II. Answer the following questions.

A

1. What shapes are these?

2. Do triangles have three sides?

3. Do they have three angles?

4. Do squares have four or two equal sides?

5. Do rectangles have four equal sides?

6. Circles do not have angles or sides, do they?

B

1. Do these objects have different shapes?

2. What shape is the box?

3. Is the door square or rectangular?

4. Are the nails circular?

5. The wheel is circular, isn't it?

6. What shape is the frame?

III. Complete the dialogues.

A

Paul: What are those?

Ann: ... ... shapes.

Paul: What ... they?

Ann: They are triangles, ..., … and ... .

Paul: Squares have ... sides and ... angles.

Ann: Triangles ... three ... and ... angles.

Paul: Yes, ... ... .

Ann: Rectangles have ... sides and four ….

Paul: Circles do not have ... or ….

B

Alex: What's this?

Peter: ... … a box.

Alex: What's the shape of the box? Is it circular?

Peter: No, ... is ... .It is .…

Alex: What's that?

Peter: ... … a wheel.

Alex: The wheel is …, isn't it?

Peter: Certainly.

Activity

I. Draw different shapes and ask your groupmate to name them and describe them.

II. Use the expressions of agreement and disagreement and describe these objects in pairs.

Begin like this: – This is a triangle, isn't it? – Absolutely right. – It has three angles and two sides. – No, you are wrong. It has three angles and three sides. ‑ …

a triangle	a rectangle		a square		a circle
a box		a wheel		a screen

Writing

I. Link the sentences using appropriate linking words such as and, but.

1. a) Squares have four sides. b) Rectangles have four sides.

2. a) Squares have four equal sides. b) Rectangles have two equal sides.

3. a) Triangles have three angles. b) Rectangles have four angles.

II. Describe shapes of different objects in your classroom. Section b. Measurements Lead-in

I. Discuss the following questions:

a) Is an engineering project possible without knowledge of measurements?

b) Are you familiar with any units of measurement? If so, name them.

II. Learn how to speak about dimensions of different objects and shapes.

A

‑ How wide is the box?

‑ It's 2 centimetres wide.

‑ How long is it?

‑ It's 3 centimetres long.

‑ By the way, how high is it?

‑ It's 2 centimetres high.

‑ And what is the volume of this box?

‑ It's 12 cm³ (cubic centimetres).

B

‑ What's the width of the room?

‑ The width is 3 metres.

‑ And what's the length of the room?

‑ The length is 7 metres.

‑ So, what is the square of the room?

‑ Well, it is 21 m² (square metres).

III. Complete the dialogues.

1. – How … is the book? – It's … wide.

2. – What's the … of the block? – The length is … .

3. – How long is the ruler? – … .

Language Practice

I. Complete this following the example.

Example: length – long

width – _____

height – _____

depth – _____

thickness – _____

II. Use the proper word in the following situations.

1. The distance is very long/length. The long/length of the route is 2 km.

2. The wide/width of the river is 57m. It's not very wide/width.

3. – What's the high/height of the building? – The building is rather high/height. It's about 60m.

4. – Is this lake deep/depth? – No, it isn't. The deep/depth of this lake is only 6m.

5. It's a very thick/thickness wall. Its thick/thickness is 46 cm.

III. Study this table.

Write it like this: 4,653 4.653 1.01 0.57

Say it like this: four thousand, six hundred and fifty-three four point six five three one point oh one or one point zero one point five seven

IV. Write down and read the following numbers.

17.04 5015 3.14 19.316 95,012 60.015

2402.7 340.18 72.023 7.2023 0.72023 0.072023

V. Play Bingo. Look at the numbers given below. Write down any five of the numbers. Listen to the teacher calling out the numbers in random order. If you hear one of your numbers, cross it out. The first student to cross out all five of his numbers calls out "Bingo" and reads out the numbers to prove his claim.

7; 13; 2.5; 100; 99; 1000; 107; 5.5; 5; 88; 87; 12; 41; 55; 0.5; 1,356; 1,007; 112; 1021; 48; 84; 119; 9.9; 73; 8.8; 1,119; 18.18; 1.356; 3.14

VI. Complete according to the table.

long - longer - (the) longest

short – ... – (the) shortest

thick – thicker – ...

thin – ... – (the) thinnest

narrow – … – (the) narrowest

wide – … – …

large – ... – ...

small – … – …

high – … – …

low – … – …

VII. Compare the objects.

Example: The nail is 6 cm long but the screw is only 3 cm long. The nail is longer than the screw. or The screw is shorter than the nail.

1. The wall is 6 cm long but the wire is only 4 cm long.

2. The frame is 2 m high but the glass is only 1 m high.

3. The сar is 2 m wide but the truck is 4 m wide.

4. The lorry is 4 m high but the bridge is only 3 m high.

5. The instrument is 30 cm long but the box is only 20 cm long.