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.
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