EIS1 TEACHER’S GUIDE
UNIT 4
UNIT 4: EQUIPMENT
Learning aims of the unit
By the end of this unit, your students should be able to:
· describe the function (or purpose) of a piece of equipment or a part using appropriate language forms
· remember and use the following structures:
q present simple tense to describe function or purpose
q the verb to be + for + gerund to describe fiction or purpose
· ask questions, make sentences and take part in dialogues
· talk about birthdays and ages in a social setting
· ask for and understand prices when talking to a shopkeeper
· scan a passage quickly to locate information
· read a simple passage carefully to complete a table with information using required structure
· build up vocabulary of semi-technical words (eg propel) and simpler synonyms (eg push forwards)
· understand how words (eg fin) can be used in both general and technical contexts (eg fin on a fish; fin on an engine)
· listen to a short description and complete a diagram with functions of parts.
· complete a written passage describing location and function of controls.
Teaching aids
· cassette
· mobile phone or picture of a mobile phone
· selection of workshop tools found in lessons 8 and 9
· pictures of scuba diving equipment
· a pair of running shoes or a picture of running shoes
Lesson 1 SB pages (1, 2), exercises 1, 2, 3, 4 WB page (1), exercise 1
Learning objectives
· asking about and describing the function of a piece of equipment
· using a semi-technical word in a range of general and technical contexts
Key structures
· What does the tube do? What do the fins do?
· It carries air into your lungs. They push you forward.
· What is the tube for? What are the fins for?
· It’s for carrying air into your lungs. They’re for pushing you forward.
Key vocabulary
· tube; fins; strap; buckle; ring; mask; lungs; air; water
· to carry; to push; to propel; to cover; to hold; to tighten
· forward
Warm-up
q Ask if any students practise water sports such as swimming, sailing, canoeing, snorkelling or scuba diving. Do any students have an interest in these sports? Have any of them been to beach resorts such as on the Red Sea? Ask them what equipment they would need if they go snorkelling. Do they know any of the vocabulary from the Unit, such as mask, fins, or snorkel tube? Draw these on the board and write the names next to the pictures. Discuss with them the purpose of each of these three items.
SB Ex 1
1. Discuss the pictures and make sure that the students understand the context: this is a diving school on the Red Sea coast, and the instructor is explaining to Ahmed the purpose or function of each piece of snorkelling equipment.
2. Play the cassette or read out the statements in the speech bubbles.
3. Ask the whole class to repeat each statement after you.
4. Ask students to practise each statement individually.
SB Ex 2
1 Play the cassette or read out sentences from the table.
2 Point out that the two structures have the same meaning. They are both used for asking or explaining about the function or purpose of something.
3 Check that the students know the meaning of the vocabulary items in the table.
4 Ask the whole class to repeat sentences after you.
5 Ask individual students to say meaningful sentences from the table.
6 Conduct a fast-moving chain pattern practice around the class.
SB Ex 3
1 Check that the students know the meaning of the vocabulary items in the table and in the picture.
2 Get students to match the items in the left-hand column with the items in the right-hand column.
3 After each student has done this, ask him or her to read out the full sentence.
4 Make sure this exercise is completed before the students do the next exercise.
Answers
(a) 3 – The mask covers your face.
(b) 6 – The strap holds the mask on your face.
(c) 5 – The buckle tightens the strap.
(d) 1 – The tube carries air into your lungs.
(e) 4 – The rings hold the tube in position.
(f) 2 – The fins propel you forward.
SB Ex 4
1 Make sure the students have completed the previous exercise before they do this one.
2 Ask them which verb has to double their final consonant before adding –ing. The answer is: propel
3 Ask a pair of students to perform the example.
4 Get pairs to make dialogues based on their answers to the previous exercise.
Answers
(a) A: What’s the mask for? B: It’s for covering your face.
(b) A: What’s the strap for? B: It’s for holding the mask on your face.
(c) A: What’s the buckle for? B: It’s for tightening the strap.
(d) A: What’s the tube for? B: It’s for carrying air into your lungs.
(e) A: What are the rings for? B: They’re for holding the tube in position.
(f) A: What are the fins for? B: They’re for propelling you forward.
WB Ex 1
1 Explain that the point of this exercise is to show how the same words can be used in different general and technical contexts. Do (a) on the board to show them how the word fin, which is orginally a part of a fish, can be used in technical and general contexts such as aeroplanes, diving equipment and car and motorcycle engines. This is because the item looks like a fish’s fin.
2 Get the students to write in as many words as they remember from your warm-up and exercises 1 – 3.
3 Let them use the Resource Book to look up any words they cannot remember.
Answers
(a) fin
(b) mask
(c) tank
(d) buckle
(e) ring
(f) strap
(g) tube
Lesson 2 SB page (2), exercises 5, 6, 7 WB page (1), exercise 2
Learning objectives
· asking about and describing the function of a piece of equipment
Key structures
· Revision of structures from Lesson 1.
Key vocabulary
· revision of vocabulary connected with mobile phone (from Unit 2): antenna, etc.
· to increase; to start; to stop; to transmit; to receive; to protect; to switch on; to cool; to cut; to talk; to hit; to grip; to turn; to extract (= to pull out); to drive in (= to push in); to push; to pull; to get; to send
· camera; photograph; air conditioner; pliers; phone; hammer; scissors; screwdriver; safety goggles
· tightly
Warm-up
q Take into class the mobile phone (or picture) which you took in for Unit 2 .Have a small competition to see how many parts of a telephone or mobile phone they can remember from Unit 2. Ask them to draw a quick diagram and label the parts with as many correctly spelt names as they can remember. The student (or small group) with most correct names is the winner.
SB Ex 5
1 Check that the students know the meaning of the vocabulary items in the table and in the picture.
2 Get students to match the items in the left-hand column with the items in the right-hand column.
3 After each student has done this, ask him or her to read out the full sentence.
4 Make sure this exercise is completed before the students do the next exercise.
Answers
(a) 4 – The stop button is for stopping the call.
(b) 7 – The knob is for increasing the volume.
(c) 5 – The cover is for protecting the keys.
(d) 3 – The screen is for showing a message.
(e) 1 – The antenna is for tranismitting or receiving a call.
(f) 2 – The power button is for switching on the power.
(g) 6 – The start button is for starting the call.
SB Ex 6
1. Make sure the students have completed the previous exercise before they do this one.
2. Ask them which verbs change a double consonant to a single consonant when they lose the –ing ending. The answer is: transmitting; stopping.
3. Ask a pair of students to perform the example.
4. Get pairs to make dialogues based on their answers to the previous exercise.
Answers
1 A: What does the antenna do? B: It transmits or receives a call.
2 A: What does the power button do? B: It switches on the power.
3 A: What does the screen do? B: It shows a message.
4 A: What does the stop button do? B: It stops the call.
5 A: What does the cover do? B: It protects the keys.
6 A: What does the start button do? B: It starts the call.
7 A: What does the knob do? B: It increases the volume.
SB Ex 7
1. Ask the students which verbs double the final consonant before adding –ing. The answer is: cut; hit; grip.
2. Point out that they can either use pliers (plural verb) or a pair of pliers (singular verb, because pair is singular). It is the same for scissors and safety goggles.
3. Ask a pair of students to perform the example.
4. Get pairs to make dialogues.
Answers
(a) A: What’s a camera for? B: It’s for taking photographs.
(b) A: What are pliers for? (or: What’s a pair of pliers for?) B: They’re for gripping things. (or: It’s for gripping things.)
(c) A: What’s a phone for? B: It’s for talking to people.
(d) A: What’s an air conditioner for? B: It’s for cooling a room.
(e) A: What’s a hammer for? B: It’s for hitting nails.
(f) A: What are scissors for? (or: What’s a pair of scissors for?) B: They’re for cutting things. (or: It’s for cutting things.)
(g) A: What’s a screwdriver for? B: It’s for turning screws.
(h) A: What are safety goggles for? (or: What’s a pair of safety goggles for?) B: They’re for protecting the eyes. (or: It’s protecting the eyes.)
WB Ex 2
1. Ask the students to complete as much of the table as possible from their knowledge.
2. Get them to check their answers and fill any gaps by using the Resource Book.
3. Check that their sentences are correct.
Answers
Note: the sentences are only possible answers. Other answers are possible.
(a) to propel – to push forward – The engine propels the boat through the water.
(b) to extract – to pull out – I extracted the nail from the wood with my pliers.
(c) to drive in – to push in – Hit the nail with the hammer and drive it itnto the wood.
(d) to transmit – to send – The antenna of the mobile phone transmits signals.
(e) to receive – to get – The antenna also gets signals.
(f) to grip – to hold tightly – The pliers grip the two wires and twist them.
Lesson 3 SB page (3), exercises 8, 9 WB page (2), exercise 3
Learning objectives
· practising and extending the use of structures and vocabulary from lessons 1 & 2 in a work-related context
Key structures
· revisingstructures from lessons 1 & 2.
· This is a pair of pliers. These are pliers.
Key vocabulary
· chisel; screwdriver; hammer; material; wood; metal; plaster; brickwork; screw; electrical equipment; rock; concrete; brick; nut; bolt; steel; spark plug (on a car engine)
· pair (eg a pair of pliers) ; set (eg a set of tools); box
· to tighten; to loosen; to break; to grip; to twist; to chisel
· small; soft; ordinary
Warm-up
q Take into class some of the tools mentioned in exercises 8 and 9. Put all the tools on a table. Have a competition between two groups of students. Students from one group have to come out and mime the action of a tool, without pointing to the tool or using any words. Students from the other group have to guess which tool is being mimed.
SB Ex 8
1 Ask the students to draw a complete table, with all the tools mentioned in the left-hand column.
2 Then ask them to complete the table with information from the passages.
3 When they have finished, ask individual students to read out full sentences from their table.
Special note on this exercise: Students do not need to know the names of these specialised tools in order to do the exercise. However, in case students ask you for the names of the tools, here they are for your reference (from the top of the picture to the bottom):
firmer chisel (or wood chisel); cold chisel; bolster chisel; electrician’s screwdriver; engineer’s screwdriver (small); engineer’s screwdriver (large); claw hammer; club hammer; masons’s hammer
Answers
(a) Chisel A – cuts soft materials
(b) Chisel B – cuts metal
(c) Chisel C – cuts away old plaster and brickwork
(d) Screwdriver A – tightens and loosens screws on electrical equipment
(e) Screwdriver B – loosens very small screws
(f) Screwdriver C – loosens ordinary screws
(g) Hammer A – hammers in nails and pulls nails out of wood
(h) Hammer B – breaks rocks and concrete
(i) Hammer C – breaks bricks
SB Ex 9
1 Ask an individual students to perform the example.
2 Get individual students to make sentences.
Special note on this exercise: Students do not need to know the names of these specialised tools in order to do the exercise. However, in case students ask you for the names of the tools, here they are for your reference:
(a) electrician’s pliers; (b) mole wrench (or self-gripping wrench); (c) club hammer; (d) bolster chisel; (e) cold chisel; (f) spark plug socket; (g) socket set; (h) mason’s hammer.
Answers
(a) These are used for twisting wires.
(b) These are used for gripping pipes.
(c) This is used for breaking stones.
(d) This is used for chiselling plaster.
(e) This is used for cutting steel.
(f) This is used for tightening and loosening spark plugs.
(g) These are used for loosening and tightening nuts and bolts
(h) This is used for breaking bricks.
WB Ex 3
1 Ask students to do this in writing.
2 Check their answers.
Answers
(a) one pair of goggles
(b) three pairs of pincers
(c) two pairs of glasses
(d) one pair of scissors
(e) two pairs of pliers
(f) one set of spanners (or: wrenches)
(g) two sets of screwdrivers
(h) one set of chisels
(i) two rulers
(j) two boxes of nails
Lesson 4 SB page (4) , exercises 10, 11 WB page (2), exercises 4, 5
Learning objectives
· scanning a passage quickly to locate information
· reading a passage carefully to complete a diagram with information
· revising prepositional phrases to describe location
Key structures
· revising structures from lessons 1 – 3
· revising modal verbs: must; can; should
· The chair is to the left of the table. The chisels are to the right of the files.
Key vocabulary
· fish; plant; coral; equipment; diver; tank; oxygen; mouth; diving shoes; knife; compass; north; direction; snorkel; surface
· to enjoy; to dive; to make sure; to wear; to carry; to contain; to allow; to see; to fit over; to free yourself; to point; to use; to swim; to bring; to breathe
· useful; essential; fantastic; correct; fresh; safe
· can; must; should
· to the left of; to the right of
Warm-up
q Take in a picture showing scuba diving equipment. With the books closed, remind the students of the discussion about water sports in Lesson 1. Ask them if they have ever been diving or seen any films about diving. What equipment did they notice the diver was using? Brainstorm for as many items of diving equipment as the students can think of. Draw the items on the board, and see if any students know the English names for the items of equipment. Write the names on the board.
SB Ex 10
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 the three questions.
3 Tell the students to open their books and read the three questions.
4 Give them 30 seconds to scan the passage quickly, then tell them to close the books again.
5 Check the students’ answers.
Answers
(a) diving shoes
(b) two
(c) a rope or a plant
SB Ex 11
1 Ask the students to read the passage carefully and then draw and complete the table, writing in all the items of equipment mentioned in the passage, and what they are used for.
2 Check their answers.
Anwers
(a) tanks – for containing oxygen
(b) tube – for carrying the oxygen into your lungs
(c) mask – for seeing clearly under water
(d) fins – for propelling you through the water
(e) knife – for freeing yourself
(f) compass – for telling you which direction to go
(g) snorkel – for bringing fresh air into your lungs
WB Ex 4
1. Quickly revise the meanings of the prepositions in, on, under, above, below, between.
2. Demonstrate the meanings of the phrases to the right of and to the left of. Point to items in the classroom and describe their location. Examples: The light switch is to the left of the blackboard. The cable is to the right of the window.
3. Ask a student to perform the example.
4. Get individual students to make sentences.
Answers
(a) The chisels are ...
(b) The pliers are ...
(c) The batteries are ...
(d) The vices are ...
(e) The files are ...
(f) The chair is ...
(g) The switches are ...
(h) The ladder is ...
(i) The saws are ...
WB Ex 5
1 Ask three students to perform the example.
2 Point out that the third student is disagreeing with the second student. The third students must use correct information from the picture.
3 Get groups of three students to perform the dialogues.
Answers
(a) A: Where are the vices? B: I think they’re in the boxes. C: No. They’re on the bench.
(b) A: Where are the chisels? B: I think they’re below the saws. C: No. below the pliers.
(c) A: Where are the files? B: I think they’re to the right of the chisels. C: No. They’re to the left of the chisels.
(d) A: Where are the saws? B: I think they’re to the right of the chisels. C: No. They’re to the left of the shelves.
(e) A: Where is the chair? B: I think it’s between the bench and the ladder. C: No. It’s between the table and the bench.
(f) A: Where are the shelves? B: I think they’re above the bench. C: No. They’re above the table and the chair. (or: ... above the switches.)
(g) A: Where are the batteries? B: I think they’re on the bench. C: No. They’re under the table.
(h) A: Where is the ladder? B: I think it’s to the left of the table. C: No. It’s to the right of the bench.
Lesson 5 SB page (5), exercises 12, 13, 14, 15
Learning objectives
· talking about birthdays and ages in a social setting
· asking for and understanding prices when talking to a shopkeeper
Key structures
· How old are you? How old is your sister? I’m 15. She’s 13.
· When is your birthday? When is her birthday?
· It’s on March the tenth. It’s on the tenth of March.
· How much is this radio? It’s 80 pounds, please.
Key vocabulary
· January, February, etc.
· ordinal numbers in dates
· old; birthday; brother; sister; mother; father; uncle; aunt
Warm-up
q Ask the students whether today is anyone’s birthday. If the answer is “No”, ask them to find out as quickly as possible whose birthday will be the first one to take place after today. Give them a few minutes to ask each other questions in English, and see who is the first student with the correct answer.
q Ask them what questions and answers they used to find out. Try to elicit the dialogue: When is your birthday? It’s on March the tenth. or: It’s on the tenth of March.
SB Ex 12
1 Point out Alan’s use of the present tense when talking about birthdays in the future (I’m 19 tomorrow).
2 Get pairs of students to practise the dialogue.
SB Ex 13
1 Explain the information in the box. Point out the four ways of writing and the two ways of saying dates.
2 Get the whole class to repeat these phrases: on March the tenth; on the tenth of March.
3 Give out a different date to each student (examples: 3 April; 16 June; etc) and ask each student to complete a box like the one in the book.
4 Get each student to read out the two ways of saying his or her date.
5 Get pairs of students to ask and answer questions using real information about themselves and their family members.
SB Ex 14
1 Explain the situation in the picture.
2 Get students to practise the dialogue in pairs.
SB Ex 15
3 Ask a pair of students to perform the example.
4 Draw their attention to (f), (g) and (h). Ask the students: should they use is or are? (Answer: is)
5 Get pairs of students to make dialogues.
Answers
(a) A: How much is this radio? B: It’s 80 pounds, please.
(b) A: How much are these pliers? B: They’re 15 pounds, please.
(c) A: How much is this hammer? B: It’s 9 pounds, please.
(d) A: How much are these screws? B: They’re 1 pound, please.
(e) A: How much is this ruler? B: It’s 4 pounds, please.
(f) A: How much is this pair of goggles? B: It’s 16 pounds, please.
(g) A: How much is this packet of nails? B: It’s 3 pounds, please.
(h) A: How much is this set of tools? B: It’s 50 pounds, please.
Lesson 6 WB page (3), exercises 6, 7
Learning objectives
· listening to a short description and adding labels to a diagram
· writing a description of the location and function of controls on a piece of equipment
Key structures
· revising the main structures of the unit
Key vocabulary
· running shoe; air bubble; rubber sole; tread (on a shoe); laces; tongue (on a shoe); hole; heel; sole (of foot or shoe)
· strong; thick; wide; comfortable; cheap
· to cool; to protect; to break
Warm-up
q If possible, bring in to class (or ask a student to bring in) a pair of good running shoes (such as Nikes). Point to different parts of the shoe and ask them if they know the names of these parts (heel, sole, tread, laces, tongue, air bubble). Write some of these words on the board.
q Point to the tread on the sole of the shoe. Ask them why running shoes need treads. (Answer: to grip the ground tightly and prevent the foot from slipping). What else has a tread? (Answer: the tyre of a car, bicycle or motorcycle).
WB Ex 6
1 Tell the students they are going to listen to a description of running shoe and write the correct functions of the parts on the diagram.
2 Check that the students understand the meaning of the words on the diagram, such as holes, air bubble, sole, tongue, laces, tread.
3 Play the tape (or read out the passage) once, and ask the students to fill in as many spaces on the diagram as they can.
4 Play the tape (or read out the dialogue) once or twice more, until most students have all the answers.
5 Check their answers and get them to write the correct answers on the diagram.
6 Play the tape (or read out the dialogue) one more time
Listening text
I think you will like this running shoe very much. It is cheap, but it is one of the best shoes in our shop. It is very strong and comfortable. What makes it comfortable? Well, take a look at these features. First, look at the side of the shoe. You can see some small holes. These cool your foot when you are running hard on a hot day. And now look at this air bubble at the bottom. It is full of air, and it is for protecting your heel when it hits the ground hard. And look at the thick rubber sole at the bottom. This protects the sole of your foot. The rubber sole has a strong tread. This grips the running track. It helps you to run faster and prevents you from slipping. Up at the top, you can see that the tongue is very wide. This wide tongue protects the top of your foot. Finally, look at the laces. They are very thick. They do not break easily.
Answers
(a) ... cooling the foot
(b) ... the heel
(c) ... protecting the sole
(d) ... gripping the running track
(e) ... protects the top of the foot
(f) ... do not break easily
WB Ex 7
1 Revise the names for controls: switch; button; key; knob.
2 Ask the students to draw their own equipment.
3 Check this drawing first. Make sure that the students have drawn a simple diagram with only three or four controls.
4 Ask them to write the description. They must explain where the controls are (in relation to each other) and what they are for.
5 If necessary, draw a simple TV on the board and write the model answer next to it. Make sure that the students write a different description.
6 Mark the students’ work.
Possible answer (other answers are possible)
Below the television screen there is one button and two knobs. The button is for switching the power on and off. To the right of this button is the volume control knob. This knob is for making the sound louder and softer. To the right of this knob is the brightness control knob. This knob is for making the picture brighter and darker.
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