than; more ... than
Key vocabulary
· mobile phone company; salesman; prize; customer;
· large; heavy; small; light; red; blue; green; black; grey; colourful; dull; bright; free
· to replace
Warm-up
q Have a brief discussion about jobs and careers with the students. Ask them what kind of jobs they might want to do when they leave school. Then introduce the situation of the reading passage (but tell the students to keep their books closed). Salah went to an industrial school, then went on to college to study electronics. He now has a job as a salesman working for a mobile phone company. Discuss with them how a knowledge of English might help them in this job (eg if they work for a company based in the USA or Europe.)
SB Ex 11
1 Make sure all books are closed.
2 Tell the students they are going to have only 30 seconds to scan the passage quickly to find the answer to one question. The question is: (a) What will happen if the antenna is broken after nine months?
3 Give the students 30 seconds to scan the passage quickly, the then tell them to close the books again.
4 Check the students’ answers.
5 Then set question (b). This is a pronoun reference question. Tell the students they have to find out which words the three pronouns refer to.
6 Let the students read the passage again.
7 Check their answers.
Answers
(a) Salah will replace it free of charge.
(b) this = antenna; these = start and stop buttons; it = mobile phone.
SB Ex 12
1 Ask the students to read the passages one more time and complete the table.
2 Tell them that they can write the answers in note form.
3 Check their answers. They will need a correctly completed table in order to do the next exercise correctly.
Possible answers
(a) large/ small
(b) heavy/ light
(c) black or grey/ red, blue and green
(d) long antenna/ very short antenna
(e) small screen/ large screen
(f) dull screen/ bright screen
SB Ex 13
1 Check that all students have completed the table in the previous exercise.
2 Remind them how to make comparative statements. Give some examples. For example ask three students to stand up, and make sentences about them: Alaa is taller than Ali. Ahmed’s pen is more colourful than Ali’s pen.
3 Get one student to demonstrate the example.
4 Get individual students to make sentences from their tables.
Answers
(a) The new models are smaller than the old models.
(b) The new models are lighter than the old models.
(c) The new models are more colourful than the old models.
(d) The new antennas are shorter than the new antennas.
(e) The new screens are larger than the old screens.
(f) The new screens are brighter than the old screens.
SB Ex 14
1 Explain to the students that they have to draw a diagram of a mobile phone and draw the parts on it according to the description in the passage.
2 When they have finished, ask them to exchange their writing books with their neighbours to check.
3 Ask one student to draw his labelled diagram on the blackboard.
4 If there is any mistake, read out the relevant section from the passage, and ask the students to say what the mistake is.
5 Make sure there is a correct version of the diagram, fully labelled, on the board at the end.
Answers
The students’ drawings should follow the description in the second paragraph in the reading passage.
Lesson 5 SB page (5)
Learning objectives
· practising ways of saying goodbye
· practising ways of making an appointment
· practising ways of specifying a date in the future
Key structures
· I’ll see you on Saturday the 21st of November.
· I’ll see you a fortnight on Saturday.
· adverbial phrases: a week tomorrow; a week on Friday; the day after tomorrow
Key vocabulary
· today; tomorrow; day; week; fortnight; next
· Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday
· November; Nov (abbreviation)
· ordinals: first; 1st; second; 2nd; etc. up to 31st
Warm-up
q Put a large poster of a real calendar for this month on the wall or blackboard. Put a circle round today’s date.
q See how much the students know already. Point to some dates in the future, and get them to say phrase like this: Monday the 10th of October, etc.
q Put these words on the board: today; tomorrow; day; week; fortnight; next.
q Point to some dates in the future and get them to make phrases like this: a week tomorrow, etc. Correct any mistakes.
SB Ex 15
1 Say all the phrases and get the whole class to repeat them.
2 Get individuals to repeat them.
3 Point out that after tomorrow is wrong. They should say the day after tomorrow.
4 Give the students time to study the calendar and phrases.
5 Get them to close their books, and test them by pointing to dates on your poster.
SB Ex 16
1 Read out the ways of saying goodbye, and get students to repeat them.
2 Demonstrate the example.
3 Ask a pair of students to repeat the example.
4 Get pairs to make dialogues.
Answers
(a) ... I’ll see you a week tomorrow. ... It’s Monday the 9th of November.
(b) ... I’ll see you next Saturday. ... It’s Saturday the 7th of November.
(c) ... I’ll see you a week on Wednesday. ... It’s Wednesday the 11th of November.
(d) ... I’ll see you a fortnight tomorrow. ... It’s Monday the 16th of November.
(e) ... I’ll see you a week today. ... It’s Sunday the 8th of November.
(f) ... I’ll see you tomorrow. ... It’s Monday the 2nd of November.
(g) ... I’ll see you on Friday. ... It’s Friday the 6th of November.
(h) ... I’ll see you the day after tomorrow. ... It’s Tuesday the 3rd of November.
(i) ... I’ll see you a fortnight today. ... It’s Sunday the 15th of November.
(j) ... I’ll see you a fortnight on Thursday. ... It’s Thursday the 19th of November.
SB Ex 17
1 Demonstrate the example.
2 Ask a pair of students to repeat the example.
3 Get pairs of students to make dialogues.
Answers
(a) ... a fortnight on Saturday. ... OK. See you on Saturday the 21st of November.
(b) ... a week tomorrow. ... OK. See you on Thursday the 12th of November.
(c) ... the day after tomorrow. ... OK. See you on Friday the 6th of November.
(d) ... a fortnight today. ... OK. See you on Wednesday the 18th of November.
(e) ... next Monday. ... OK. See you on Monday the 9th of November.
(f) ... a fortnight tomorrow. ... OK. See you on Thursday the 19th of November.
(g) ... a week on Sunday. ... OK. See you on Sunday the 15th of November.
(h) ... a week today. ... OK. See you on Wednesday the 11th of November.
(i) ... next Tuesday. ... OK. See you on Tuesday the 10th of November.
(j) ... a fortnight on Friday. ... OK. See you on Friday the 20th of November.
Lesson 6 WB pages (2 and 3)
Learning objectives
· listening to a short telephone conversation, and completing a transcript with some words missing.
· writing a simple letter asking someone to repair damaged goods
Key structures
· revising the main structures of the unit
· It’s too long for the car.
Key vocabulary
· mobile phone hotline service; battery; repair shop; wheel; motor
· ready
· to press; to help; to bring
· Dear Sir or Madam; Yours sincerely
Warm-up
q Before you begin the listening exercise in WB Exercise 7, discuss the situation. Tell them that they will hear a telephone conversation between a customer and a telephone hotline service. Ask them if they can remember what a telephone hotline service is. Then tell them that you will play the tape once only, and they have to answer only one question: What is the customer trying to repair?
q Play the tape (or read out the dialogue) once only.
q Check the students’ answers.
q The answer is: a mobile phone
WB Ex 7
1 Get the students to read through the dialogue.
2 Ask them to guess what words might be missing.
3 Play the tape (or read out the dialogue.)
4 Get them to write in as many words as they can.
5 Play the tape (or read out the dialogue) once or twice more, until most students have all the answers.
6 Check their answers and get them to write the correct words in.
7 Play the tape (or read out the dialogue) one more time, while the students read the completed dialogue in the SB.
Listening text
A: Mobile phone hotline service. How can I help you?
B: Hello. My mobile phone is broken.
A: What’s wrong with it ?
B: The screen is loose and scratched.
A: OK. Is there any other problem?
B: Yes, when I press the power button, the power doesn’t come on.
A: Is the battery flat?
B: No, the battery is working.
A: Please bring your phone to the repair shop today.
B: All right. When will it be ready?
A: It will be ready a week tomorrow .
B: OK. Thank you. Good bye.
A: Cheerio.
WB Ex 8
1 Set this as a written exercise.
2 Mark the students’ work.
Possible answer (other answers are possible):
Dear Sir or Madam,
My sister’s toy car is damaged. The motor is broken and the wheels are bent. When I switch on the power, it doesn’t come on. Can you please repair it for me?
Yours sincerely,
(student’s name)
WB Ex 4
1 This is an optional exercise to be done only if there is enough time.
2 Demonstrate the example.
3 Ask a pair of students to repeat the example.
4 Get pairs of students to make dialogues.
Answers
(a) The pipe is very long. It’s too long for the car.
(b) The wall is very high. It’s too high for the man.
(c) The house is very small. It’s too small for the man.
(d) The tyre is very wide. It’s too wide for the car.
(e) The box is very heavy. It’s too heavy for the boy.
(f) The bridge is very low. It’s too low for the lorry.
(g) The pipe is very short. It’s too short for the sea.
(h) The bicycle is very small. It’s too small for the man.
(i) The tyre is very narrow. It’s too narrow for the car.
(j) The pencil is very big. It’s too big for the hand.
(k) The bicycle is very large. It’s too large for the boy.
(l) The pencil is very small. It’s too small for the hand.
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