دليل المعلم لغه انجليزيه الصف الاول الثانوى الصناعى

[مصراوى22]

EIS1 TEACHER’S GUIDE SAMPLE UNIT 1


UNIT 1: CHANGES

Learning aims of the unit

By the end of this unit, your students should be able to:

· make comparisons between past and present using appropriate language forms
· remember and use the positive, negative and interrogative forms of
q present simple tense
q past simple tense
q past habitual tense (used to)
· ask questions, make sentences and take part in dialogues
· scan a simple passage quickly for information.
· read a simple passage carefully and complete a table in note form.
· put words into alphabetical order and look them up in a dictionary.
· listen to a short radio interview and identify the main topics.
· write simple sentences comparing past and present.


Notes on the unit


· Ask your students to bring their Resource Book with them to every lesson, as there are some exercises in every unit which ask the students to use their Resource Book.


· On the other hand, when using the Student Book, encourage your students to use the Resource Book only as a last resort, when they are unable to discover the meaning of new words from their context. The meanings of many words will be clear either from the pictures or the other words on the page.


Teaching aids


· cassette


Lesson 1 SB page (1) WB page (2)



Learning objectives



· revising the present simple and past simple forms of the verb have
· practising these forms orally

Key structures


· People had telephones then. People didn’t have mobile phones then.
· Did people have mobile phones then?
· Yes, they did. No, they didn’t.

Key vocabulary



· mobile phone; personal computer; camera; video; telephone; televisions; car; cinema; painting; bicycle; letter.
· the 1970s, the 1990s, etc.
· before; after





Warm-up


q Discuss the picture in Exercise 1. Talk about technological and social changes that have taken place since you were a student. Ask them what changes have happened since they were born. Discuss inventions and introduce some of the vocabulary items from Exercise 4. Do they know when they were invented?

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. (See Introduction for explanation of chain).

SB Ex 3

1 Explain what “the 1990s” means.
2 Ask the students to fill in the spaces.
3 Check their answers.

Answers
The 1980s = 1980 – 1989; The 1990s = 1990 – 1999.


SB Ex 4

1 Give the students time to study the table.
2 Explain that they must make true sentences.
3 Discuss the example.
4 Ask individual students to make true statements from the table.


Answers


(a) People didn’t have mobile phones before 1979.
(b) People didn’t have personal computers before 1977.
(c) They didn’t have cameras before the 1890s.
(d) We didn’t have videos before the 1980s.
(e) People didn’t have telephones before 1876.
(f) People didn’t have televisions before the 1940s.
(g) People didn’t have cars before the 1920s.


SB Ex 5

1 Explain that in this exercise they must make dialogues.
2 Explain that you will say either “before” or “after”, and they must use that word in their dialogues.
3 Get one pair to repeat the example.
4 Choose another pair of students for (b). Say the word “after”.
5 Continue in the same way. Say “after” or “before” randomly.

Possible answers


(a) Did people have mobile phones before 1979? No, they didn’t.
(b) Did people have personal computers after 1977? Yes, they did.
(c) Did people have cameras before the 1890s? No, they didn’t.
(d) Did people have videos after the 1980s? Yes, they did.
(e) Did people have telephones before 1876? No, they didn’t.
(f) Did people have televisions after the 1940s? Yes, they did.
(g) Did people have cars before the 1920s? No, they didn’t.


WB Ex 3

1 Tell the students to refer back to the table in Exercise 4 of the SB.
2 Ask them to do this exercise in writing.
3 Check their answers.

Answers


(a) had
(b) have
(c) didn’t have; before; they had
(d) had; before; they didn’t have
(e) didn’t have cameras before the 1890s; they had
(f) had bicycles before the 1920s; they didn’t have cars
(g) had letters before 1876; they didn’t have telephones




Lesson 2 SB page (2) WB page (2)



Learning objectives



· revising the forms of the present simple tense to describe habitual action
· revising the forms of used to describing habitual action in the past
· practising these forms orally


Key structures


· These days people often drive cars. They don’t often ride horses.
· In those days people used to ride horses. They didn’t use to drive cars.
· Did people use to go to the cinema?
· Yes, they did. No, they didn’t.

Key vocabulary



· e-mail; theatre; public phone; camel; horse; taxi
· then; in those days; these days; nowadays




Warm-up


q Ask each student to think of something people used to do a long time ago, but don’t do nowadays. Then have a brainstorming session. (See Introduction for explanation of brainstorming.) Try to get everyone to contribute. Encourage them to come up with funny ideas. Write the best ideas on one side of the blackboard. You may want to use them for practise later.

SB Ex 6

1 Discuss the pictures. Explain the meaning of the tick and the cross. A tick means that people do the action nowadays. A cross means they don’t do it nowadays.
2 Explain that “these days” and “nowadays” both mean “in the present time”.
3 Get one student to repeat example (a).
4 Get another student to repeat example (b), and point out the difference.
5 Get individual students to make statements.

Answers


(a) These days people often watch videos, and they often go to the cinema.
(b) These days people often drive cars, but they don’t often ride horses.
(c) These days people often write e-mails, and they often write letters.
(d) These days people often use mobile phones, and they often use public phones.
(e) These days people often take taxis, but they don’t often take camels.
(f) These days people often watch TV, and they often go to the theatre.




SB Ex 7

1 Play the cassette or read out sentences from the table.
2 Explain that used to refers to a frequent or habitual action over a long period of time in the past.
3 Ask the whole class to repeat sentences after you.
4 Ask individual students to say meaningful sentences from the table.
5 Conduct a fast-moving chain pattern practice around the class.

SB Ex 8

1 Ask the students to look again at the pictures in Exercise 6.
2 Explain that this time they must make statements about the past.
3 Explain also that they should ignore the tick and cross, but make true statements about the past, 30 – 40 years ago.
4 Ask one student to repeat the example.
5 Get individual students to make true statements.


Answers


(a) In those days, they didn’t use to watch videos. They used to go to the cinema.
(b) In those days, they didn’t use to drive cars. They used to ride horses.
(c) In those days, they didn’t use to write e-mails. They used to write letters.
(d) In those days, they didn’t use to use mobile phones. They used to use public phones.
(e) In those days, they didn’t use to take taxis. They used to take camels.
(a) In those days, they didn’t use to watch TV. They used to go to the theatre.


SB Ex 9

1 Ask a pair of students to perform the example.
2 Get pairs to make dialogues.


Answers


(a) Did people use to watch videos in those days? No, they didn’t. They used to go to the cinema.
(b) Did people use to drive cars in those days? No, they didn’t. They used to ride horses.
(c) Did people use to write e-mails in those days? No, they didn’t. They used to write letters.
(d) Did people use to use mobile phones in those days? No, they didn’t. They used to use public phones.
(e) Did people use to take taxis in those days? No, they didn’t. They used to take camels.
(f) Did people use to watch TV in those days? No, they didn’t. They used to go to the theatre.




WB Ex 4

1 Tell the students to refer back to the pictures in Exercise 6 of the SB.
2 Ask them to do this exercise in writing.
3 Check their answers.

Answers


(a) watches; doesn’t go
(b) ride; drives
(c) These days; writes; doesn’t write
(d) Nowadays; doesn’t use; uses
(e) These days; takes; but he doesn’t take
(f) Nowadays; doesn’t go to the; but she watches




Lesson 3 WB page (1) SB page (3)



Learning objectives



· learning work-related vocabulary

· using a dictionary to check newly learned vocabulary

· practising the vocabulary in context by labelling a picture

· practising forms of used to in a work-related written context


Key structures


· revision of used to/ didn’t use to


Key vocabulary



· desktop computer; notebook computer; telephone; mobile phone; international phone; fax machine; video machine; filing cabinet; express mail; air conditioner





Warm-up


q Ask the students to look for ten seconds at the picture of the office in Exercise 10 of the SB, and then close their books. Then ask them to write down as many items as they can remember from the picture. You could make this into a short competition between two groups of students to see which team remembers most items.

WB Ex 1

1 Get the students to write in as many words as they can from their own knowledge, without looking at the Resource Book.
2 After allowing some time for their attempt, ask them to use their Resource Book to check their answers.

Answers


(a) telephone
(b) mobile phone
(c) video machine
(d) desktop computer
(e) fax machine
(f) air conditioner
(g) international phone
(h) express mail
(i) notebook computer
(j) filing cabinet


SB Ex 10

1 Get the students to close their Workbook.
2 Play the cassette or read out the words from the list.
3 Get the students to repeat the pronunciation of the words.
4 Get the students to write the correct words on the picture.


Answers


(a) air conditioner
(b) international phone
(c) fax machine
(d) desktop computer
(e) express mail
(f) mobile phone
(g) notebook computer
(h) filing cabinet


SB Ex 11

1 Get the students to write out the complete passage with all spaces filled.
2 Check their answers.

Answers

Rehab: “This office is very modern now. But ten years ago it was very uncomfortable and it used to be difficult to work here. Now the office has an air conditioner and is very cool, but in those days we didn’t use to have an air conditioner. It used to be very hot, so we used to open the windows and switch on small fans. We now have an international phone. In those days we didn’t use to have any telephone here. We used to walk across the road to a big hotel and we used to make the calls from there. Now we have a phone in the office. We can also use the mobile phone. In those days the mail used to be very slow. But now we send it by express mail and it only takes one or two days. Ten years ago we didn’t use to have computers. We used to write everything on paper and we used to have many filing cabinets. Nowadays, we don’t have many filing cabinets, but we keep all our files on the computer.”





Lesson 4 SB page (4) WB page (1)



Learning objectives



· scanning a passage quickly to locate information

· reading a passage carefully to complete a table with information
· using alphabetical order to look up words in a dictionary


Key structures


· revision of present simple, past simple and used to.
· can


Key vocabulary



· friend; doctor; time; route; post office; journey; village; CD player
· to talk; to phone; to telephone; to travel; to write; to read; to see; to hear; to listen; to last (a long time); to take (a long time); to get up; to walk; to talk; to send; to receive; to like.
· favourite; immediately.





Warm-up


· Make sure all the Student Books are closed. Tell the students that they will have just 30 seconds to read two passages as quickly as they can to find the answer to this question. The question is this:
How many Egyptian towns or cities are mentioned all together in the two passages?
· Check that the students know what to do, then look at your watch and give them 30 seconds to read the two texts in SB Exercise 12.
· When the 30 seconds are up, get them to close their books. Can anyone give the right answer.
· The answer is four: Cairo, Assiut, Alexandria and Tanta.

SB Ex 12

1 Let the students read the passage again quickly to answer the questions.
2 Check the answers.

Answers


(a) Assiut
(b) Alexandria
(c) Om Khalsoum


SB Ex 13

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 the answers.
4 In a few cases, if there is time, ask the students to elaborate their answers into full sentences, using the present simple and used to. For example: In those days, to talk to a friend, people used to walk to their house and talk in a coffee shop. Nowadays they use a mobile phone.


Possible answers


(a) walk to house; mobile phone
(b) phone from post office; phone from home
(c) one day; three hours
(d) through Tanta; by the desert road
(e) three weeks; a few seconds
(f) go to cinema; watch videos
(g) go to theatre; listen to CD




WB Ex 2

1 Set this as a written exercise.
2 First get the students to put the words in alphabetical order in the left-hand column.
3 After checking that the answer is correct, get them to use their Resource Book to fill in the right-hand column with the meanings.

Answers

Note: students write meanings from the Resource Book in the right-hand column of the table:


(a) e-mail
(b) fan
(c) file
(d) mail
(e) office
(f) route
(g) site
(h) video



Lesson 5 SB page (5) WB page (2)



Learning objectives



· practising the key structures of the unit in a game format

· having some fun in English


Key vocabulary



· fat; thin; old; young
· hot air balloon; desert; prize
· to climb; to swim; to camp; to win; to fly



Warm-up


q Tell the students you are going to play a game. Get them to write down, secretly, two true things about themselves, and one false thing.

SB Ex 15 – 19

Note: These exercises are all stages in the same game. Guide the students through the instructions, and then they play it in pairs.

You can also play it as a game involving the whole class. Follow these steps:

1 Get all the students to write down the two true things and one false thing about themselves in a table (see Exercises 15-16).
2 Make sure that they don’t let each other see what they have written.
3 Get the whole class to stand up.
4 You should start the game off. Say two true things and one false thing about yourself.
5 The student who guesses the false thing correctly takes the next turn.
6 When another student guesses correctly, the first student sits down. He or she is now out of the game.
7 Continue with the game until there’s only one student left standing. The whole class tries to shout out the answer, and the game is over.

WB Ex 5

1 Set this as a written exercise.
2 Students write true sentences about themselves.
3 Check their answers.


Possible answers


(a) I used to watch cartoons on TV, but I don’t now.
(b) I didn’t use to do my homework, but I do now.
(c) I used to ....
(d) I didn’t use to ...
(e) I don’t eat chocolates any more, but I used to.
(f) I work hard at English now ...
(g) I do exercise every day now, but I didn’t use to.
(h) I don’t ............
(i) I drink coffee nowadays, but I didn’t use to.



Lesson 6 WB page (3)



Learning objectives



· listening for the main topics in a radio interview

· writing simple sentences comparing past and present


Key structures


· revision of present simple, past simple and used to.

Key vocabulary



· health; improvement; project; canal; internet; development; industry; building; cities; services





Warm-up


q Before you begin the listening exercise in WB Exercise 7, discuss the rubric (heading) of the exercise with them. It says the listening text will be about “how Egypt has changed over the last thirty years”. Ask them to write down a few notes about what they think may be mentioned in the tape. This will help them to listen more actively.

WB Ex 7

1 Get them to read through all the topics in the table.
2 Make sure they understand what the topics mean. Explain any vocabulary items.
3 Tell them they can hear the tape more than once.
4 Play the tape and get them to do their best to complete the table.
5 Play the tape some more times, until they can complete the table.
6 To check their answers, play back the tape and pause between each short section.

Listening text

Interviewer:

Thank you for coming to talk to us. I would like to ask you this question. What changes have you noticed in Egypt over the last thirty years?

Speaker:

Well, one big change which you notice immediately is the fact that telephones in Egypt are much better. Thirty years ago, people used to go to post offices or other public buildings to use the telephone. But nowadays, the phones work very well and there are many mobile phones as well. People carry their mobile phones everywhere, even on public transport. Another big improvement is in the health service. Doctors are well trained and the hospitals are much better. People used to be afraid of hospitals, but not today. The third big change is that, if you go into any office, in any city, you will see computers everywhere. And they are all connected to the internet. In the old days, thirty years ago, people didn’t use to have computers. They used to write letters with a pen, and put all their papers into a filing cabinet.



Answers


(a) true
(b) false
(c) true
(d) false
(e) false
(f) false
(g) false
(h) true


WB Ex 8

1 Set this as a written exercise.
2 Check the answers.


Answers


(a) we used to use fans; we use air conditioners.
(b) we have express mail; we used to have slow mail
(c) we didn’t use to use computers; we use them
(d) we don’t phone from hotels; we used to
(e) we keep our files on computers; we don’t use filing cabinets
(f) we had local phones; we didn’t have international ones


مصراوى22 يتمنى لكم التوفيق والنجاح

[مصراوى22]

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.

[مصراوى22]

EIS1 TEACHER’S GUIDE
UNIT 3


UNIT 3: DIMENSIONS

Learning aims of the unit

By the end of this unit, your students should be able to:

· describe the dimensions, weight and shape of objects using appropriate language forms
· remember and use the following structures:
q the verb to be with phrases of measurement
q wh- question forms relating to dimension, weight and shape
· ask questions, make sentences and take part in dialogues
· asking for help in using English: asking for the meaning, spelling or pronunciation of a word
· scan a simple passage quickly for information.
· read a simple passage carefully to complete a diagram with dimensions
· remember and use noun/ adjective cognate forms: eg length (noun)/ long (adj)
· remember and use units of measurement and their abbreviations (eg metre/ m)
· listen to a short description and complete a diagram with dimensions.
· complete a written passage describing shapes and dimensions

Teaching aids


· cassette
· picture of an athletics stadium or sports stadium



Lesson 1 SB page (1), exercises 1, 2, 3 WB page (1), exercises 2, 3



Learning objectives



· revising the use of to be with phrases of measurement
· revising the use of How? questions with phrases of measurement
· practising these forms orally

Key structures


· How high is the mountain? How heavy is the man?
· It’s 7000 metres high. It’s 7000 metres in height.
· He’s 100 kilograms in weight. He weighs 100 kilograms. His weight is 100 kilograms.

Key vocabulary



· tall; short; heavy; light; high; deep; long; wide; thick
· height; depth; length; width; thickness
· metre; millimetre; centimetre; kilometre; gram; kilogram
· m; mm; cm; km; g; kg
· too (eg too heavy)




Warm-up


q Ask your students to put their hand up if they know their exact height and weight. Ask them to write these down on a piece of paper with their name and give it to you. Then invite them to stand in front of the class, and the rest of the class try to guess their height and weight. The students who guess closest to the correct answers are the winners. Try to use and get the students to use the key structures.

SB Ex 1

1. Discuss the picture and make sure that the students understand the context of the boxer being measured and weighed before a boxing match.
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 Point out the three correct ways of describing someone’s weight (see the box).
3 Check that the students know the meaning of the adjectives high, deep, tall, heavy and their related nouns height, depth, weight.
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 understand the meanings of the units of measurement (millimetre, centimetre, kilogram, etc) and their abbreviations (mm, cm, kg, etc).
2 Play the cassette or read out the units of measurement and check that the students can pronounce the words correctly.
3 Ask a pair of students to perform the example.
4 Get pairs to make dialogues.

Answers
(a) A: How tall is Ali? B: He’s 170 cm tall. A: And how heavy is he? B: He’s 60 kg in weight. A: He’s too heavy.
(b) A: How tall is Fatima? B: She’s 168 cm tall. A: And how heavy is she? B: She’s 80 kg in weight. A: She’s too heavy.
(c) A: How tall is Ahmed? B: He’s 169 cm tall. A: And how heavy is he? B: He’s 65 kg in weight. A: He’s OK.
(d) A: How tall is Enas? B: She’s 164 cm tall. A: And how heavy is she? B: She’s 78 kg in weight. A: She’s too heavy.
(e) A: How tall is Alaa? B: He’s 160 cm tall. A: And how heavy is he? B: He’s 40 kg in weight. A: He’s too light.
(f) A: How tall is Hanan? B: She’s 165 cm tall. A: And how heavy is she? B: She’s 82 kg in weight. A: She’s too heavy.


WB Ex 2

1 Get the students to write in as many words as they remember from Exercise 2.
2 Let them use the Resource Book to look up any words they cannot remember.


Answers


(a) high
(b) long
(c) high
(d) long
(e) wide
(f) thick
(g) wide
(h) long
(i) high
(j) wide
(k) high
(l) deep
(m) wide
(n) deep
(o) wide


WB Ex 3

1 Get the students to write in as many words as they remember from Exercise 2.
2 Let them use the Resource Book to look up any words they cannot remember.
3 Make sure they give the correct spellings of the nouns, especially height.

Possible answers


(a) height
(b) length
(c) width
(d) depth
(e) thickness




Lesson 2 SB page (2), exercises 4, 5, 6 WB pages (1,2), exercises 1, 4



Learning objectives



· combining together in practice dialogues the following:
▪ How? questions
▪ Two metres long/ Two metres in length.
▪ That’s too short.
· describing the shapes of objects using adjectives and nouns correctly

Key structures


· Revision of structures from Lesson 1
· This is a triangle. Draw this triangle.
· This hole is triangular. This hole is triangular in shape.

Key vocabulary



· triangle; rectangle; circle; semi-circle; oval (noun); square (noun); shape
· triangular; rectangular; circular; semi-circular; oval (adj); square (adj)
· hole; window; door; arch; field; truck; bridge




Warm-up


q Have a small competition to see how much the students know about the key vocabulary concerning shapes (triangular, etc). Divide them into two groups and then tell them the competition is for the groups to put as many objects as possible on the table with the correct shape, which you will call out. Then say: Bring out something triangular. One member of the group has to collect as many triangular items as possible from the group. Do the same for all the shapes: triangular, rectangular, circular, semi-circular, oval, square .

SB Ex 4

1 Ask a pair of students to perform the example.
2 Get pairs of students to make dialogues.

Answers


(a) A: How long is the wall? B: It’s ten metres long. A: And how high is it? B: It’s two metres high.
(b) A: How wide is the road? B: It’s eight metres wide. A: And how long is it? B: It’s fifteen kilometres long.
(c) A: How deep is the well? B: It’s twenty metres deep. A: And how wide is it? B: It’s three metres wide.
(d) A: How long is the bridge? B: It’s two kilometres long. A: And how high is it? B: It’s thirty metres high.
(e) A: How wide is the box? B: It’s two metres wide. A: And how high is it? B: It’s one metre high.
(f) A: How long is the shelf? B: It’s one metre long. A: And how wide is it? B: It’s 500 millimetres wide.
(g) A: How wide is the cabinet? B: It’s one metre wide. A: And how deep is it? B: It’s 500 millimetres deep.
(h) A: How long is the box? B: It’s forty centimetres long. A: And how wide is it? B: It’s thirty centimetres wide. . A: And how heavy is it? B: It’s ten kilograms in weight.


SB Ex 5

1 Ask a student to perform the example.
2 Point out that the the adjective (eg long) has to be used in the first half of the sentence, and the noun (eg length) in the second half.
3 Get individual students to make sentences.

Answers


(a) The wall is 4 m long, but the wire is only 2 m in length.
(b) The truck is 4 m high, but the bridge is only 3 m in height.
(c) The well is 10 m deep, but the rope is only 3 m in length.
(d) The wall is 5 m high, but the ladder is only 2 m in length.
(e) The wood is 26 mm thick, but the screw is only 20 mm in length.
(f) The wood is 30 mm thick, but the nail is only 25 mm in length.



SB Ex 6

1 Ask a pair of students to perform the example.
2 Point out that the the adjective (eg long) has to be used B’s first reply, and the noun (eg length) in B’s second reply.
3 Get pairs to make dialogues.

Answers

(a) A: How long is the wall? B: It’s four metres long. A: And how long is the wire? B: It’s only two metres in length. A: That’s too short.
(b) A: How high is the truck? B: It’s four metres high. A: And how high is the bridge? B: It’s only three metres in height. A: That’s too low.
(c) A: How deep is the well? B: It’s ten metres deep. A: And how long is the rope? B: It’s only three metres in length. A: That’s too short.
(d) A: How high is the wall? B: It’s five metres high. A: And how long is the ladder? B: It’s only two metres in length. A: That’s too short.
(e) A: How thick is the wood? B: It’s twenty-six millimetres thick. A: And how long is the screw? B: It’s only twenty millimetres in length. A: That’s too short.
(f) A: How thick is the wood? B: It’s thirty millimetres thick. A: And how long is the nail? B: It’s only twent-five millimetres in length. A: That’s too short.




WB Ex 1

1 Play the cassette or read out the nouns and their related adjectives.
2 Ask the students to repeat with correct pronunciation.
3 Explain the task.
4 Get students to complete the table as much as possible from their own knowledge and from their memory of the game you played in the warm-up.
5 Get them to check and correct their work by referring to the Resource Book.


Answers


triangle – (c) – triangular
square – (d) – square
circle – (b) – circular
semi-circle – (e) – semi-circular
oval – (f) – oval
rectangle – (a) – rectangular



WB Ex 4

1 Students complete this in writing.
2 Check their work. Make sure that none of them have made the mistake of writing the noun (eg rectangle) instead of the adjective (eg rectangular).

Answers


(a) This ruler is rectangular.
(b) This house is square.
(c) This setsquare is triangular.
(d) This socket is oval.
(e) This wall is rectangular.
(f) This blackboard is rectangular.
(g) This clock is circular.
(h) This window is triangular.






Lesson 3 SB page (3), exercise 7 WB page (2), exercises 5, 6



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.
· What shape is the building? What height are the windows?
· Its length is 50 metres. Their height is 2 metres.
· Difference between its and its; between their and they’re

Key vocabulary



· building; window; opening; entrance; main entrance
· their; its
· they’re; it’s
· diameter; in diameter
· setsquare; socket; coin; saw blade




Warm-up


q Before the lesson, calculate or make a good estimate of the height of the school building, and also any other buildings which are visible from the window of the classroom. Then, in the lesson, ask students to guess the correct heights. The winner is the one who comes closest to your estimate or calculation.

SB Ex 7

1 Ask the students to look at the picture of the building, and check that they know words such as opening, entrance, etc.
2 As a revision exercise, ask them to describe the shape of the windows, entrances and openings, using the words they have already learned.
3 Ask pairs of students to perform the dialogue, filling in the spaces.
4 Correct any mistakes.
5 Get the students to complete the dialogue as a written exercise.
6 Check their answers.


Answers


(a) How high is the building?
(b) What is its length?
(c) What shape is the main door?
(d) How wide is it?
(e) What shape are the other doors?
(f) How high are they?
(g) What shape are the windows at the top?
(h) What is their height?


WB Ex 5

1 Ask a pair of students to perform the example.
2 Get pairs of students to make dialogues.


Answers


(a) The window is rectangular. It is six metres long and three metres high.
(b) The saw blade is triangular. It is 500 millimetres long and 12 millimetres wide.
(c) The clock is square. It is 500 millimetres long and 500 millimetres wide.
(d) The coin is circular. It is three centimetres in diameter and two millimetres thick.
(e) The book is rectangular. It is 220 millimetres long and 150 millimetres wide.
(f) The socket is oval. It is 100 millimetres high and 80 millimetres wide.





WB Ex 6


1 Only do this exercise if there is time at the end of this lesson, or at the end of another lesson in this unit.
2 Ask students to make actual measurements of the objects in the classroom, and then draw diagrams of the objects and mark the dimensions on them.
3 Get individual students to make sentences about their measurements, using the sentence pattern in the previous exercise.


Lesson 4 SB page (4) , exercises 8, 9



Learning objectives



· scanning a passage quickly to locate information

· reading a passage carefully to complete a diagram with detailed information about dimensions

Key structures


· revising structures from lessons 1 – 3
· The court has a width of 8 metres.

Key vocabulary



· football; tennis; ball; racket; court; international match; centre circle; goal; net; goal area; penalty area; leather; singles (tennis match); doubles; side area (of tennis court); centre
· maximum; minimum


Warm-up


q Have a chat with the students about their favourite sports. If a student seems especially keen on a sport, ask him or her some details about the regulations. Do they know the correct dimensions of a football pitch or hockey pitch? Do they know the correct weight of a football?

SB Ex 8

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 two questions.
3 Tell the students to open their books and read the two 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) A football is 454 grams in weight, and a tennis ball weighs 58.5 grams.
(b) A tennis racket is 81.3 cm long and 31.75 cm wide.


SB Ex 9


1 Ask the students to read the passage carefully and complete the diagrams, writing in the correct dimensions.
2 Check their answers.

Anwers

Football field


1 110 m
2 75 m
3 40.3 m
4 18.3 m
5 16.5 m
6 5.5 m
7 18.3 m
8 7.32 m
9 2.44 m


Tennis court


1 8.23 m
2 1.37 m
3 23.77 m
4 110 cm




Lesson 5 SB page (5), exercises 10, 11, 12, 13



Learning objectives



· practising ways of asking for help when you are learning and practising English:
▪ asking for the English word for an object
▪ asking how to spell an English word
▪ asking how to pronounce an English word
▪ asking for the meaning of an English word

Key structures



· What’s this called? What’s this called in English?

· How do you spell “bridge”?

· How do you say this word?

· What does “wrench” mean?



Key vocabulary



· Excuse me; Thank you; Thanks; I see



Warm-up


q Ask the students to close their books. Say this to the students: “Imagine that you are living and studying in a school in England. One day, your English friend gives you an unusual fruit which you have never seen before. You eat it and it is delicious. You want to know the name of the fruit in English, so that you can buy it in the market. What do you say to your English friend?”
q Try to get the students to use the correct form: Excuse me, what is this called in English? I see, thank you very much.

SB Ex 10

1 Explain the situation in the picture. It is similar to the one in the warm-up exercise. The speaker wants to know the English word for the object in his hand.
2 Get a pair of students to perform the dialogue. They can say What’s this called? or What’s this called in English?
3 Get them to draw objects, or point to pictures and ask their neighbours what they are called.

SB Ex 11

1 Explain the situation in the picture. This time, the speaker wants to know how to spell an English word.
2 Get a pair of students to perform the dialogue.
3 Get them to think of some words, and ask their neighbours how to spell them.


SB Ex 12


1 Explain the situation in the picture. This time, the speaker wants to know how to pronounce an English word.
2 Get a pair of students to perform the dialogue.
3 Get them to ask their neighbours how to pronounce the words in the list. Then they can think up more difficult words to test their neighbours.

SB Ex 13


4 Explain the situation in the picture. This time, the speaker wants to know the meaning of an English word.
5 Get a pair of students to perform the dialogue.
6 Get them to write down some difficult or new words, and then ask their neighbours what they mean.


Lesson 6 WB page (3), exercises 7, 8



Learning objectives



· listening to a short description and adding dimensions to a diagram

· completing a written passage describing shapes and dimensions


Key structures


· revising the main structures of the unit

Key vocabulary



· athletics; stadium; running track; high jump; pole vault; shot put



Warm-up


q If possible, take in a picture of a sports stadium from a newspaper or magazine. If this is not possible, use the diagram in WB exercise 9. Discuss with the students the different types of activities which take place in an athletics stadium, such as running, high jump, long jump, discus, shot pu, javelin, etc. It is not necessary to teach all these words.

WB Ex 7

1 Tell the students they are going to listen to a description of a sports stadium, and write the correct dimensions on the diagram.
2 Check that the students understand the meaning of the words on the diagram, such as pole vault, running track, high jump, shot put.
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’m now going to describe the plan of the main athletics stadium in the city. The stadium is oval in shape. All the way round the outside, there are eight running tracks. Each runnning track, all the way round, is 400 m in length. In the centre of the stadium is the main athletics field. This is rectangular in shape, and has a length of 40 metres with a width of 20 metres. Beside this field, at one end of the stadium, is a semi-circular field. This is for the pole vault and long jump, and it is 15 metres in diameter. On the other end of the field there are two triangular fields. The smaller one is for the high jump, and it is 10 metres wide. The larger one is for the shot put, and it is 12 metres wide.





Answers


(a) 400 m
(b) 15 m
(c) 20 m
(d) 40 m
(e) 12 m
(f) 10 m





WB Ex 8

1 Set this as a written exercise.
2 Mark the students’ work.


Answers

The building is rectangular in shape and is 30 metres high and 50 metres in length.

The left side. At the bottom, on the left, is a large door. This is semi-circular in shape and has a height of 3 metres. Above this door are four openings. These are circular in shape and they are 2 metres in height. Above these, at the top, are two more large openings. They are oval in shape and have a height of 8 metres.

The right side. At the bottom, on the right, are three doors. They are semi-circular in shape and they are 2 metres in height. Above the doors are three long windows. They are rectangular in shape and have a height of 1 metre. Above these are three more windows. These windows are rectangular in shape and are 0.8 metres high.

[مصراوى22]

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.

[مصراوى22]

ال12 وحده موجوده على من يرغب التواصل من خلال هذه الصفحه

[احمد م حجازي]

شكرا جزيلا الاستاذ مصراوي على المجهود الكبير وجزاك الله الخير ونتمنى اضافة باقى الوحدات لاستفادة لجميع المعلمين

والطلبة

[usamajok]

good sir but where 2

يعنى اين الانجليزى بتاع ثانيه صناعى الكتاب لم يصل حتى الان 3\10\2010 والمنهج ايه هو جديد ولو قديم والكتاب اتاخر ليه ممكن لو سمحت ترد على لو سمحت

[عبدة قورة]

شكرا جزيلا استاذنا عمرو شرح جميل
جزاك الله خيراً

[هدهودة]

جزاك الله خيرا على ماقدمت واتمنى من الله ان تضيف الينا على هذه الصفحة البقية وخصوصا الترم الثانى لانى حقا فى امس الحاجة اليه فى الوقت الحالى
دمت فى حفظ الرحمن

[basha83]

شكرا وجزاك الله خيرا وفي انتظار باقي الوحدات ان شاء الله

[ethenhaim]

ارجو توفير ال12 وحده

[نجم المنصورة]

مشكووووووووووووووووووووووووووووووووووور

[مستر حسين عبدالفتاح]

مشكووووووووور

[محمد محمود بدر]

جزاكم الله خيرا

[Mr.A-Hassan]

شكرا تسلم ايدك الله يباركلك
بجد مجهود رائع
تسلم يا مستر