Oxford English For Careers: Technology 1 Teacher's Resource Book

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I

Introductionp,4

teachingnotes'tips,andadditionalactivities BackgÍound, andsocietY P.6 1 Technology

9 H i g hl i v i n gs: k y s c r a P e r Ps . 3 8

2 S t u d y i n g t e c h n o l o gPY. 1 o

10 MedicaItechno IogY P-42

3 Design p.t4

1 1 P e r s o n a l e n t e r t a i n m e Pn .t4 6

in sPort P.18 4 Technology technologY P.22 5 Appropriate

L 2 I n f o r m a t i otne c h n o l o g YP . s o

6 C r i m e - f i g h t i nagn ds e c u r i t yp . 2 6

L4 Careersin technologYP.s9

7 M a n u f a c t u r i n gP . 3 0

1 5 T h ef u t u r eo f t e c h n o l o g YP . 6 2

1 3 T e l e c o m m u n i c a t i o nP s. s s

8 Transport p.34

activities Grammartestsandcommunication activities ?'66 for communication Instructions t Y. 7 a l TechnologyandsocieP

9 H i g hl i v i n gs: k y s c r a P e r Ps . 8 6

2 StudyingtechnologY P.72

10 M e d i c atl e c h n o l o g YP . 8 8

3 Design p.74

1 1 P e r s o n aeln t e r t a i n m e n tP . 9 o

4 Technologyin sPort P.76

technologY P.e2 L2 Information

5 A p p r o p r i a t e t e c h n o l o gPY: 8 a nd security p.80 6 Crime-fighting

un i c a t i o sn P . 9 4 13 Telecomm L4 C a r e e r isn t e c h n o l o g YP s 6

7 Ma n ufacturing P.82 8 Transportp.84

1 5 Thefutureof technologYP.e8

GrammartestskeYP.roo

4lntroduction

Technologyis aimed at preparing studentswho intend to get a job in technology.ltpresentsthem with English from a wide variety of technologicalfields and situations, developstheir communicationskills,and providesthem wlth backgroundin major technologicalconcepts.

Switchon This is designed as a warm-up activity to the unit. It usually consists of a number of pictures,and often introduceskey vocabularyor concepts.Itshould be used to get studentsto focus on the topic.

It'smy job Theseoccurregularly,either as a readingor listening exercise.They are all basedon authenticinterviewsand sourcesand are designedto be of interestto the students as they stand with only minimal tasks.Studentswill read about a variety of young people in different technology environmentsand gain insight into the skills required. General focus questions for It'smy job are:Whatdo you think his / herjob involves?What ski1lsand experiencedoes he / she need?Wouldyou like to do it? As an ongoing project,encouragethe classto build up a portfolio of other lt's my job features.For example,if students know someone who works in technology,they can write their own /t,smy job article or intervíew,with photos.

Customer CaÍe Increasinglyin technology,it is not enough to have technical skills,qualifications,and knowledge of the field. The ability to write clearly and present ideas in speechis also important. A high proportion of communication will be with fellow specialists,but there will be times when studentswill have to communicate about technical matterswith non-specialistssuch as clients,visitors,and customers.This can be much more demanding.The Customercare feature gives students practicein this important'softskill'.

stimulate discussion,and often involves ranking exercises or evaluating the practicality of a variety of solutions to a particular problem.

Topmargin This top part of the page containsfacts,statistics,and quotes.Theseare optionalextrasand can be used to add variety and interest to your lessons,or provide additional ,fastfÍnishers'.Ways materialfor strong students who are of exploitation inciude asking whether your students are surprisedby the facts and statistics,or whether they agree,disagree,or can identify with the quotes. It also containsGadgetbox:interesting,often quirky, technologicalinnovationsrelatedto the unit topic.Each Gadget boxhas an associatedquestion,and ailows you to take time out from the flow of the lesson in order to promotea more open-endeddiscussion. There are also definitions for difficult words or phrases which are important to understand a text which appears on the same page (Wordsor phrasesin the text are highlightedinbold.)

Vocabulary Studentsmeet a large amount of vocabulary during the coulse.it is ímportantto encouragegood learning skills from the start,for example: organizing vocabuiary into word sets and word groups ratherthan sÍmplealphabeticallÍsts understanding the context of vocabulary and whether it is a key word neededfor productionor for comprehension checkingand learningthe pronunciationof a word o r phr ase.

Languagespot This focuseson the grammar that is generatedby the topic of the unit and concentrateson its practical application.

Problem-solving

If your studentsneed revisionafter completingthe Languagespot,directthem to the Grammar reference, whÍchprovides a handy check.

This encouragesstudentsto work togetherto solvea problem - a key skill in technology.It is designedto

Thereis also one photocopiableGrammar testfor each unit in this Teacher'sResourceBook.

I n t r o d u c t i o n5

Listening, Reading, Speaking I Paitwork,Writing Theseactivities give realistic and communicative practice of languageskills neededÍntechnoIogy. In the listening activities students are exposedto situationsrelatedto technology,including dialogues, technicalexplanations,and interviews.They also hear a varietyof English accents,both native-speakerand nonnativespeaker. In the readingsectionsstudentsmeet a varÍetyof technology-based texts (seeReadingbank). In the speakingand pairwork sections,try to ensureuse of English during activities,particularly those involving somediscussion.Encouragethis by teachingor revising any functionai language studentsmay need.There is also onephotocopiableCommunicationactivityforeachunit in this Teacher'sResourceBook. Writing practicein the units is designedas consolidationand extensionof the topic with structured, meaningful writing tasks.

Pronunciation This practisesaspectsof pronunciation which are of maximum importance for intelligibility. Youcan repeatthe recordingsin the Pronunciationas often as you like until you and your studentsfeel confidentthey have mastereda particularsound or feature.

Project/ Webquest Theseencouragestudentsto take an active role in the learningprocess,both in terms of their Englishlanguage work and the subjectof technology itself.

appearslnthe Glossary.Youshould certainlycheck including the stress,of words students'pronunciation, likely to be used orally. This section also provides students with the opportunity to look back through the unit and note anything about how English is used in technology that is new to them. In addition to encouraging studentsto build their own personal vocabulary,this activity encouragesthem to reflect.

Readingbank This is inthe middle of the book and givesspecificskills practÍcein reading.The ability to read and understand texts in English has never been more important in technology than it is today with the amount of written information available on the Internet,the majority of which is in English.The readingtexts are accompaniedby pre-readingtasks and comprehensionquestions.They can be used throughoutthe couÍSe, elther in class,or as selfstudy or homework. There is also an Answer key in the Student'sBookto encouragestudentsto checktheir work.

Pairworkactivities This sectÍoncontainsone oI moIe parts of the information gap activitiesfrom the main units (seeSpeaking/ Pairwork).

Grammar ÍefeÍence This can be used togetherwith the Languagespot,as a handy check or revisÍon.It shows the form of a particular grammar point,briefly explains its use,and provides example sentencesas well as indicating likeiy student CTIOIS.

Projectscan be set as homework assignments,but it is worth spendingtime in classpreparingstudentsfor the task.In Webquestsstudentsare usually requiredto use searchenginessuch as www.google.comtofind information,as well as websites dedicatedto technologicalissues.Help can alsobe given by brainstormingsome standardplaceswhere they can gatherinformation.

This is a completetranscriptof all the recordings.Direct studentsto Ítfor checking anSweISafter they have completedaListeningtask,or allow weaker studentsto read it as they listen to a particularrecording,perhapsfor a final time.

Checklist

Glossary

This ailows studentsto check their own progress.You may want to get studentsto gradeor assesshow weil they can performeach of the'Can do' statements,e.g.'easily','with difficulty',or'not at all'.They can also test each other ln 'Can pairs,by giving examplesfrom the unit of each of the do'st at e me n t s .

Thísis an alphabeticallist of al] the Key words.Each word is followed by the pronunciation in phonetic script,the part of speech,and a definition in English.

Keywords Theseare the main items of technology vocabulary introducedin the unlt. A definitlon of each of these words

Listeningscripts

The sectlonbegins with a phonetic chart,with an example word from technology to illustrate each of the sounds.

6 U n i t1

Background The purpose of technology is to produce applications which improve our material environment.The people who design,test,and make these applications are called technicians,technologists,and engineers.They work in areas such as civil, mechanical,electrical,electronic,and marine engineering,and in newer fields such as information technology (lT).They use scientific knowiedge and technological experiencein their work. They often adapt older existingtechnology(e.g.radio waves)to createnew applications(e.g.mobile phones). Technologyis all around us and affectsevery aspectof our lives.Here are some examples: transport - road,sea,and air travel;space exploration telecommunications - moblle phones,fibre-optics, internet,satellites trade - credit and debit cards,bank ATM machines, (BzB)internettrade Business-to-business work efficiency washing machine s,mÍcrowaveovens, computer software poweÍ_ heatlng,lighting, air conditioning personal entertainment - DVDs,iPods,digital TVs, digital cameras

health - lasers in eye surgery,medicines safety and security - ABS brakes,air bags,sensors, smoke detectors food - food processing,agriculture information management - computer databases, searchengines,businesssoftware infrastructure - roads,buildings, sewerage,waste dÍsposal, water supply manufacturing - roboticsin mass production (manufacturingan item in very iarge numbers) Becausetechnology is so important in society, technicians,technologists,and engineers always have to think about values,that is,whether something is good or bad.Unfortunately,some technology has both positive and negative effectson society'Using míneralssuch as oil, coal,iron, and uranium improves our standard of living, but can aiso pollute the air,water,and ground.The same rocketsthat allow spaceexploration can carry nuclear weapons.Road vehicles and planes allow fast travel but also cause accidentaldeaths and createglobal warming. The challengefor technologyis how to increasethe positive effectson society but reduceor eliminate the negative effects.

Switchon Encouragea short dlscussionabout each picture,and how the technology affectsour lives.

x Tip effectvalfect T h e s es e n t e n c e m s e a nt h e S á f f i e : 'l What is the effectof technologyon society? 2 How doestechnologyaffectsocietyT Here,effect is a noun andaffectisthe r e l a t e dv e r b .

Referstudents again to Picture A, the rocket.Ask:Does this have a mainly positive or negativeeffecton our lives?Encouragea short discussion,and get studentsto considerboth sides,see example -Positive effect:space exploration,negativeeffect:nuclear missiles.Thenget studentsto do the matching exercise. O.r Picture B C D E F

Positive 1t 5 + n

I

12

Negative 6 10 2 7 9

Encouragestrongerstudentsto producefuller answers.For example:

T e c h n o l o g ya n d s o c i e t y 7

O'r ltem 1 rocket

Positive effects s p a c ee x p l o r a t i o n satelliteslaunchedfo r w eatherfo r ecasting, glo baI po sitio ning,etc. nucleardeter r ent

Negative effects n u c l e aw r e a p o n sa, r m s r ace,po llutio nin spa ce, hugeex penditurfor e littler esult

x Tip lnternetv Íntranet l n t e r n e t a- w o r l d - w i d e c o m p u t e rn e t w o r k . i n t r a n e t a- c o m p u t e rn e t w o r ki n a s i n g l e o r g ani z a t i o n .

x Tip Plasticmoney Credit cardsanddebitcardsareoftencalled 'plastic' in everyday English.

x Tip S pe l l i ngr u l e s Rule Shortadjectives Add-er

Listening Technologyand work discussthe meaning of the foIlowing terms with fi BeforelÍstenÍng, students:Internetandí'ntranet(seeIIp).Show a creditor debit card to elicit creditcard and debit card (seeTíp). PIaythe whole recordingthrough once and ask students to match the peopleto the jobs. O.rtb

Simple

Comparative

nr riat

ntrialor

Shortadjectives endingin e Add -r wide wider Shortadjectives endingin vowel+consonant Doublefinal thin thinner l e t t e ar n da d d- e r S h o r ta d j e c t i v eesn d i n gi n y Changefinal-y heavy t o - i a n da d d- e r

heavier

good,bad,far C h a n g et h e w o r d g o o d better ( i r r e gluar ) Longadjectives Usemore expensive more expensive

2d

3a

4c

2 (l feU studentsto listen again and decide if the speakerthinks the technology is positive,or negative,or both. O'r Speaker I Vera 2 Christine 3 Cupta 4 A nto n

Positive /,/

Negative

,/

(J llay the recordingof just the shop owner again,and put students in pairs to write down what he says.Then let them check their answers with the IÍstening scriptin the Student,sBook onp.I24.

Languagespot with adjectivesand adverbs Comparisons

Aturbofanis a jet engine A Newtonis a u n it of fo rce

Check students understand the differencebetween adjectivesand adverbs. Ask them to make simple sentencesusing/ast, early,high,andlate as both adverbsand adjectives.For example:7hÍsis afasttrain (adjectíve),andThe traíngoesveryfast (adverb).

x Tip

Beforedoing the exercise,ask studentsto say which adjectiveswill change their spellingaccordingtotherules inTip table (Iarge,big,heavy).

x Tip

N u m b e r sa n d u n i t s 397,246.05k9 is saidas: threehundredand ninety-seven thousand two hundredandforty-sixpoint ohfive kilograms P o i n to u t : t h e c o mm a i s n o t s p o k e n t h ed e c i m a p l o i n ti s s a i da s p o i n t t h e n u m b e r sa f t e rt h e p o i n ta r eg i v e na s s e p a r a t de i g i t s 0 a f t e rt h e p o i n tc a nb es a i da s o h o r a sz e r o a l t h o u g hk g i s w r i t t e na s s i n g u l a ri t, i s s p o k e na s p l u r a l

O'r2faster 3 larger 4 bigger 5 lessheavy

6smaller 7 cheaper 8 lo w er 9 better

10 mo r eso phisticated 11 moreefficiently

2 Check studentsunderstand the information in the table.Then get students to make some sentencesorally comparing the two planes using comparatÍveadjectives.Finally,set the exercise. Or

t longer 2 sho r ter

3 heavier 4 faster

5 far ther/ fur ther 6 higher

7 mo r ep owerful 8 more recently

8 U n i t1

El Additionalactivity

3 If necessarydo this orally first,then get students to write their sentences.

(weakerstudents) Put weaker students into two groups. Studentstake it in turns to read out the raw data.(Thisis a useful checkthat they can'transiate'the written numbers and unit abbreviationsinto words.)If a studentreadsit correctly,he / she gets one point. If the oppositegroup think the student has made a mistake,and correct it, they get two points.

Reading Branchesof technology First checkthat studentsunderstand the following words in the news stories(seeTrp). O'rta

El Additionalactivity (strongerstudents) Encouragestudentsto produceadditional sentencesusrnga wider rangeof structures,for example: TheBoeinghas a smallercapacitythan theAírbus. TheAirbus has the same numberof e n g i n e sa s t h eB o e í n g . TheAirbus is slightlyslowerthan the Boeing.

x Tip textmessage- writtenwordssentvia m o b i l ep h o n e( a l s oc a l l e d5 M S ) microwave- a high-frequency e l e c t r o m a g n e tw i ca v e ,u s e di n microwaveovens h a c k -g a i ni l l e g aal c c e s tso a c o m p u t e r Apple- the name of a computercompany

x Tip S e n sor s

Z g

3b

4c

5f

6d

7h

8e

Vocabulary Recording new words Thesetasks introduce studentsto two useful ways of learning and remembering key technícalvocabuiar}:Word sets and word cards. Encouragestudentsto keep a recordof new technical vocabulary in special notebooksand on word cards.

t

Ask studentsto producethe word sets in pairs.

2

Ask studentsto produceword cards individually,with a good dictionary.lf possibie,use this as an opportunityto encourageuse of an English-English dictionarv.

Gadget box oT

|nco r r Í do rnear s bedr o o ms

When studentshave completedProject:classsurveyask them if they were surprisedthat the smoke detectorwas top of the UK surveylist.Ask them whytheythink it was top (possibieanswer:Itsavesalot of livesand Isfound in many homes.)

i o n i z a t i o n :g i v i n g a n a t o m a n elprtrir

Pronunciation

rF'traa

o p t i c a l :u s i n g l i g h t w a v e s r 1 p fp r f í r l \ - < e n < p í r l \

Word stress

detector(n)=sensor(n)

El Additionalactivity (strongerstudents) Put studentsinto groups to producea large-scalesimple diagram of either i) the opticaldetectorsmoke alarm,or 2)the ionization detectorsmoke alarm. This can be preparedas homework. They can then presentthelr diagram to the class and give a short oral explanation of how it works.

6) Cet studentsto listen to the words and mark the stressedsyllables. Tellthem to noticecaseswhere the stresschangesaccordingto the part of speech.For example,rnmachineandmachiryerythere is no change,but in feglnical andtechnjcianthe stressedsyllablechanges. ol

t 2 3 4

machíne machinery mechanics mechanic

5 6 7 8

mechanical technical technician techno lo gy

9 electr o n l0 electr o nics '11 eleltr ical l2 electrician

Vocabulary Word groups This exerciseintroducesstudentsto another way of learning and remembering key technical vocabulary.

II

T e c h n o l o gayn d s o c i e t y

O* Subjects mechanics e lectr o nics t echno lo gy

P eo pleandj o bs mechanic t e c h n i c i an e l e c t r i c i an

Things mechanism electr o n electr icity

Adjectives mechanical electr o nic techn icaI electr ic Ia

PairwoÍk Beforedividing students into pairs for this task,briefly discuss the headings in the left-hand column of the table and check their understanding.Payload means paid cargo. Geostationarysatellltesorbit the Earth at the speed of the Earth'srotation(andso appearstationaryfrom Earth).Thereis more information about satellitesand orbit in Unit 13.p.96.

x Tip Some innovations ABS (AntilockBraking System)- prevents a v e h i c l ef r o m s k i d d i n gw h e n y o u b r a k e . a i r b a g - t h i s i n f l a t e sw h e n a c a r c r a s h e s , a n d p r o t e c t st h e d r i v e r . D N Á _ t h e m a t e r i a Ii n s i d ec e | | st h a t c a r r i e s g e n e t i ci n f o r m a t l o n . l a s e r - a n a r r o w ,i n t e n s e b e a m o f l i g h t w h i c h i s p o w e r f u l e n o u g ht o c u t t h i n g s .

Proiect:classsuÍvey Put students into small groups.Ask studentsto order the items individually first,and then discusswith their group and agreea final order (see Webquestkey).Ask gloups Ífthey WeIesurprisedby the UK survey findings. Discussthe innovationsbrieflV,and checkthat studentsunderstandal1the terms (seeTrp).

2 Tell studentsthey can chooseSomeÍnnovationsfrom the list in I or choose different ones.Get each group to decide on four or five innovations,then have a classdiscussionto decidethe top ten.

Webquest Setthis task as homework.Ask studentsto do their own research,and then comparetheir answerswith their group in the next class. O E ( N o t ea: n u m b e ro f a n s w e r sa r ep o s s i b l eb e c a u s es o m ei n n o v a t i o nhsa v e differ entstagesin theirdevelo pment.) lnno vatio n Year Or der 1969 I Smo kedetecto r 1946 M o b i l ep h o n e 2 Microwaveoven 1945/46/48 4 1987 Digitalcamera 1985 D NA testing 5 .l970s Lasereyesur ger y 6 A i rb a g s ear ly197Os 'r9sr C r e d i tc a r d s 8 L o n g - l i f e , l o w - e n e r g y l i g h t b u l b s9 unknown l a t e1 9 8 0 s A B Sb r a k e s 10

E Additionalactivity (strongerstudents) Ask studentsto think of ways of grouping someof the Key wordswith relatedwords Forexample:affect (v)with effect(n); downloadwith its oppositeupload; exploration(n)with explore(v); innovation(n)with innovate(v); (n) pollution(n)with pollute(v);take-off with takeoÍÍ$)and its oppositeland (v)'

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

l O U n i t2

Background What is the differencebetween a technician, a technoiogist,and an engineer?The main differenceis in Ievelof education andtraining. Engineershave the most advancedtraining and normally hold university degrees. In everydaycontexts,the titles technician and technologist are sometimes used interchangeably,meaning a specialist working in technology below the level of engineer.In training contexts,technologistis normally used for someone at a hlgher level (usuallytraine dfor 2-3 years)than a technician (usuallytrained for l-Zyears). You can progressfrom technician to technologist and then to engineer by following coursesat collegesand universities.Collegesoffer certificatesand diplomas (a diploma is a higher level qualification than a certificate).Universities offer degrees. As an example, in the UK system,most young people who want a careerin technology start by studying at a coliege of further education or universÍty.They would normally followthe route:HNC (Higher National Certificate)) HND (HigherNational Diploma)) B.Eng/bi: end3/ (Bachelorof Engineering degree).Some universities allow students to transfer to a degreecourse early,after completing only one year of a diploma course. It is also possible for students to leave school at sixteen and work as an apprentice with a company.The company can then releasethem from work for some time everv

week to allow them to study at a college.This is called a part-time,day-releaseor'sandwich'course. In this unit, there Ísan example of a student,Alec,who is following an HND dipioma course in civil engineering in a collegein Scotland.Civil engineerswork in the planning and constructionof airports,bridges,highways, harbours, etc.The course syllabus includes the following subjects: , Construction surveying. This teaches how to measure a site,and mark out lines and points from the plans on the ground. Constructíonmanagement. This teaches how to ensule that a building projectis compieted on time, with the correctmaterials,within budget,and safely. , Fluid mechanics. This teacheshow liquids and gases move and affect structures.This is important in constructing pipelínesand dams. Geotechnics.This teachesthe mechanical propertiesof soil and rocks.This is important in constructÍngtunnels, pipelines,and foundations. . ComplexcommunÍcations (sometimescalled simply communication,or communicationskills).This teaches how to communicate on technical matters.Working in technology you need to be able to speak and write effectivelyto clients,write clear reports,and give oral presentationsto colleagues. ,, CAD (Computer-assisted design).Surveyorsand architects use computer softwareto help them draw plans anddesigns.

Switchon t

set this first as a Scanning exercÍse. Give students a five_minutetime limit to read quickly and silently to answer the questions.Then allow them to re-readthe text more slowly if necessaryto check their answers. Or

t Twoyears 2 M anager ,techno lo gist,and indus try technicianin the co nstr uctio n 3 Yes

2 Discussthe answers with students and check that thev know what all the subiectsare. Or

t C i v i l e n g i n e e r i nmga t e r i a l s 7tT 3 M echanicsand str uctur e

4 M aths 5 Communications

S t u d y i n gt e c h n o l o g y

3 Chooseone or two pairs to give their answersto the questions.Referto What can l do next?for the answeÍto t. Discusshow engineeringcouIsesare different in their own country and ask students'opinions about this course.

Listening Thecourse I Oo this exercisebefore students listen.The exercisewill help familiarize them wíth the tímetable. O'r t 09.00 2 4.5

El Additionalactivity (stronger students) Hereare some additional questionsto ask basedon part 2 of the interview: ,' How is thecourseassessed? ", Whatprojectis he working on? ' In Complexcommunications,what is he writinghis reportabout? , How can a studenttransferfrom an HND to a BEng degree?

3 B.D avis 4 Self-study

2 f) llay part 1of the interview.If necessary,playthe recording more than once,but play the complete sectíoneach time if possible,preferably without pausing. O * t Seco ndsemestero f hisfir stvear 2 None 3 Seventeen

4 Craphicommunication Technician 5 A r chitectur al

3 Q llay part 2 of the interview' Use the same procedureas ín 2.Note that the gaps do not occur on the tape in the numbered order. Theoryof structures O'r l, 2 3,4 Complexcommunications F l u i dm e c h a n i c s 5 6,7,8 P r o j ectw o r k 4 fi) First get studentsto predict the answers to the questionswithout piaying the recordÍng.Do not check or correcttheir answers at this poÍnt. Then play part 3 of the intervieq using the same procedureas in 2. (Note: the Frrth of Forthis a long channel of the North Sea,just north of the Scottishcapital,Edinburgh.) Or

t 2 3 4

Takea degr eein Str uctur alEngineer ing BEng Fouryears Bigstr uctur es

5 Get studentsto write theÍrown timetable in English.Tell them to use the one in the Student'sBook as a model.

x Tip

Languagespot

Top margin A s ks t u d e n t tso | o o ka t t h e s t a t í s t iacn d i t t o t h e p e r c e n t a g eosf m a l e sa n d compare f e m a l eo s n t h e i rc o u r s el.f a p p r o p r i a t e , d i s c u sw s h y m e n s e e mt o b e m o r ea t t r a c t e d t o t e c h n o l o gtyh an w o m e n .

Present5implev PÍesentContinuous Elicit the answer that sentences1-4 use the PresentContinuous because they describea temporary situation.In 1,AIec is currently doing an HND, but will soon complete his course and start doing something else.In2-4, the projectswill last a limited time and then come to an end. Sentence5 usesthe PresentSimple becauseit describesa weekly routine.Sentences 6-8 have verbs of thinking and feeling (enjoy,Iike,want).

1 2 U n i t2

Beforestudentsdo this exercise,checkthat they know which tensesto use. For example,elicit that sentence1 should be Present Simple becauseit expressesa daily or weekly routine.In sentence10,point out that the PresentSÍmpleis also possible- using the PresentContinuousindicatesthe situation is temporary until a new brídgeis built.

t

Or

'1

teaches 2 start 3 i s/ ' st a k i n g 4 i s/ ' s s t u d y í n g

5 6 7 8

9 think studies 1 0 i sc a r r y i n g w ants i s/ ' s w o r k i n g d o n o t / d o n ' tl i k e

Get studentsto write down the answerto these questionsbasedon their own timetables. In pairs,get studentsto ask and answer questionsusing their own timetables.

4 Get studentsto completethe text individually,based on their own

timetables.Gap 5,afterI will get a ... , ts followedby the name of the qualification.Example:1wi/1get a diploma.

x Tip

Pronunciation

Au xi l i ar yve r bs , oes, Common auxi | ír ayv e rb si n c l ued:d o d

Strongand weak formsof auxiliaryverbs fi liaythe recordingand discussthe examples. DoesAIec likemaths?(Doesis not stressed:weak form) Yes,hedoes.(Doesis stressedhere:strongform). Is he in hísfirstyear? (Isis not stressed:weak form) Yes,he ís.(Isis stressedhere:strong form).

has, have, am, is,are, did,was, were, can,will, a n d t h e i r n e g a t i v e sd o n ' t , e t c .

Explain that when you answer a question that expectsthe answer Yesor No, we do not normaliy repeatthe full verb of the question,but usually substitute an auxiliary verb.For example QDo you lÍkeswimming? A Yes, I do.I No,l don't.The words do anddon't are auxiliary verbs.When auxiliary verbs are used in this way (answeringaYes/ No question),they are stressed - this is called tbe strongform. When the auxiliary is used in the question itself,it is not normally stressed- this is cailed the weak form.

2

In pairs,get studentsto ask and answer each other.Make surethat students use the weakform inthe questions,and the strongform in the answers.

3 Yes,it {oes. O'r t Yes,he !5. 2 No ,ther ear en1. 4 Yes,he saÜ .

El Additionalactivity (weakerstudents) Preparea set of 8-10 cards,each one with a job titIe,for example:EIectrical Engíneer, Mar ine E ngíneer,IT Technician,Me chanic, Architect,etc.ln two groups,each member of group A takes a card.Studentsfrom group B try to guessthe person'sjob by asking Yes/ No questionssuch as Do you designhouses?Checkthat the answersuse do. the strongform of auxiliaries,e.g.Yes,l

5 Yes,he hps. 6 Yes,he dqq.

7 Yes,it W_!!1. 8 Yes,he f;as

3 í,fuFirst,ask studentsto write their anSWerSnext to the questionsin l above. Then play the recordingand get studentsto underline the strong forms. (Thestrong forms are underlined in the keyto 2 above). 4 tn pairs get studentsto ask and answer the questions using information about themselves and their course.

PairwoÍk Get studentsto work in pairs,asking each other questionsand completing the timetable.Walk around and checkthat they are using the PresentSimple to ask questÍonssuch as What subjectdoeshe / she haveon Wednesdays?

S t u d y i n gt e c h n o l o g y

Problem-solving 1 Cet studentsto do this individuallvfirst.and then to discusstireir decisions with their group. O'rA8

B5

C4

D3

E1

F6

C7

H2

2 Get studentsto do thls task in small groups.Encouragestudentsto use sentences1-8 as modelsfor their explanatlons.

Webquest Cet studentsto readthe coursedescriptionas quickly as possibleand completethe table individually.

t

O* Collegeor University Course E n t r yq u a l i f i c a t i o n s Length Careerprospects

2

HornbyCollegeof Technology F o u n d a t i odne g r e ei n C o m p u t i n g- W e b techno lo gy A - l e v ebl u t o t h e rq u a l i f i c a t i o ni ns c l u d i n gw o r k e x o e r i e n cwe i l l b e c o n s i d e r e d Threeyears J o b si n m o s ts e c t o r as s w e l la s w e b d e v e l o p m e nat n, i m a t i o na,n d c o m p u t e gr a m e s

Get studentsto work in small groupsto plan the work. Each group member then searchesa different website and writes the informatÍonin a slmilar way to that in 1.

, Get studentsto rejolntheir groupsand agreeon the most interesting to coulse.They then describethe Course,and the reasonsfor their choÍce, the rest of the class.

l'I I

E Additionalactivity (stronger students) Getstudentsto write at least one other form of thesewords in tables,continuing theirword study from Unit 1: ar chitecture,co nstrttctio n, m anufa ctur ing, qualification, research,str u cture. Forexample:architecture (subject); architect(professionor person); architectural (adjective)

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

1 4 U n i t3

Background Design is at the heart of technology.This is why most technology coursesinclude design in their syilabus.Look at any manufactured product,and you will see evidence of design.lt may be beautiful,but appearanceis only one aspectof design.lt must alsofunction well.The design processis a seriesof stages,or steps.Itbeginswhen someonenoticesthat there is a need or problem in society which must be solved.Itends when a product is manufactured which meets or fulfiis that need. Theseare the stagesofthe designprocess. Identifythe problem. For example:When a certain cookingpot is heated,the handle becomestoo hot to touch. Sometimes the designer may have to invent a new product to solvethe problem.At other times he or she may modify, or change,an existing design to improve it. Write the design brief (alsocalled the design specification).This is a simple,clear statement of what is to be designed.For example:Design a handle that remains coolwhen the pot is heated. Do an investigation. The designer asks questions and finds out information to help design a good product: Who will use this productTWhat will it do7How will it Iook?What materials are available?How much will

they cost?Do they have the right propertÍes(such as durability)?How wiil the product be made? How can it be made safeT Develop alternative solutions. Here,the deslgner thinks of different ideas,writing them all down without eva]uatÍngthem at first.He or she wi]] then produce sketches,or simple drawings,of the different designs. Choose the best solution. Here,the designer choosesthe design which best solvesthe probiem.He or she also considerscost,time, available materials, manufacturability (thatis,whether it can be manufacturedusing available skills,tools,and machinery). Make a model or prototype. (a1socalied the realization stage,when a designis realizedor made into a real object).A detailed drawing is made, probably using CAD software.Then a modei or prototype (=first working version)is manufactured (or a computer simulation maybe used). Testand evaluate.The prototypeis physically testedand then evaluatedto answer these questions:Does it work? Doesit meet the designbrief?Can it be improvedin any way? Manufacture.lf the final evaluation is positlve,the company may decideto manufacture the product.

Switchon Get studentsto discussthe productsin pairs.Then get the pairs to report their ideas to the whole class.Guide discussionsfrom appearancetowards other aspectsof design such as ease of use,safety,simplÍcity,and efficiency. oÍ

Possib|eanswers - almo stanyo ne- lightness, A headpho nes co mfo r t - safety, B co r dlesselectr icdr ill- D I Yenthusiast,tr adesper so go od n i n s u l a t i o ne ,a s yt o h o l da n dc o n t r o l - w alkerskier - lightness, , w ater pr o o co f, mfort C r ucksack / backpack D spo r tsdr inksbo ttle spo r tspeo ple- easyto car r y,easyto dr inkfrom ho ldand use,effec tiv e E can o pener -anyo ne-shape,co mfo r tableto F s t e e r i n g w h e e- cl a r d r i v e r - s h a p ea l l o w s y o ut o s e ed i a l s

Listening Thedesignprocess fi Beforelistening,discuss an item from Switchon.Ask students how they would design it and what stagesthey would follow.Ask them to predict some of the answersto the exercise.

Design15

* Tip Toexplainthe differencebetweentesting andevaluating,remind them of their e x p e r i e n ac es s t u d e n t sF.i r s t h e ya r e t e s t e d i na ne x a ma n dt h e nt h e ya r ee v a l u a t e d w h e nt h e ya r eg i v e na g r a d e .

Then set the listening and check their answers.After the task, check their understanding of the key desÍgnvocabulary.Referto the Backgroundfor the meanÍngsof designbrief (orspecification),andthe meaning of realí'zation(=making somethingrealby producing a prototype or model). O.r Stagel e-/ startwitha brief-a descriptionoftheprobleml'm goingto solve.lnthis case it'sto designa backpackforcross-country skiers. Stage2 c-Then I do someresearchabaut crass-country skiers,thethings they needto carryand the weighttheyfind comfortable.lalso think about the best choiceof material- waterproof,hard-weoring,easy to work with. Stage4 a - I ... choosewhat I thinkis the bestsolution. Stage 5 d - I transfermy sketchto a computer to make o proper drawing with all the dimensionsin place.ThenI ask a companyto make up some prototypes. Stage7 b - FinallyI comparethe productwith the brief.Doesit meet all the requirements? Can I make it any better? 2 Get studentsto discussthe questionsin pairs,and reportback to the class. Discusstheir answers. O'raZ

b6

cl

d7

* Tip

Languagespot

expectinga Yes/ No answer Questions usually havea risingintonation. Q u e s t i o nesx p e c tni g i n f o r m a t i o n( w h questions) usuallyhaveafallinqintonation

Questiontypes

eZ

f 4

g3

h5

i7

Get studentsto iook again at the questionstnListeninq.Ask: Which ones expectthe answer Yesor No? (b,f,i).Ask students what they notice about their structure (theyall have the structureauxiliary verb + subject).Get studentsto brainstorm other auxiliary verbs and write them all on the board: is,can,does,will,are, etc.Get them to ask Yes/ No questions about the rucksack,the power drill, etc. Now get studentsto look at the remaining questionsinListening. Askthem what kind of answer these questions expect (information,notjust Yes/ No). Poíntout that the l4lh-questionword comeSat the beginning, even where it is the objectof the sentence.

E Additionalactivity

(alllevels) After studentshave done exercise l get themto do a few in pairs as question and answer,using short forms as in Unit 2,e.g. 1A Isit safe?B Yes,it Ís. Afterstudentshave done exercise2 get themto do a few in pairs as question and answer,using shortforms in the answer, e.g.1AWheredoesshe work? B In London.

1 Ask studentswhich sentencesalready have an auxiliary verb in them (1,3,5, 7,9).Ask them what they will do in the case of sentence 2,with no auxillary - they have to provide an appropriate auxiliary.It works) Does it work? Do thÍsexerciseorally and check that they use a risÍngintonation. O'r t 2 3 4 5 6 7 8 9 10

ls it safe? D o esit w o r kw ell? C a ny o u m o u l ds o m ep l a s t i c es a s i l y ? D i ds h em a k ea m o d e l ? H as he designeda lo t o f pr o ducts? D o yo udesignspo r tsequipment? A r et h e m a t e r i a las v a i l a b l e ? D id he builda pr o to typeT Havethey d rawn a lot of sketches? D o esshethink nylo nis the bestcho iceT

1 6 U n i t3

El Additionalactivity

(all levels) Play a version of twenty questions.In two teams,a student from Team A has to think of a gadget or piece of equipment (from this or earlier units).Studentsfrom Team B can only ask Yes/iVo questions.They are not allowed to ask what the item is directly.Check they use the correctforms and a rising rntonation.

2 After studentshave completedthe questions,get them to say them aloud. Check they use a falling intonation. Or

t 7 3 4 5

. . . d o e ss h ew o r k ? . . .d i ds h em o v et h e r e ? . . .d o e ss h ed e s i g n ? . . . d o y o uw o r kw i t h ? . . .d o y o uu s e ?

6 . .. d o y o u u s ep l a s t i c ? 7 . . . m u c hd o e si t w e i g h ? 8 . . . m u c hd o e si t c o s t ? 9 . . . m a n yf u n c t i o n sd o e si t h a v e ? 1 0 . . .c a nl b u y i t ?

x Tip

CustomeÍCaÍe

Top margin P o i n to u t t h e q u o t a t i o nf r o m S h a wa t t h e t o p o f p . 1 9A. s k s t u d e n t sw h a t t h e yt h i n ki s t h e m o s t i m p o r t a n tq u a l i t yo f a d e s i g n e r . (Possible á flSWeÍS: imag i nation, creativity, m u s tb e a d r e a m e r . ) T h eans kt h e m w h y t h e y t h i n kt h e d e s i g nb r i e fi s s o i m p o r t a n t . ( P o s s í b áI ef i S W C tÍo: m a k es u r et h a t t h e dreamsare realisticand reallysolvethe problem.)

language Usingnon-specialist

x Tip -to manufacturein very moss-produce l a r g eq u a n t i t i e s d u r a b l e- a b l et o l a s ta l o n gt i m e

Discuss this with the class.Non-specialistswould probably not know the meaning of such terms as TFTXGA,1024by 768pixels,and high-resolution.

2 Discussthis and get studentsto explain why this explanationis clearer

to non-specialists(technicaltermsare explainedand recommendations given). Get studentsto chooseone of the topics,or a topic in their own field.Check that they are trying to c1arifythe specÍalistterms.

It'smyjob Remind studentsof the designbrief from Listening. Explain that the items in the left-hand column in this exerciseform the design brief for the new gardenchair.Checkthat they understandthe terms.Then get them to do the exercise. Or2

E Additionalactivity (weakerstudents) Get studentsto make short sentences using the modals shouldor rnust.For example:Thechairshouldbelíghtweight, but it must be strona.

c

3 a

4g

5b

6h

'74 IU

8f

2 Beforestudentsreadthe text,revisethe stagesof the design process.Then ask them what they think Kenneth'sfirst action would be as part of the ínvestÍgatron stage.What would he do during the realizationstage?Next get them to readthe text and comparetheir suggestionswith Kenneth's actions.Finally,set the exercise. Ortdurable

2rival

3support 4sketches 5mould

6 prototype

Get studentsto make a list of questions,and check that they have produced a mixture of Yes/iVo and information question types.Check also that their questions relateto some information in the text.

4 Get studentsto ask and answer in pairs,with one student taking Kenneth's part and answering with correctinformatÍonfrom the text.

Gadget box Ask studentswhat is surprising about this information (theproduct has largesales,eventhough it was designed'for fun').Differentideas are possible for why it is successful(ítlooksgood,it is unusual,and it is easy to use).

Design17

Listening Workingwith design Get studentsto do this exercÍseindividually,using the G/ossarytocheck their answers.

2 ft ltay each of partsA, B,and C to the classand get themto note downthe answers to the questions.

Or

E Additionalactivity

(alllevels) Ifyouhavea number of CD players,divide theclassinto groupsand give each group a piayer.Strongerstudentsanswer all questions. Weakergroups or individuals answeronly selectedquestionsfrom one ortwoparts.A studentfrom each group reportsbackthe answersto the class. Finally,play all parts to the whole class andcheckfor understanding,pausing wherenecessaryto discussthe correct answers.

n I 2 3 B 4 5 6 C 7 8 9

P r o ductsfo r ho meuse,especially in the kitchen Thefunctio no f the o bj ectand ho w peo plew ill use it S k e t c h i n g t hseh a p e pr o ducts M ass-pr o duced W h a t p e o p l en e e da n dw h a t i t ' sp o s s i b l teo m a k e A sketch P r o ductdevelo per D e s i g n e rasn d m a n u f a c t u r e r s Theco stings

3 ft ftay part A again once to refreshtheir memories,and then ask students in pairs to write down what they can remember.Then get them to check their own versionswith the Iístening scripton p.125.

Ploblem-solving Ask the whole classwhat the designbrÍefis (designa chairfor use in a room intendedbothfor lecturesandfor indoorsports).Askeach group to list the advantagesand disadvantagesof each model,and decideon the best design.Get groupsto reportback their decisionsto the class. Each groupwrites the designbrief for the new chair.Then they brainstorm ideas and draw sketchesfor different possible designs.Finally,they decide on the best designand sketch,and presenttheseto the whole class.The classcan then vote on the best design.

Pairwork Checkstudentsunderstandthe task:StudentA completesthe table by asking StudentB questions.Then StudentB has to do the same by asking StudentA.

2 Studentscan do this projectin pairs as a homework assignment,either using a library or a computerterminal with internetaccess.Some basic information is given in the key below,but students may find slightly different information.

E Additionalactivity (stronger students) Getstudentsto organizethese words and relatedforms in tables,continuing their wordstudyfrom Unit I:evaluating, ínvestigating,manufacturer, m assproduce.(Possibleanswers:evaluateI evaluation/ evaluator;investigation/ ínvestígate / investigator;manuÍacture/ manufacturing ; mass-production/ massproducer.)

O ' r A lex lssigo nis('1906-1988). Bo r nin Smyr na,at that time Cr eek,but m ov ed t o t h e U K i n 1 9 2 3M. o t o rc a rd e s i g n e b r ,e s tk n o w nf o rt h e M o r r i sM i n i .l958. intr o ducedin Philippe S t a r c k( 1 9 4 9 )- .F r e n c hi n t e r i odr e s i g n e ar ,r c h i t e c at ,n d d e s i g n e r o f a w ide r angeo f co nsumerpr o ductsfr o m to o thbr ushes to co m p uters. Cio r getto Ciugiar o(1938o f Niko ncamer as, Seikowatches, ).ltaliandesigner t h e V o l k s w a g eCno l f , t h eF i a tU n oa n d P a n d a , a n m d a n yo t h e rc a r s .

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

1 8 U n i t4

Background Modern sports materials are subjectedto powerful forces. When a racket hits a ball, the impact causescompression (=sQueezing)and tension (=stretching),and may cause bending (=comPression +tension).Repeatedfriction makes clothing wear (=erode)away.A bicycle pedal may break becauseof fatigue (=weakening) if it is turned the same way repeatedly.

materials).Forfast sports,equipmentneedsa high strengthto-weight ratio (combiningstrengthwith lightness). Specialmaterials are used for making modern sports equipment and clothing: plastics - these are light and can be moulded into

Sportsmaterialsmust have properties(=characteristics)to resist (=fight against)theseforces.Equipmentmust be imp act-resistant,fatigue-resistant,and tough (=difficult to break).Clothing must be wear-resistant,fit the body tightly and be aerodynamic (=able to move smoothly). Some materials shouldbe rigid (=unbendable),othersneed to be flexible (=able to bend),or elastic (=abieto change shape and return to their original shape).Someequipment must be hard (=able to cut,but not be cut by,other

Switchon

* Tip B e f o r ey o u b e g i nt h i s u n i t ,a s ky o u r s t u d e n t st o b r i n gs o m eo f t h e i ro w n s p o r t s e q u i p m e nitn t oc l a s s . Y ocua nt h e ns p e n da few minutesbeforeSwitchon discussing t h e i t e m sa n dt h e m a t e r i a ltsh e ya r em a d e o f a sa n i n t r o d u c t i o n .

El AdditionaI activities (all levels) Studentsdescribeto the whole classthe items of sports equÍpmentor clothing they have brought in (if you have not already done this).You can ask studentsto describethe items,the materials they are made of,and their properties. (strongerstudents) Studentscan ask each other questions about the items, and explain why certain propertiesare important for the specific sporting activitiesthey are used for.

shape.Examples:polycarbonate(goggles), polyurethane (footballs),and polystyrene (insidebike helmets) fibres - materials such as lycra and Kevlar are used for sports clothing. composites-these combine fibres and plastic and have a good strength-to-weightratio.Examples:fibreglass (boats),graphite,and carbon-fibre(bicycleframes) laminates - these are formed from two or more layers of plastic or compositemetals such as titanium, and aluminium, and alloys such as chrome-molybdenum (cro-moly)combine lightness,strength,and corrosionresistance.

put students into small groups to do this task.Make sure they understand the words in the table.Explain or ask them to guess any unknown items. When they do the task,refer them to the Glossary.Whenthey have fínished the task,get someonefrom each group to give the group'sanswers.Ask stronger studentsto expiain their reasonsfor matching components with materialsand properties.

t

Or

t sho eso les 2 helmet 3 pedals,tyres

4 b r a k ec a b l e s 7 fr ame 5 w h e e lb e a r i n g s 8 s a d d l e 6 rims

It'smyiob Put studentsinto pairs to discussthÍsquestion before looking at the text, and note down their ideas individually.Then let them read the text once and checktheir notes.

2

After studentshave finished reading individualiy,they can complete the table individually or in pairs.After the task,discussthe meanings of key terms such as corrosion-resistant, strength-to-weightratio, and elasticity.

Techno lo gy in sp ort 1 9

Or

* in _ T try - how much forceyou needto yieldstrength b e n da m a t e r i a l tao p o i n tw h e r ei t c a n ' t r e t u rtno i t so r i g i n asl h a p e - how much a material elongation strength wí||bend or stretchbeforeit breaks

aluminium titanium car bo nfibr e

Advantages no t ex pensive, str o ng, go o delasticity light,str o ng good strength-to-weight r atioco , r r o sio n-r esista nt ver ylight,ver ystr o ng,easyto shape

* Tip

Languagespot

m a d eo f i s n o r m a l l u y s e dw h e no n l yo n e m a t e r i a lm i se n t i o n eadn dt h e m a t e r i a l h a s or changedin anyway. notbeenprocessed is normallyusedwhen more madefrom t h a no n em a t e r i a l ims e n t i o n e d , a n/ do r l sa v eb e e nn r o c e s s eodr t h em a t e r i a h in someway. changed

used to,usedfor, made oÍ,madefrom

* Tip of

Material steel

BrEfibre AmEfiber Fibre-glass canalsobe writteny'bregloss andfibreglass. BrEaluminiumAmEaluminum

Disadvantages neavy flex ib le ex pensiv e ex pensiv e

Briefly discussthe differencesbetween these structures.Referto the Crammar referenceon p.117. There is no differenceÍnmeaning or use between Titanium is usedto make thefront fork and Titanium is usedfor making the frontfork However,made of andmadefrom are used differently (seeftp). t

tn pairs,students discussthe mistakes in the structuresused in the sentencesand correctthem. Or

t 2 3 4 5 6

Rubberis usedfo r makingthe tyr es. T h ef r a m ei s m a d eo f t i t a n i u m . K evlaris usedto makethe r ider 'sclo thing. Becauseit is ver ystr o ng,br aidedsteelis usedto makebr akecab les. Car bo nfibr eis usedto maker acingbikefr ames. Steelis madefr o m ir o nand car bo n.

2 Studentsmake sentencesfrom the table onp.22.

ed

o .r t The r ider 'ssho r tsar e madeo f K ev|arbecauseit í sw ear -r esistant. 2 Thesho eso lesar e madeo f r ubberbecauseit pr o videsa go odg rip . 3 The helmetis madefr o m po lystyr ene and po lycar bo nate becausethey ar estr o ngand lightw eight. 4 Rubberis usedfo r the pedalsand tyr esbecauseit pr o videsa g oodg rip . 5 Braidedsteelis usedfor makingthe brakecablesbecauseit isverystrong. 6 S t e e li s u s e df o r m a k i n gt h e w h e e lb e a r i n g b s e c a u s ei t i s h a r d . 7 T h er i m sa r em a d eo f a l u m i n i u ma l l o yb e c a u s ei t i s l i g h ta n d s t r o n g . 8 Titaniumis usedto makethe fr amebecauseit is lighterand strong er than steeland highlyco r r o sio n-r esistant. 9 Thesaddleis madeo f nylo nbecauseit is lightand flex ible. 3 Tell studentsto use their own knowledge to completethe chart individually. Or

P o ssibleansw er s I a l u m i n i u m/ w o o d ( a s h ) 2 leather/ po lyur ethane 3 fibr e-glass 4 a l u m i n i u m/ g r a p h i t e/ c a r b o n - f i b r e 5 gr aphiteco mpo sites 6 f i b r e - g l a s/sa l u m i n i u m/ p l a s t i cl a m i n a t e s 7 highcar bo nsteel 8 plastic 9 s t e e /l a l u m i n i u m 1 0 a l u m i n i u ma n d p o l y e s t e r

2 0 U n i t4

Pronunciation

x Tip

Intonationfor questions

Top margin D i s c u s st h e s t a t i s t i ca b o u tt h e g o l fb al l . A s ks t u d e n t si f t h e yc a nt h i n ko f o t h e r s p o r t sw h e r en e wt e c h n o l o g yh a sh a da s i m i l a re f f e c t( g r a p h i t rea c k e t isn t e n n i s , n e w s p o k e sa n d f r a m e si n c y c l i n g ) .

f) RemÍndstudents of the differencebetween wh-questíons(expecting information) and Yes/ No questÍons(expectingonly a Yesor lVo answer). Point out that these examples arewh-questions,and draw their attention to the falling arrows that show the direction of the intonation.

2

ft loint out that these examples areYes/ attentionto the rising arrows.

jVoquestions,and drawtheir

fi Cet studentsto mark the correctarrows on the emphasized word in the questions.

oT loj lratting)Lq (fallins)p]lrisino) LOI(ralling) 4 Get studentsto work in pairs and ask questions about the table in Language spot?.Checkthat they are using the correctintonation.

*TiP

Vocabulary

Opposites tough+ brittle(=easYtobreak) hard* soÍt(=easyto cut ínto) rigid+flexible(=s^t, to bend) Similarbut different e l a s t i c= a b l et o c h a n g es h a p ea n d a b l et o r e t u r nt o i t so r i g i n a l s h a p e p l a s t i c= a b l et o c h a n g es h a p eb, u t u n a b l e t o r e t u r nt o i t so r i g i n a l s h a p e

Describingmaterials

El Additionalactivity

Beforeyou set this task,referback to the use of some of theseterms in previous exercises.Tell studentsto check their work using the Glossary. Draw their attentionto toughlt,tfI andtoughness.Point out that tn plastic andelasticthe finai sound /k/ changesto /s/when forming the nouns plasticity and elasticity. Or

2 3 4 5

plastic strength co r r o sio n-r esistant w ear -r esistance

6 I 8 9

br ittleness hard toughness flexible

(strongerstudents) Play a version of twenty questions dividing studentstnto two teams,A and B. One student from Team A says he or she is 2 Get studentsto do this individually.Encouragethem to use the Glossary thinking of a piece of sports equipment or where necessarv. clothing,without naming it. Students from Team B try to guessit by asking Yes/ 5elastic Ortflexible No questions only about property or 6 har d 2 co r r o sio n-r esistant materialsused,e.g.Isthe materíalJlexible? 7 br ittle 3 har d Doesthe materÍalstretchand returnto íts w ear -r esistant 8 4 elasticity shape?Is it madefrom rubberand orí9í'nal steel?Checkthat they are using the correctintonation.

El Additionalactivity

(weakerstudents) PIay a simpier version of the twenty questionsgame in the prevÍousactivity. LimÍtthe language to the following question types:Can you bend it? Can you break it easily?Yes,you can / No,you can't. Limit the verbs to the f ollowing: bend, stretch,break, cut,tear, burn, and other similar verbs which they know. You can limÍtthe objectsto things in the classroom(suchas window,paper)or to any everydayobjects(suchasfootball, newsp ap er,w at er b ottle).

Gadget box

In smail groups ask studentsto brainstorm as many ideas as they can to improve the gadget.When they have finished, ask one student from each groupto presenttheir ideasto the rest of the class.Get the whole classto vote on the best three improvements. o.Í Possib|eanswer A n L E Dd i s p l a yo n t h e s h o ec o u l ds h o wd i s t a n c eo r s p e e d .

T e c h n o l o gi yn s p o r t 2 1

Speaking Skateboardv snowboard Checkstudentsunderstandthe task:StudentA labelsthe diagram and completesthe table by asking Student B questions.Then Student B has to do the same by asking Student A. If one of a pair is weaker than the other, he / she shouid be Student B,who has less information to give.

Listening Exchanginginformation fi Cet studentsto listen to the conversationand then change roles and repeatthe activityrnSpeaking. fu Cet studentsto listen to the secondpart of the conversationagain and fill in the gaps. Or

t 2 3 4

madeof H o w co me o n bo thsides itcalled

5 a b o u t i,s i t 6 When 7 ar ethey

CaÍe CustomeÍ Making recommendations E Additionalactivity (alllevek) Askstudentsto think of a sport or hobby thattheyknow something about.PaÍr themwlth a'beginner'andgetthem to makerecommendations.

Explain that the phrasesin ltalics are dÍfferentways of recommending something.Get studentsto practiseshort phrases,e.g.I'dgofor a woodendeck. In pairs,tell the student making the recommendation to find out what the other student needs by asking a few questionsfirst. For example, Student A asksDo you want to skate in parks,streets,or on hills?After getting information, Student A makes Iecommendations.For example You'requite tall, soyour bestbetfor sízeis 60 mm size.You want to do hills,so I,dgofor 874.

Key woÍds Go through the list of words to checkstudents'pronunciatlonand understandlng.Referthem to the Glossaryif necessary.

Z Z U n i t5

Background Appropriate technology is technology which uses locaily available materíalsand expertiseto provide inexpensive solutions to problems in countries in the developing world, particularly in poorer rural areas.The wind pump is a typical example _ it is relativeiy sÍmpleto construct and maintain, and does not require fuel.lt contains a simple mechanism, a crankshaft,which convertsthe rotary (round and round) movement of the blades into a reciprocating (up and down) movement which, in turn, is linked to the piston of a pump. The clockwork radio is a more sophisticatedexample.lt consists of a clockwork motor which drives a small generator.This producesenough power to run the radio.The step-up gears increasethe speedof rotationof the motor. The radio is cheap to use becauseit doesnot need mains power or batteries,which can be very expensive.The ciockwork computer describedin the Gadgetbox usesthe same form of power.Its cost is kept low becausethe computeris not advertised,and it usesopen-source software,which is avaiiablefree to anyone (unlikeMicrosoft, for example,which requiresuSeÍSto payfor a licence). Portable generatorscombine an engine,usually diesel, with an electric generator.They provide power in

emergenciesor in areaswhere no mains power is available,but are often very noisy.Noise is measured in decibels (dB)- the higher the number,the noisier the machine. At home, the generatormay be used to power domestic applÍancessuch as kettles,freezers,washing machines,and air-conditioners.The amount of electricitv they use is measured in kilowatts (kW) Lighting uses much less electrÍcity. Car engines are normally four-stroke.Ina four-stroke petrol engine there is a cycle (orseries)of eventswhich is completedin four strokes(ormovements)of the piston:on the Ínductionstroke,the fuelis drawn into the cylinder,on the compressionstroke,the fuel is compressedand ignited by the spark piug,on the power stroke,the piston is driven down the cylinder by the expanding gas from the burning fuel, on the exhaust stroke,the rising piston pushes the exhaust gas out of the engine. Two-strokeenginesare used in portabledevicessuch as chainsaws.They can be used at any angle.Put simply,in the two-strokecycle,power and exhaust are combined in one stroke,compresSionand ignition Ínthe other.Thereis no requirement for inlet and outlet valves for entry of the fuel or exit of the exhaust gas.This simplifies construction and reducesthe costof two-strokeengines.However,they are noisy and producemore pollution than four-strokeengines.

Switchon Encouragestudents,working in palrs,to discussthe diagram freely for a short time, and then to answer the questions.Ask them to write down their answers briefly in note form. fi feti studentsto look at their own notes and make any changes necessary,as they listen. or

t A w í n dp u m p 2 l t p u m p sw a t e r f r o mu n d e r t h eg r o u n d . 3 Thew indtur nsthe blades.This r o tar ymo vementis co nver ted intoan up and-downmovementby a crankshaftconnectedto the pistonof a pump. 4 ln the develo ping w o r ld,fo r ex ample,in I ndiaand A fr ica 5 I n e x p e n s i vmea t e r i a l s

Appropriate technology 23

Reading

lI Additionalactivity (stronger students) Select oneortwo studentsto come out tothefrontof the class and give a brief explanationin their own words (without lookingat the readingtext) of how the radioworks.

* Tip

v

)n )n :d :n

Askstudents whatkindof energythe woundspringhas(potential energy).f he machine converts potentia Ienergyi nto electrica Ienergy.

* Tip 3V=I Volts J 0m A=3 0m i l l i A m p(s1m A = 0 . 0 0 1 Amps) Notethe smallm and the largeA.

x Tip

Theinventor 1 cet studentsto coverthe reading text (exceptfor the photograph of the inventor)and discuss anything that they already know about the inventor. They should note down any points.lf they need help,you can ask them why a clockwork radio might be useful in the developing world (becauseit doesn,tuse expensívebatteriesor electricÍty). Then get them to read the first paragraph and compare it wÍththeir notes. 2 Tell studentsto read the rest of the text individualiy and label the diagram. Encouragethem to discussthe text with their partner if necessary. Afterwards,you can have a brief discussionwÍththe whole class about how the device works. Orlc

Ot

Closed sourcesoftwareis softwareowned b yo n ec o m p a nayn ds o l dt o t h e p ub l i cf o r profit.The sourcecode(orprogram)is kept he

E Additionalactivity

:lf

(stronger students) Askoneor two studentsto explain how theythinkthe clockworkcomputer works (itusesa sÍmÍIar mechanismto the clockwork radio).

3d

4a

5b

? Get studentsto do this exerciseindividually.

Topmargin

secret.The softwaremay be too expensÍve f o rm a n yp e o p |ien d e v e I o p i ncgo u n t r í e s . )pensource softwareísproducedby groups ofcomputer specialists and givento the p u b l i c f r e e . Tshoeu r c ec o d ei s m a d ep u b l i c . Wi-finetworks allowcomputersto connect w i r e l e s s(luys i n gr a d i os i g n al s )t o t h e l n t e r n e t . T ihsiuss e f u l i na r e a so f t h e developing worldwheretheremay be no cableinfrastructu re.Wi-fi standsfor wireless fidelity.

2 e

a b c d e f

clo ckw o r kr adio sin useallo ver thew o r ld t u r n st o w i n d u p t h e s p r i n gf u l l y voltageof electricitygenerated h o w l o n gt h e r a d i ow i l l r u n w hen Baylishear dabo utthe pr o blemo f healthinfo r matio nin Africa electr ical cur r entgener ated

4 Cet studentsto do this exerciseindividually. Or

t yo u w ind up a spr ing. 2 thegearsengage. 3 it generateselectricity,

4 yo u haveto w ind í tup again' 5 y o uw a l k .

Gadget box Put studentsinto small groups of 3-5 to discuss the answers to the questions about the clockwork computer (seelrp).

Languagespot Timeclauses Referstudentsto the Grammar referencep.117for a full explanation of the languagepoints in this unit. Discussthe exampleswith the class.When shows a very closerelationship between the two actions.The second action happens very quickly,almost immediateiy,after the first (oftenbecausethe first action causesthe secondto happen).Before and after simply show the sequenceof events,but there may be a long period of time between the two events.Ásis used when two actions take place at the Sametime. I Discuss the first three items with the class.In 1 and 2,different answers are possible.When is best in 1to show that the blades have to turn before the piston moveS.Ás is best in 2 to indicate that the rotation and the pumping happen at the same tÍme.In3, after is used to show the sequencgof events. In6,when suggeststhat she becamean engineerimmediateiy after ieaving college.

2 4 U n i t5

Or

I 2 ] 4 5 6 7 8

W h e nt h e w i n dt u r n st h e p u m pb l a d e s , t hpei s t o nm o v e su p a n d d o w n . w ateris pumpedfr o m the w ell. A s the blader o tates, A fterBay|íinvented s the c|o ckw o r kr adio ,he inventedthe e|ec tricshoe. The lnter netex istedbefo r ethe W o r ldW ideW eb becamepo pular. r ns,it pr o duceselectr icity. A s the gener atotur W hen / A ftershe leftco llege, she becamean engineer . W h e n/ A s y o u a p p l yt h e b r a k e s , t hcea rs l o w sd o w n . W hen / A syo upr essthe acceler ato r ,the carspeedsup.

2 Have a brief discussionwith the class about how the two-strokeengine works.Then set the exercise.The exercisecan be done either individualiy or in pairs discussingthe best answers. Or

t Before 2 When

3As 4 Asi When

5 When 6As

7 before 8 after

Problem-solving If necessary,ask studentswhich sentencecomes first and discuss it if there is any differenceof opinion. Then let them complete the task individualiy.

oÍf 2 Get studentsto discussthe questionin pairs.

oÍd 3 Get studentsto discussthe questionin pairs. Or

Possibleanswers A n efficientw ay o f po w er inggener ato r s Futur ecar s P o w e r i n gm o v i n gm a c h i n e r iyn s p a c e

PairwoÍk Get studentsto díscussthe questionin pairs.They should be able to work out from the dlagram and their generalknowledgethat the deviceusesthe sun's rays to distiil pure water from dirty water through evaporation. Get students,in pairs,to ask each other questionsuntil they understand how the deviceworks, and can label their own diagram completely. (,t)f irst get the pairs to discuss and agreehow the device works. Then get them to listen to the recording.Ask them what new information (if any) they have learnt from the recording.

Speaking I Get studentsto do thls individually. 2 Make sure students are using the Usefu!language

A p p r o p r i a ttee c h n o l o g y2 5

Pronunciation NumbersandquantÍties fi f or each item, get two or three students individually to read out the item,then play the recording.Discussany mistakes.Get the whole class(or small groups)to repeatthe item correctly.Then move on to the next item. fi ltay allthe Ítemstogetherand get studentsto write them down. Then play the items again and allow studentsto complete their work. O'r a -273.15"C b 9 5 . 8M H z c 1'l0VAC d 2'o

x Tip P o i not u tt h a tp u m pc a n b e b o t hn o u na n d v e r bA. s kt h e mt o g i v ea n e x am p l eo f e a c h . Point out that chargeand engage(in the givenhere)can be bothtransitive contexts a n di n t r a n s i t i vEex. a m p l e s : Hceh a r g e dt h e battery(tr).Thebatteryis charging(intr). Thedriverengagedfirst gear (tr).Thegears engagedwith a loud noise(intr).

i 13.5% i 256CB

Vocabulary

BrEanti-clockwÍse AmEcounter-clockwise (weaker students) Dlvidestudentsinto groups of around four.Write out a number of instructions on stripsof paper,one instructionper strip.Make surethey are all simple practicalactionswhich students can carry out.Forexample:Move your hand in a rotarymotíonaboveyour head.Move your leftlegforwards and backwards.Also write outthe words as,before,and after,each wordon a separatestrip.Give about six instructionstrips,and one each of the as / before/ after strips to each member of the group.Eachstudentin turn chooses anotherstudent and reads out a pair of joined with one of the instructions, words.For example:Move your sequence handina rotarymotion aboveyour headas-you moveyour left legforwards and backwards. The other student has to carry outthe dual instruction.

1,048,576 1:8 16mm 0.0r

Referstudentsto the Symbolsand characterstable on p.114.

x Tip E Additionalactivity

e f g h

Describingmotion t

Beforethey look at this exercise,ask studentsif they can remember any adjectivesdescribing direction of motion from the reading texts in this unit. If they mention any words, such as clockwise,ask them to show with their hands what thev mean.Then set the exercise. Ort

F

Z E

3C

4D

5B

6A

2 Get studentsto test each other in pairs.

CustomeÍ CaÍe Explainingthe differencebetweenproducts Put studentsin pairs,StudentA and StudentB.The strongerstudentof the pair should be Student A (thePlant Hire Technician).Give them a little time to preparetheir part.StudentB will mainly prepare questions,but aiso some answersbasedon their needs.StudentA will have to preparequestionsto find out what kind of generatorthecustomerneedsbeforerecommending the best choice.When they have preparedtheir part,get them to do the role play.

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

2 6 U n i t6

Background Technologyis becoming very important in crime-fighting and security.At the same time, criminals are finding new ways to use technologyto commit crimes such as creditcard fraud (stealingmoney from other people'scredit cards)and hacking (breakinginto computer networks). The threat of terrorism has become greaterin recent years.To combat this, deviceshave been developedto protect airports and other public places,and to check identities. The pictureson p.34showthe equipment carriedby a typical police officer in the UK. This special equipment provides protection against attack,and helps the officer to carry out his or her duties.Handcuffs are used to restrain offenders (preventthem from moving).Firearms or guns are not normally carried inthe UK.Instead police are armed with non-lethal (non-deadly)weapons such as an extendable baton.This is manufactured from polycarbonatewhich can be used to producevery strong mouidings. Police may also use CS gas to incapacitate (or weaken)violent offenders.Some police forces are experimenting with Taserguns which fire a dart attached to electricalwires. Tasersdeliver a high voltage but low current shock to the offender,which causestemporary paralysis but does not causelong-term harm. Personal Identification Numbers (PIN)in combination with electronic chips inserted in credit cards (chip and PIN)have reduced card fraud.Global Positioning Systems (GPS),which can accuratelyidentify a location to within a few metres using signals from earth-orbitingsateilites,

can be used to monitor the movement of a tag fastened to an offender'sleg.This is much cheaperthan sending people to prison for certain offences. Other crime prevention measures include the use of remote sensorswhÍchcan detect oI measule changes in the environment,such as motion, shock,smoke,etc.High resolution cameras,like Flashcam,can be used to monitor an area continually.If the picture changes,the sensor (in this casea camera)triggersan alarm.The camerascan be rotated (turned)and tilted (movedupwards and downwards)by an operator,sometimes many kilometres away,using radio signals,so that a complete check of the surroundings can be made. The scienceof biometrics,the abilityto identifythe individual by some unique property such as voice or face, is behind the development of iris scannÍng(which recognizessomeone'seyes)and dynamÍcgrip recognition (which recognizesthe shapeof a gun-owner'shand).Iris scanning is used to identify frequent-flying passengers on airlines to speedup their passagethrough security controls.The USA has introduced biometric passportsto guard against identity fraud (the crime of stealing another pelson'SidentÍty). Robots are used,in security, either becausethey can perform tasks moÍecheaply or without risk to human life. They are programmed to perform an activity when they receivea signal.The signal may come from sensorsinside or outside the robot.In the case of Rotundus,the sensors (cameras,microphones,heat detectors,and smoke detectors)are all internal.

Switchon Ask studentsto attempt to name items of the police officer'sequipment from their generalknowledge. O.r torch,handcuffs,baton,radio,CSgas canister,knifevest

x Tip Low-tech(lowtechnology)refersto older, s i m p l e rt e c hn o l o g ys u c ha s t o r c h e s , h a n d c u f f sb,a t o n sg, u a r d sa, n d d o g s . Hi-tech(hightechnology)refersto newer, m o r ec o m p l e xt e c h n o l o g o y f t e nu s i n g e l e c t r o inc s .s u c ha s t a s e r s .

Listening g equipment Crime-fightin (-) elay the complete recordingonce without pausing,while students complete column A. Discuss their answers and check that they have the correctitems of equipment before doing the next exercise.

C r i m e - f i g h t i nagn d s e c u r i t y2 7

2 (nl llaythe complete text again whiie students complete cojumn B. O* n ltem handcuffs baton CS gas knife-proofvests taser r adí o no tebo o k

x Tip restrain meansto tie someoneuD (withrope,or handcuffs)so that they c a n n om t ove rncapacitate meansto makesomeone u n a b l teo d o a n y t h i n gd a n g e r o u s , f o r example b y s p r a y i n gw i t h g a so r f i r i n ga s t u ng u n . T h issh o u I dn o t k i I ol r í n j u rteh e person p e r m an e n t l y .

Languagespot Describingfunction Referto the Grammar referencep.118for a futl explanation of the language points in this unit. Discuss the examples with the class.Correct students who omit is or are in expressionssuch as handcuffsare usedto restrain s omeo neandataser is usedtostunso meo ne.The fo r m used as+noun is commonly used when the noun (expressingthe function) is slighily unexpected.For example,you expect a belt to be used,forweariltg,but sometimes it is unexpectedly used as a weapon.

El Additionalactivity (weakerstudents) In small groups of 4-6,students make a smallpile of objectson a desk in the middleof the group.They should put as manythings as they can find, such as protractors, rulers,pencil cases,etc.Trv to bringsome unusuai objectsinto class,and givea few to each group.Then get studentsto take turns to pick up any objectand ask its function (using a range of forms):What'sthisfor? What,s thisused as?What'sthis usedforl with other studentstaking turns to try to answer.

l

cet students to do this exercÍseindivÍduaiiy.Check that they have the correctanswers before doing the next exercise. OE2g

3h

4e

5f

6i

7d

8a

9 i

tOc

2 Encouragepairs to vary the language forms they use in both question and answer.

* Tip Thewords waterp roof andfoo Ip roof are normally writtenwithout hyphens,because t h e y a r es o c o m m o n l yu s e d M . ostother wordsendingin-proof canbe writtenwitn o rw i t h o u ta h y p h e n . Thereis a slightdifferencein degree Detweenwaterproofand water_resista nt, where-proof is more effectivethan _resistant. But ínmost contextsthey mean e s s e n t i a tl lhye s a m et h i n g .

B Function r estr ainso meo ne keeppeo pleat a safedistance incapacitate a vio lentper so n bo dyar mo ur givea po w er fulelectr ic sho ck co ntacteacho therand po liceheadquar t ers

Vocabulary .prooÍ,.resÍ stant, .tÍg ht t 2

Discussthe exampleswith students. Djfferent wordings are possible.Point out that some of the items are in the plural, so that studentswil have to use the plural forms, for example (in 5) aren'tdamagedby insteadof isn,tdamagedby.

O ' r t a sealw hichgascan'tpassthr o ugh 2 paintw hich isn'tdamagedby w eather 3 mater ia|s w hí char en,tdamagedby heat 4 a recordíng studiowhich ísprotectedf rom(external)sounds 5 car bo diesw hichar en'tdamagedby r ust 6 a devicew hichcan'tbe damagedbyfo o ls(i.e.is easyto use) 7 a co atw hichw atercan'tpassthr o ugheasily 8 a co ntaí ner w hí chw atercan,tpassthr o ugh

2 8 U n i t6

E Additionalactivity (all students) Ask students what rules their country has made about having their passport photograph taken.Get them to read the information at the top of the page.These rules are designedto ailow face-recognition securitydevicesto work properly.

x Tip Top margin A s k s t u d e n t si f t h e yk n o wa n yo t h e rr u l e s t h o t o sF. o re x a m p l en, o t a b o u tp a s s p o r p wearinga hat,etc.

Pairwork I Tell the pairs to discussthe titles without looking at the texts. 2 Get each studentto readtheir own text.When they have finished reading, get them to find out about the other student'sdevice by asking the questions and noting down the answers. Or

StudentA 1 D y n a m i cg r Í pr e c o g n i t i o n 2 l t s t o p sa n y o n ef i r i n ga g u nw h o i s n o tt h e o w n e ro f t h e g u n . s h i c hm e a s u r eg r i p 3 T h eh a n d l eo f t h e g u n i s f i t t e dw i t h s e n s o r w pr essur e.The pr essur eis then co mpar edw ith the o w ner 's. 4 lnNewJersey 5 Ear lyr esultssho wthat it w o r ks. StudentB I Flashcam 2 l t g i v e sw a r n i n g sa n dt a k e sp i c t u r e isn a r e a sw i t h c r i m ep r o b l e m s . 3 lt'sfittedwith a motionsensor, 4 | na r e a sw h i c hh a v ea c r í m ep r o b l e m 5 lt has had a po sitiveeffectin so mepar tso f Lo ndo n.

When they havefinished,get them to read each other'stext and checkthe information they have noted down.

4 Let studentsremain in pairs for a few minutes to discussthese questions. Then bring the classtogetherfor a short classdiscussion.

El naditionalactivity (strongerstudents) Ask strongerstudentsfrom two groups with different solutionsto hold a short debatein front ofthe class.Encourage them to give a fuller account of their decision,going through the reasonsfor accepting/ rejectingeach device,and adding some reasonsof their own.

Problem-solving In small groups,get studentsto discussthis problem and agreeon the best solution.Tell them they have to give reasonsfor their decision.Beforethey start discussing,get each group to appoint a chairpersonto lead the discussion,and a reporterwho will note down all their decisions.When they have finished,get each group to tell the rest of the classtheir decision.

Gadget box DiscussRotunduswith the whole class.Checkthat they understandthe meaning of asensor.This is a devicewhich sendsa signal when it detects changes in the environment.Ask them how an intruder can escapefrom of the device (oneanswer by running up or down staírs).Advantages Rotundusoverhuman and animai guards:it is small and canfollow intruderswithout being seenor heard;it canfollow them over all typesof or killed. surface;and it cannot be injured,bribed,drugged,poÍsoned,

C r i m e - f i g h t i nagn d s e c u r i t y2 9

x Tip Although although=in spiteof thefact that 1 Although t h e s ec a m e r a sd e t e rt h i e v e s , t h ei m a g em a y n o t b e c l e a r . 2 T h e s ec a m e r a sd e t e rt h i e v es ,a l t h o u gh t h ei m a g em a y n o t b e c l e a r . E x a m p l1ee mp h a s i z etsh e d i s a d v a n t a g e . E x a m p l2ee m p h a s i z etsh e a d v a n t a g e .

Writing and |inkingwotds ShortÍePoÍt First discussthe languagepolnts and examplesprovided.Point out the dÍfferentuses of howeverand although.HoweverÍntroduceSa whole sentencewhich contrastswith the previoussentence.Althouqh contrasts one clauseor part of a sentencewith anotherpart of the same sentence.

2 Discussthe writÍngwith the whole c]ass.TeIlthem to use the materialin Setthis as individual work.Weakerstudentscan work in Problem-solving. pairs and take responsibility for writing a shorter part of a joint report.

CustomeÍCaÍe UsinginformalIanguage Get studentsto read about the three home securitysystemsquickly and silently.Then get them to note down some advantagesand disadvantages of each system. Explain the task.Tell studentsto work in pairs,with one studenttaking the part of the salespersonand the other the part of a customer who wants to buy a home securitysystem.Beforethey begin,discussthe languagein the boxes.The top row is more formal,and the secondrow is lessformal. Practisethese phraseswith students.Then explain that the salespersonhas to use the appropriatelevel of formality or informality depending on how formal or informal the customer appearsto be.Bring a pair of stronger studentsto the front of the class and get them to perform the role-play. Treat the customer'slevel of formality / informality with tact and humour.

Key words Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.Checkthat they remember what GPS (GlobalPositioning System)and PIN (Personal IdentificationNumber) standfor.Remind them that the noun related to (electronic)tagging rs (electronic)tag.The word triggercan be a noun (the triggerof a gun)and a verb (thesensortriggersan alarm).

7 3 O U n i t7

Background Manufacturing means changing raw materials into productsusing a range of processes.For example,in bread manufacturing, you start with the raw materials:flour, water,yeast,and fat. These materials are changed into a final product:a loaf of bread wrapped in plastic foÍl.They are changed into the product by a number of processesor actions:for example mixing, cutting,putting into tins, baking, cooling,taking out of tins, spraying,slicing,and wrapping. In the past,these plocesSeSWeÍemainly done manually (by hand),but now manufacturers want to keep costslow, avoid waste, and make high-quality products as quickly as possible.Increasinglythese jobs are done automatically, using computer-controlledautomation.Food processing is an important area of automated technology.The breadmaking factory ínthis unit has more in common with a car assembly plant or with steel-makingthan a traditional bakery in the past where bread was made by hand. (Assemblymeans fixing together parts which have already been produced.)It runs f.or24hours a day and very

x Tip a processis a sequenceof actionswhich c h a n g e sm a t e r i a l os r a s s e m b l ep a r t si n t oa completedproduct finisheditem a productis a completed, w h i c hc a n b e s o l d

x Tip extrusion(n)is relatedto the verb e x t r u d ew h i c h m e a n st o p u s h( o rs q u e e z e ) a s u b s t a n c eo u t o f a c o n t a i n e r . W h e n y o u s q u e e z ea t o o t h p a s t et u b e , y o ue x t r u d e t h et o o t h p a s t e . related injection(n)is the oppositeprocess, t o t h e v e r bi n j e c tw h i c hm e a n st o p u s ha r .o c t o r sa n d s u b s t a n c ei n t oa c o n t a i n e D n u r s e si n j e c tm e d i c i n e isn t oa p a t i e n t ' s arm.

little is done by hand. The work force is small so costs are low. A lot of mass-producedfood and drink comes from factorieslike this. Every type of manufacturing has its own specialprocesses. An illustratedlist of some of the most common processesis provided in the Reading bank pp.56-58of the Student's Book.Inmetal manufacturing,impact extrusion is a processby which a sheet of metal is pushed or drawn up into shape.Aluminium cans are made in this way. Bonding is joining materials using adhesives.Welding joins metals by heating them to melting point.Plating is applying a thin layer or coat of metal to another metal to improve its appeaÍanceor to protectit from corrosion. In plastics manufacturing,injection moulding is a commonway of making plastic items such as bottle tops, caps,and CD covers.The hopper is a container or reservoir which feeds peilets (small pieces)of plastic into the barrel of the machine. The ram is like a piston.lt pushes the soft warm plastic along the barrel into the mould. The mould is usually water-cooledto allow the molten plastic to set quickly.

Switchon Ask the classwhat they think is meant by amanufacturing process.Ask them the dÍfferencebetweenaprocess and aproduct.Ask them what would be a good headÍngfor the left-hand column (Product).Getthem to wrÍte materials from the lÍstin the centre column. Discuss their answels' Discuss their answers,then get them to write processesfrom the list in the right-hand column.Discuss their answers. O'r Answersfor I and 2 Materials aluminium alloy drinkscan mountainbike steel,titanium, rubber plastic CD case

Processes extrusion colour-printing,impact cutting,bending,moulding, welding,painting,assembly injectionmoulding

It'smyiob This activÍtypreparesstudentsfor the listening activity which follows' In pairs,get studentsto answer as much as possible from their general knowledge.Each student should note down his / her own answers to the questious.

M a n u f a c t u r i n g3 1

x Tip f o p r o v ed o u g hi s t o g i v ee n o u g ht i m e t o a l l o w t h e y e a tsot f o r ms m a l l a i rb u b b l e isn t h ed o u g h . T h itsa k e sp l a c ei n t h ep r o v e r .

2 (6}ltaythe whole recordingwithout pauses and get indÍvidualsto check their own answers,noting down changes as necessary. Or

t makingand mix ingdo ugh,cuttingintolo aves,puttingintotins, wa iting for yeastto work i n prover,baking,cooli ng,ta king out of ti ns, sprayinw g i t h c h e m i c a sl ,l i c i n gw, r a p p i n g 2 M a n u f a c t u r i nEgn g i n e e r 3 a w eighto f ingr edients, b mix ing,c in pr o verd, baking,e co o lin g , f loavesmade per hour,g loavesmade per day

? Q llaythe whole recording again,and get individuals to complete the table.

)s. :^

Gr

15

'|o 't

t the ingr edients ar e mix ed,3the lo avesar e baked, 5 the lo avesar espr ayedw ith a chemical,6the lo avesar esliced, 7 the lo avesar ew r appedand sentto the super mar kets

Languagespot

S

PresentPassive Refer studentsback to the table in the prevlous exerclsewith all the stages of the breadmaking process.EIÍcÍt the form of the verb used in each box (Passiveform, PresentSimple,and / or Present Passive).Take one of the sentencesand show how it relatesto the Active form: (something)mixes the ingredients) the ingredientsare mixed.Explain that the Passiveis used in descriptionsof processesbecausethe focus of attention is on the action,not on the thing, or person doing the action.

,T

rl

Readthroughthe explanationof the PresentPassiveinthe Student'sBook,and discuss it with them. Notice that the questions where? why? andHow? are only answered where necessary.Inthe examples gÍven,the reader probably needs to know the information contained in the words in a steel mixer,to make dough,andby using suction,becauseit is not obvious from the context. I

E Addltionalactivity (weaker students) Givestudentsmore practicein use of the Passiveusing simple vocabulary.Insmall groupseach group thinks of a simple, everydayprocessthat has no more than fiveor six steps,all done by hand. Tell the groupto come up with sentences consistingof You+ verb + object.For example:To fry an egg:l You heat thepan. 2 Youpour the oil. 3 You break an egg.4 You frythe egg.5 You serve the egg.Check the group'swork. Try to get them to avoid phrasalverbs(e.9.usepour theoll instead ofput inthe oil).Whenthey have a set of sentences, tell each student individually to write the processÍnthe Passive, omitting the subjecty ou. Example: 1 The pan is heated'2 The oÍIis poured.3 An egg isbroken.4Theegg isfried.5 Theegg is served.

check students'understanding by doing item l together.Ask them why they think the Passiveform is used,and ask them why they think no information is given to the How? question (probablybecausemixing is an obviousaction). Or

t 2 3 4 5 6 7

in a steelmix er to ; makedo ugh inapr o ver in giantgaso vens u s i n gs u c t i o n to keepthem fr eshlo nger i n a h i g h - s p e esdl i c e rw; i t h g i a n ts a w b l a d e s b yt h e w r a p p i n gm a c h i n e

2 Get students to write a sentencefor each stage in the form of a simple paragraph based on the above information. Tell them to use a variety of sequencewords (first,then,next,after,etc). O ' r Thenthe do ughis cut intolo aves, put into tinsand leftin a pr o verforthe yeastto work. A fter that,thelo avesar e bakedin giantgaso vens. Nex t,thelo avesar eleftto co o l;then takeno ut o f their tinsby usingsuction. Thenthe lo avesar espr ayedw ith a chemicaltokeepthem fr eshlong er. A fter that,the lo avesar eslicedin a high-speed slicer w ithgiantsaw b lad es. F inally,the lo avesar ew r appedand sentto the super mar kets.

3 2 U n i t7

x Tip A s ks t u d e n t w s h a ts h a p et h e yt h i n kt h e h o p p e irs . l tl o o k st r i a n g u l ai rn t h e 2 - D d i a g r a mb, u t i t ' sc o n e - s h a p e d , l ai kf eu n n e l . T h ep i e c e so f r a w p l a s t i ca r ep o u r e di n t oi t , c o l l e c t etdh e r eu n t i ln e e d e da,n dt h e n p a s s e d( o r f e d ) t h r o u giht i n t ot h e b a r r e l .

xTip Top margin A s k s t u d e n t st o r e s e a r c o h t h e rp r o d u c t s a n d t h e c o mp an i e st h a t a r et h e l ar g e s t m an u f a c t ur e r so f t h e s ep r o du c t s W . hen t h e yh a v ea l i s to f f i v eo r s i x p u tt h e m i n p a i r st o q u i zt h e i rp a r t n e r s .

Writing Shortsequence 1 DÍscussthe diagramof the injectionmoulding machine wÍththe class.Get one or two strongerstudentsto explain very briefly in thelr own words how it works (without reading the exercise).Now get them to do the task individually. Or

t The ho pperis filledw ith plastic. 2e The plasticis fed intothe bar r el. 3 a The plasticis car r iedthr o ughthe bar r elbythe r o tatingscr ew. 4 d T h ep l a s t i ct r a v e l tsh r o u g ht h e b a r r e l . 5 c The plasticis meltedbythe heater s. 6 f T h e r ei s e n o u g hm e l t e dp l a s t i ci n t h e b a r r e l . li Thescr ewis pushedfo r w ar dbythe r am. 8 b T h eh o t p l a s t i ci s i n j e c t e d q u i c k l yi n t ot h e m o u l d . t h The plasticis leftto set befo r ethe pr essur eis r emo ved. 1 0 g T h em o u l di s c o o l . ll T h ef i n i s h e dm o u l d i n gi s r e m o v e d .

2 Remind students of the time word s:when,as,before,after.Get them to combine pairs of sentencesinto longer sentences. Or

d + c A s the plastictr avelsthr o ughthe bar r el,it is meltedbythe heaters. f + i W h e nt h e r ei s e n o u g hm e l t e dp l a s t i ci n t h e b a r r e lt,h e s c r e wi s pushedfo r w ar dbythe r am. g + 1 1 W h e nt h e m o u l di s c o o l , t h ef i n i s h e dm o u l d i n gi s r e m o v e d .

PairwoÍk In pairs,get studentsto study the diagram togetherand dlscusshow CDs are made. Tell A and B to look at their short texts.Working individually,A and B match their shorttexts to stageson the diagram. Tell A and B to discusstheir information with each other and agree on the correctorderfor all ofthe texts. O'rtB

2 E

3A

4D

5C

6F

Speaking Most food and drink productsthese days are manufactured on a large scale, so students can name almost any food or drink.

2 Encouragestudentsto choosethe food or drink they know most about. 3 Encouragestudentsto collaborateas much as possible,using the Useful Ianguageto make suggestions.

4 Make sure that ali students in each group have given an explanation of a processeach.

M a n u f a c t u r i n g3 3

Reading Modernmanufacturing processes In groups of three,get each student to read a differenttext,then teli the rest of the group how their processworks,its advantages,and examples of its u se. Get studentsto work indivÍduallyand complete the table for the three Or

Process Advantages Electr o fo r ming can makever yfine co mpo nents w i t hp r e c i sd eimensions w aterj et can cut ar mo stany kindo f mater iar abr asivecutting and do esn'tchangethe pr o per ties o f t h e m a t e r i a list c u t s H ydr o fo r ming few ero per atio ns to pr o duce :o mplicatedpar ts

texts.

Ex am p leof use CDs cutsarm ostany materials lo w w eig ht, highst reng thcar bo dyparts

Vocabulary Compoundnouns Point out that the first noun in a compound is never plural, e.g.bodies of cars becomescar bodies. O'r t coversof computers 2 f o r m i n gb y v a c u u m 3 pipesmadeo f pvc 4 w i n g so f p l a n e s

5 6 7 8

mix ermadeo f steel p u m pw h i c hu s e sw i n d bear ingsmadeo f steel r a d i o w h i c hu s e sc l o c k w o r k

Webquest El Additionalactivity (stronger students) Getstudentsto make a list of all the processes mentionedin this and eariier units,and make a table,showing related verbsand processnouns,likethis Verb Processnoun bond bonding extrude extrusion plate plating weld welding cool cooling

Get studentsto do this exercÍse individually,or in smal]gloups. OF

Possibleanswers I s t a m p i n gw, e l d i n g 2 í n j e c t i om n oulding 3 s t a m p i n gr,i v e t í n g a s, s e m b l y 4 v a c u u mf o r m i n g 5 ex tr usio n

Key woÍds Go through the list of words to check stud.ents'pronunciationand understanding.Referthem to the Glossaryif necessary.

3 4 U n i t8

Background

match the kind of driving required at any time. For example,when the car is moving slowly in a traffic jam it can switch to electricity,and when accelerationis required it can switch back to petrol again.Hybrid cars also have a wider range:they can travel 30%further than conventional cars onthe same amount of fuel.

Transport technoiogy is concernedwith all types of transport as weil as roads,railways,airports,and sea ports.Engineers are involved in transport at ali levels, from how to make fuels more efficient to designing longer and strongerbridges. A major chalienge for engÍneersis to design safer vehicies. Advanced SafetyVehicles use sensorsto provide information to an onboard computer on all possible dangers.The sensorscan detectobstaclesnear the car, such as other cars,pedestrians,or walls; they can detect changes in temperature,speed,acceleration,tyre pressure,and road surface.They can also sensechanges in the driver'scondition, such as eye blinking through tiredness.The sensorssend a signal to the computer, which is programmed to take certain actions.For example,if a tyre suddenly loses pressure,or the car is too closeto another vehicle,the computer sounds an alarm. The computer can take control of the car if necessary,and can cut the engine or apply the brakes. Engineers are also attempting to design cars which run on 'ecologicaily friendly'fueis, rather than petrol or diesel. Hybrid (mixed) cars combine the internal combustion engine and the electricmotor.The aim is to reducefuel consumption and exhaust emissions by switching between the two poweÍsourcesor combining the two to

xTip

Hydrogenfuel cells use the world's most common element to generateelectricity.Hydrogen stored under plessuÍeis combined with oxygen pumped from outside the car.The chemical energy generatedby this reactÍonis convertedinto electricalenergy to power electricmotors. The oniy by-productis steam.ThÍsmeans that it is an ecologicallyclean fuel, which can reduce emissions of greenhousegases.But unfortunately it has some disadvantagesat present:the fuel cells are expensiveto manufacture,energy is consumed producing pure hydrogen,and it may be dangerousto storesuch an expiosivegas in city centres. City authorities are increasingly concernedat the poor quality of air in city streetsbecauseof vehicle exhausts. LPG (liquefiedpetroleum gas)produces50%less pollution thanthe averagediesel vehicie.Biogas or methane,from human or animal waste, can be collectedand processedto fire electricity generating stations.In some countries, particularly Brazil,biofuels are producedfrom sugar cane or maize as an additiveto diesel.

Switchon

T h eb u l l e tt r a i n( o rs h i n k a s e nl)i n k s T o k y o t Cet studentsto identify the forms of transport,and have a brief discussion w i t h s o u t h e r nc i t i e st r a v e l l i n a gt s p e e d s about some of theÍrinteresting features. o v e r3 0 0 k m i h . T h eA u s t r a l i a nr o a dt r a i ni s a o o w e r f u l Gr n bullettrain D A mer icanspaceshuttleo n itscarrier t r u c kw i t h a n u m b e ro f t r a i l e r sa t t a c h e d . (A ustr aI ian) B r o ad tr aí n E so lar -po w er ed car T h es o l a r - p o w e r ecda r i s a n e x p e r i m e n t a l C helico pter F o i l t a n k e r p r o t o t y p e . lhta sa l a r g es u r f a c ea r e a , h i c ha b s o r b c o v e r e di n s o l a rp a n e l sw m a x i m u me n e r g y f r o m t h e s u n . l ti s a l s o In small groups,get studentsto brainstorm a list of other types of transport, m a d ea s l i g h ta s p o s s i b lteo m i n i m i z et h e grouped under the headings:land, sea,and air.Then briefly get each group p o w e rr e q u i r e dt o d r i v ei t . to report back to the whole class. T h es p a c es h u t t l ec a n o n l yb e t r a n s p o r t e idn t h i sw a y i n g o o dw e a t h e r O'r Possibleanswers c o n d i t i o nas n , d n e e d sa n o t h e pr l a n et o |and: bí ke, van bus,mo tcr bike, f l y a h e a dt o w a r no f c h a n g i n gw e a t h e r . sea: ho ver cr aft, mo to rbo at,

air:

sailingship airbus,airship,glider

T r a n s p o r t3 5

Reading Thecarof the future I Before studentslook at the reading text, get them to study the diagram and discussthe four questionsin pairs and note down their answers. Or

t 2 3 4

lt is much safer. AdvancedSafetyVehicle To protectthe driverand other roadusers PossibleanswerSensorto detectroadtemperaturein caseof ice

After they have read the text, get students to check their answers to the pre-readingquestions Ín1.

x Tip hybri= d m i x e d . Ah y b r i dc a r e n g i n e c o m b i n easp e t r o el n g i n ew í t hs o m eo t h e r t y p eo f e n g i n es, u c ha s e l e c t r i co r h y d r o g e n r a n g e=t h e d i s t a n c ea c a rc a nt r a v e o l na f u l lt a n ko f f u e l

Get studentsto do this exerciseindividually, and then compare their answers in pairs.

O'r

Advantages efficient,no pollution saveaboutls%of fuel, batter iesdo n'thaveto be char gedo ver night LP C car scan be co nver ted easily hydr o genfuelcell pr o videcleanpo w er

electric hybrid(petrol and electr ic)

Disadvantages heavybatteries,limited range need batteries

o nlycutsdo w n po llution a little eachcellis ver yex pensiv e

Gadget box Discussthis withthe whole classand encouragehumorous suggestÍons (attachinga soundsystemwhichplays the sound of a motorbikeengine).

It'smyiob | fi Playthe recording once and get students to note down as many answers as possible.Play the recording again and get them to complete the exercise. O'r t 2 3 4 5

Natur algas-fuelled buses lt impr o vesairquality. Cas-po w er edgener ato r s Bio -gas H i sc o m p a n yi s p l a n n i n gt o e x p o r t o o t h e rE U c o u n t r i e s .

Languagespot Predictions3wÍll,ffioy, mÍght Referto the information in the Grammar referencep.IIg.Discussthe use of wiII,may, and might Point out that the short forms won't and mightn't are not used in formal, written English. I Cet studentsto do this exerciseindividually. O'r 1 2 3 4

won't will m a y/ m i g h t w o n't

5 6 7 8

will may/might will m a y/ m i g h t

3 6 U n i t8

2 Get studentsto write five simple predictionsusing will,may,or might,ot When they have finished, get them to work in pairs and their negatíVes. discusstheir predictionsuntil they agreeon the same predictions.Then selecta few pairs and ask them to read out their predictionsto the class.

Pronunciation Correctivestress ( '] Play the example,and ask studentsto tell you which word is stressedÍn the secondstatement(are).Askthem why they think this word is stressed (becauseit expresses the disagreement).

l

2 Get studentsto correctthe statementsindividuaily Ínpreparation for the next exercise.They can simply cross out the wrong word and write the correctword in.

El Additionalactivity

(weakerstudents) in groups,each student in the group writes down two or three símple predictionsabout sport,the next Oiympics,spacetravel,inventions,or some other topic that intereststhem. Check that their sentencesare short and simple,for example:I thínkEnglandwÍIl winthe nextWorld Cup.Then get each student to say his / her predictions,and another student to disagreeand make a new prediction about the same topic. (Remindthem to stressthe new word, in italics below.)Example: A Ithink Englandwill winthe World cup. B I disagree.England won'fwin the World Cup. I think Greecewill win it.

Or

t 2 3 4 5 6 7 8

No ,hybr idcar shavea petr o lengineand an electr icmo to r . No,hydrogenfuel cellsareexpensive. No ,mo stcardr iver sar eunhappy/ ar en'thappyto usepublictr a nsp ort. No ,LP Ccutsdo w n po llutio na little. No,ASVsaresaferforpedestrians. is no tthe answ erto o ur tr anspo r tpr o blems. No ,so lar -po w er is / isn'tgo o dfo r the envir o nment. bad No ,airtr avel N o , t r a i n as n db u s e sa r ee x a m p l e os f p u b l i ct r a n s p o r t .

? Get one student to read out a statement,and another student to contradict the statement.Make surethat the secondstudentstressesonlv the word expressingthe disagreement. 4 m Get studentsto listen and practisewhere necessary. 5 In pairs,get one studentto choosea topic and make a statementabout it, expressingan opinion.The other disagreesand makes a contrasting Walk around the pairs and statement(with reasonsfor disagreement). checkthat they are using correctivestressas in the previousexercises.

Problem-solvinB t

Cet studentsto discussthis in pairs. Or

n micr o lite B aquatic ar C S e g w a yh u m a nt r a n s p o r t e r

D M a r se x p l o r e r E q u a db i k e

2 Get studentsto continuediscussingin pairs. Or

Possibleanswers M u s t b e l i g h t w e i g hst t, r o n ga, e r o d y n a m i c . microlite ableto tr ansferpower buo yant, M ust be w ater -tight, aquaticcar , to steerin w ater. fr o m w heelsto a pr o pellerable M u s t b e a b l et o r e m a i nu p r i g h t . Segway M ar s ex plo r er M ust be ableto o per ater emo telyin ex tr emeco nd itions. quad bike M ust be ableto o per atesafelyin o ff-r o adco nditions.

Tr an sp ort 3 7

CustomeÍCaÍe Making and acknowledgingapologies Discussthe importanceof apologizingto customersand explain that it is also importantto acknowledgeapologies.Get studentsto practisethe phrasesand discussthe examplesof written apologies. Get students in pairs to practise apologizing and acknowledging,using the situations.Remind the first speakerin each dialogueto expiain the situationfirst.They can aiso suggestsome situationsfrom their own technicalfíeldand then practisemole apo1ogiesand acknowledgements.

xTip

Vocabulary

Top margin C o m p a rteh eJ C Bw i t ho t h e rl a n ds p e e d record s: Solap r o w e r e dc a r- 4 8 . l 1 m p h( 1 9 8 8 ) 3 ph(1995) B i c y c l-e1 6 1 . O 4m E l e c t r icca r- 2 4 5 . 5 2 3m p h L a n dc a r- 7 6 3 . 0 5m 5 ph l fs t u d e n tws a n ts p e e d si n k p ht e l l t h e ma n e a s yw a yf o r a r o u g hc o n v e r s i oins t o d i v i d e b yf i v ea n d m u l t i p l yb y e i g h t .

g new expressions Recordin t

Remind students about grouping new vocabulary by subjects(Unit 1). Explain that it is aiso useful to group expressionsby function.

2 Get studentsto completethe table. oÍ

Function O p e n i n ga l e t t e ro r e m a i l C l o s i n ga l e t t e ro r e m a i l to pr evio usco ntact Refer r ing C i v i n gr e a s o n s P r o m i s i n ag c t i o n

Expression H i. . . Dear... Regards... B e s tw i s h e s. . . Iwroteto you on (date) W e spo ke(lastw eek) l ' mw r i t i n gt o y o u b e c a u s e. .. T h er e a s o nI ' mg e t t i n gi n t o u c hi s . . . W e w i l l. . . W e ' r eg o i n gt o . . . I can assur eyo u that . . .

Get studentsto write the email, using some of the phrases practised and discussed.ChecktheÍrwork individually. Or

E Additionalactivity (strongerstudents) When they have written their email, get strongerstudents in pairs to role play a telephonecall in which they play the partsof the customerand the person uiritino thp prnril

The email wrrter phones the customer two days later to check if he / she receivedthe last air-conditioningunit. The customer says he / she has received it.The writer then apologrzesagain for the delay. The customer acknowledgesthe apologyand thanks the writer for making sure that the probiem was resolvedso quickly.

Possibleanswer DearMr / Ms X, Thereasonl'm gettingin touchis to a pologizefor sendingyou the wrong n u m berof a ir-conditioning u n its.\Neverymuch regretthe m istake in your order.Wespokeyesterdayand I havefound out the reasonfor the error. Thisw as due to the factthat w e o nlyhadthe five unitsin sto ck.We will r eceivea new batchto mo r r o wandlcan assur eyo uthat the r emaining unitw ill be sentby ex pr essdeliver y. Regards,

Webquest Studentscan work in small groupsor pairs to do this research.

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

3 8 U n i t9

Background

fabricated (built)beforehand at ground level,then lifted by cranes and fitted into position.

High buildings, often called skyscrapers,allow us to make maximum use of the limited and often expensivebuilding land in cities.They can also demonstratethe confÍdence and importance of a company,city,or country,and lead to never-ending competition to build the highest tower.

When the steel structureis completed,the outside of the building is coveredwith its outer skin, called the cladding or curtain wali. This consistsof panels made of a variety of materials,such as glass,aluminium, or staÍnlesssteel. Skyscraperslmpose a massively concentratedIoad on their foundations. Where poor ground conditions exist, huge effort is put into creating suitable foundations through the use of piles and concreterafts.Piles are long columns made from steel or reinforced concrete.Steel piles are driven vertically into the ground by a pile-driver until they reach bedrock (alayer of rock deep in the ground) or a stable layer of heavy claywhich is considered suitable to bear the weight of the building. Reinforced concretepiles are made by drilling to the correctdepth, inserting a network of steel rods,then filling the hole with concrete.A concreteraft is a flat base or platform of steelreinforcedconcrete,which is formed above the piles and attachedto them. ThÍsspreadsthe weight of the building over a wide area and through the pÍlesto the bedrock. Another way of spreading weight is by using thick bases called piers which are splayed (or expanded outwards) like small pyramids.

When we look at a skyscraper,we seethe shining metal or glass exterior.But this is only the outer covering.AIl the Ioad-bearingstructure is inside the building. A high building is like a human or animai body:it consists of a structural skeleton inside and an outer skin or covering. The structuralskeletonof the skyscraperis made of steel and consistsof vertical columns,horizontalgirders,and (sometÍmes)diagonal bracesto give extra strength.These are all made of steel beams (long narrow bars),which are joined together using bolts and rivets.To make the girders moÍerigid and prevent them from buckling (orbending), they are often made with a cross-sectionin the shape of the letterI (l-shapedgirders). When the columns and girdersfor one storey or level are in position,the concretefloor is made.This is done by laying meta] decking (flat metalsheets lÍkethe deck of a boat) acrossthe girders and filling them with liquid concrete.The decking acts as a former,which forms or moulds the concreteto the correctshape.Ducts (long narrow containers)are placed under the floors to carry the cablesand pipes of the electricaland plumbing services. Most high buildings are constructedusing the processof prefabrication,in which complete sectionsor floors are

x Tip Somefamousskyscrapers and thei rci t i e s : Taipeil0l,Taipei P e t r o n a sT o w e r s ,K u a l a L u m p u r S e ar s T o w e l C h i c a g o . l i nM a o T o w e r ,S h a n g h a i

In earthquakezones,specialfoundationsare constructed which permÍtthe tower to rock backwards and forwards, and absorbthe force of the shock without serÍousdamage. In wÍndyconditions,a skyscraperwill sway by as much as fifteen centimetres.

Switchon Do this activÍtywith the whoie class.Get students to brainstorm the names of famous skyscrapersand their cities.

2 Discuss the dÍagramwith the whole class,then get studentsto discuss in

pairs and note down as many words as they can from their general knowledge.

O.r t e

7 d

ib

4c

5a

6f

skyscrap ers3 9

It'smyiob t fi Play the recordingand get students to note down the answers individually. O'r t 2 3 4 5

l

A

e 18 rof

2 fi llay the recording again and get studentsto note down the answers individually. Or

ed

x Tip

.th II

columns arevertical girders arehorizontal braces arediagonal ducta s r el o n gh o l l o wc o n t ai n e r sf o r h o l di np wirea s n dp i p e s pilesaresteelor concreteverticaI foundations

t

1

ÍP

fo urguys,includingLeo n Afew weeksto a year Super mar kets, w ar eho uses, and multi-sto r ey buildings Prefabricated tw elveho ur s

* Tip storey=flssY I nB r i t a i n a n d m o s to f E u r o p et h e s t o r e ya t thegroundlevelis calledthe groundfloor, andthefloora boveisthefirstfloor. I nt h eU S A R , u s s i aa,n d s o m ee a s t e r n E u r o p e acno u n t r i e s , t hf el o o ra t t h e g r o u n d levelis usuallycalledthefirstfloor,and the flooraboveis the secondfloor.

l t d e p e n d so n t h e s i z eo f t h e b u i l d i n g . F o rf i n i s h i n ga h e a do f s c h e d u l e . Tomakesur eever ythingr eachesyo u in the r ighto r der . lt'stoo m uch time a nd effortto ma kethe jou rneya nd everything you needis up to p. 5 T h e y c a nc r u s h y o u .

Reading How skyscrapersaÍebui|t I First get studentsto write their answers individually wlthout looklng at the text.Then,in smali groups get them to compare their answers.Do not check or correcttheir answers at this point. Or2g

3c

4a

5e

6f

1b

8h

2 Teil studentsto read the text and check their answers.

Languagespot Safetysignsand safetyadvíce Get studentsto tell you the meanÍngof any of the signs in the photo.Then get them to brainstorm other safety signs they might see on a building site. They can come out and draw the signs on the board.

xTip Topmargin C o m p a rteh e H o m eI n s u r a n cbeu í | d i nw gith t h eS e ar sT o w e rn, o w t h e t a l l e s tb ui l di n g i n Chicago w,h i c hh a s ' 1 0 s8t o r e y sa n dw a s c o m p l e t eidn 1 9 7 3 .

1 2 3 4

Point out the different ways of expressing safety instructions:No -ing, D o n o t . . . , Y o tmt u s t n o t . . . , W e a r mustbeworn.RefertotG h er a m m a r referencep.779for further information. t

cet studentsto match signs and meanings Índividually. Grt

d

2c

3 b

4a

5f

6 e

In pairs,get studentsto take turns:one studentis a trainee and the other student is an experiencedworker explaining to the trainee what the signs mean. The worker first gives the formal meaning, from l, then explains it in simpler language,as inthe example. Get studentsto do thÍstask individually.

4 0 U n i t9

O'r Possibleanswers 1 A lw aysmakesur ea machinehassto ppedbefo r er emo vingt he g uard s. 2 N e v e ru s em o b i l ep h o n e si n b u s yw o r k i n ga r e a s . 3 A lw aysw eareyepr o tectio n w hen usinggr inder s. 4 N e v e rs m o k en e a rf l a m m a b l es u b s t a n c e s . 5 A lw aysw ear ahar dhatw hen w o r k is go ingo n o ver head. 6 Nevero per atechainsaw sw itho utear pr o tectio n. 7 A lw aysmakesur ethe mainssupplyis disco nnected befo r ework ingon electricalequipment. 8 A lw ayssto r echemicalsin a lo ckabler o o mo r co ntainer .

CustomeÍGa]e El Additionalactivity (all IeveIs) In small groups,students brainstorm a list of items of safety clothing or equipment (safetyhelmet / hard hat,safetygoggles, safety boots,ear muffs,safety harness, Iifeline).Get them to compile a list of safetyinstructionsusing the same structures,for example:Always wear / use (safetygoggles)in / on the (workshop).Get strongerstudentsto use this structure: (Hard hats)must always be worn / usedin / onthe (buildingsite).

El Additionalactivity (weakerstudents) in smali groups,students brainstorm a list of items or activitieswhich must be avoided(smoking,mobílephones,running, eating,shouting,diving).Getthem to compile a list of safety instructions using the same structures,for example: 7 Never . . (e.gNever smoke in the workshop.Never run along the aísles.) 2 No .ing (e,g.No smokÍng.No eating at work.No diving in thepool)

xTip Top margin D i s c u s st h i sf a c t .l t i s s u r p r i s i n tgh a t s u c ha b i g p r o j e c ct a m ei n a l m o s t2 0 %u" n d e r b u d g e tC. o m p a r et h i sw i t h r e c e n tp r o j e c t s s u c ha s t h e n e wW e m b l e yS t a d i u mw, h i c h i s f 4 0 0 m o v e rb u d p e t .

Showingvisitorsrounda GonstructÍon site Get studentsto work in pairs.After their discussionthey can make a list of safety rules which they think the people in the picture are breaking.

2 Get studentsto work individually,using the text and their own general knowledge.Weakerstudentscan work ln pairs.

O'r Rule M ake sur ethe har dhatfits. W earbo o ts. D o n'tcar r ylo o sepaper s. No flashpho to gr aphy o n the flo o rlevels. D o n ' tp i c ka n y t h i n gu p .

Reason lt'suselessand danger o usif it fallsoff. Ther emay be naí lso r spi||sanywhere. I do n'tw ant paper sblo w ingr o un dthe site. Theymaycauseaccidents. I tcan distr act. I tm i g h tc u t o r b u r n .

Pronunciation Stressin long words(1) 1 Explain to studentsthat hearing the stresson the correctsyllablein a long word is very important to understanding meaning. Check that they understandthe meaning of syllable. (r? Oo the first two or three words with the whole classbefore thev do the exerciseindividually. O-.rb)

c3

d3

e2

f 1

93

h5

i3

j3

k4l5

Checkthat studentscan hear which syllableis stressedin the words in l. Play the words from I again and get individual studentsto tap out the syllableson the desk,stressingthe correctsyllablewith a loudertap. 2 In pairs,get studentsto comparehow they thlnk the syllablesare stressed and completethe table.Do not checktheir answersyet.

().,..

.•..

appropriate developing emergencies kilometre

••••

automatic exploration horizontal polystyrene regulation unfamiliar

• •••

designated generator helicopter operator supermarket

3 g Tell students to listen and check their answers, correcting them as necessary.

Pairwork In pairs, first tell each student to work individually to match each text to the correct diagram. Check that they have done this correctly before they begin the pairwork. Then get each student to explain to the other how they think each type of foundation works.

C Additional activity (stronger students) Get small groups of students to work together to produce a short oral presentation on how skyscrapers are built. Each group can focus on one famous building they have researched in the Webquest, and use this as an example of the general process (which will be close to the information given in this Unit). Each group member can be responsible for a different stage of the process. When they are ready, get the groups to come out and give their presentation.

Webquest Students can work in small groups or pairs to do this research.

Keywords Go through the list of words to check students' pronunciation and understanding. Refer them to the Glossary if necessary.

4 2 U n i t1 0

Background Medical technology applies engineering principles to the fields of biology and medicine,for example in the development of aids or replacementsfor defectiveor missing body parts.Bioengineering combines biological sciencewith engineering. One product of bioengineering is the artificial heart, which can extend and improve the lives of patients who might die of heart failure while waiting for a transplant of a natural heart.This device has been designedto have as few moving parts as possible and yet it has electricmotors and a pumping system with hydraulic fluid and hydraulic valves.lt has external and internal parts (thatis, outside and inside the body).Insidethe body is a rechargeable batterywhich powers the pumping system.This internal battery is rechargedby an external battery using a simple electrical coil,which induces a current.This current then rechargesthe interna1battery.The whole system Ís controlled by a microprocessor(aisocalled a controller) inside the body.Of course,biological safety is very important, so the plastics used in the vaives and hydraulic membranes of the artificial heart are durableenoughto withstand loo,ooo beats (orstrokes)of the'heart'per day, and designed not to damage blood cells or cause clotting. Thereis also a heart pacemaker,which is implanted under the skin and produceselectricalpulsesto causethe heart to beat at a regularand reliablepace or speed. Another product of medical technology is scanning equipment.This scans internal organs,moving round the

x Tip i n d u c t i o no f a n e l e c t r i c u r r e n t a k e so l a c e w h e nt h e c u r r e n itn o n ec o i l c r e a t e(so r i n d u c e sa)n e l e c t r i c u r r e n ti n a n o t h e r n e a r b yc o i l . T h ef i r s tc o i ld o e sn o tt o u c ht h e second.

body at high speed creating images or pictures from a large number of different angles,using X-Rays, ultrasound,and nuclear magnetic resonance.The CAT scanneruses special X-ray equipment. (CATis really CT, which stands for Computed Tomography.)Acomputer pÍocesseS the imagesto build up and display a cloSs section of the tissue and organs of the body.CT imag1ngÍs partlcularly useful becauseit can show severaltypes of soft tissue with great clarity,helping radiologiststo diagnosecancersand heart probiems. ElectronicAssistiveTechnologyor EAT (an example of mechatronics,which combines mechanical engineering, electronics,and IT)developsaids for severelydisabled people.A housefor someonewith very iimited movement,like the former Superman,Christopher Reeve, can be equipped with deviceswhich permit him or her to controldoors,lights,air-conditioners, televisions, computers,etc.with eye movements or by pneumatic switches,activatedby sucking or blowing air. Ultracane,as the name suggests,uses uitrasound(sound abovethe level of human hearing)to help blind people detect obstaciesaround them so that they can walk with more confidence.It has been nicknamed the'batcane'as bats also use ultrasound to navigate.(FÍndingyour location,as bats do,by echoesfrom sound waves is called robot doctorÍnGadgetbox is an echolocatÍon.)The experimental device on trial at St Mary's Hospital in London.Robot surgeons are also used for keyhole surgery. A robot'shand is slower than a surgeon'shand, but it has no vibration.

Switchon I Cet studentsto discussthe diagram and questions 1npairs,without reading the text.Do not correcttheir answers until after the reading exercisein 2. Or

1 P atientsw aitingfo r a tr ansplant 7 A hydr aulicpumpand valve I Theex ter nalbatter ypo w er sthe system.The inter nalbatter yha s eno ughpo w erto co verthe time neededto changeex ter nalbat teries or to havea shower. 4 B yi n d u c t i o n 5 Todecidethe besthear tr ateat anvtime

2 Get studentsto read the text and check their answers.When they have finished,discusstheir answerswith the whole class.

M e d i c a l t e c h n o l o g4y3

It'smyjob

x Tip lf studentscan not guesspneumatic, r e m i n dt h e m t h a t t h e w o r dw a s u s e di n tJnitS(pneumatic is an sensor).lt adjective meaningoperatedby air press ure (seeC Iossary).

t

cet studentsto discussthe questionsin paíIsbeforethey listen.Do not correcttheir anSWeISuntil after the listening exerciseÍn2. O'r t 2 3 4 5

ElectronicAssistiveTechnology M o v i n gt h e i rc h i n ,b l o w i n gd o w na t u b e ,o r s p e a k i n g M echanical, electr o nics, and so ftw ar eengineer inB lt tur nsthe pageso f a bo o k. B y s u c k i n go r b l o w i n gd o w na t u b e

2 í') ast studentsto listen and check their answers.

Languagespot Relativeclauses Referto the crammar referenceon p. 120for a full explanation of thÍs language point. There is extra information about non-deJining relative clausesbut allthe relative clausesin thÍsLanguagespot ate defining relative clauses,thatis,they give essentialinformatÍonwhich SeIVeSto define the personor thing being described.They should not be precededby a comma. Discuss the information and examples with the whole class. I Oo this orally as a whole class exercise. Or

x Tip ultrasound meanssoundwaveswhich h a v ea h i g h e r f r e q u e n c y t htahne h u m a n e a rc a n n e a r .

E Additionalactivity (weakerstudents) In small groups,ask studentsto put a varietyof objectson the desk in the centre of the group.You can also add some simple objects,such as a calculator,a protractor,a ruler,and so on.In turns, one studentholds up an objectand the next studenthas to make a short definition without naming it. For example,Student A holds up a calculator.Student B: Thrsísa devicewhÍchcalculatessums.Write these words on the board:device,tool,or Ínstrument and tell them to use them in theÍrdefinitions.

2 A n X - r a y t e c h n i c i ai sna p e r s o nw h o s p e c i a l i z ei n s t a k i n ga n d pr o cessing X-r ays. 3 A n X-r aycamer ais a devicew hí chtakespictur eso f bo nesand org ansin the body. 4 A labtechnicianis a per so nw ho w o r ksin a scientificlabo r atory . 5 A kidneymachineis a devicew hich helpspeo plew ith damage dk id ney s. 6 A p e r s o n aal l a r mi s a d e v i c ew h i c hp e o p l ec a n u s et o c a l l f o rh e l pi n a n emergency. 7 A b i o e n g i n e ei sr a p e r s o nw h o a p p l i e se n g i n e e r i npgr i n c i p l etso m e d i c apl r o b l e m s . 8 A CA Tscanneris a devicew hichtakes3-Dimageso f the br aina nd other o r gans. 9 A p a c e m a k ei rs a d e v i c ew h i c hh e l p sp e o p l ew i t h h e a r tp r o b l e m s . 1 0 A w h e e l c h a iirs a d e v i c ew h i c hh e l p sp e o p l ew h o c a n n o tw a l k .

Get studentsto discussthese questionsabout the Ultracanein pairs.Do not check their answers. Get studentsto write the answers Índividually. Or

t w ho f 2 w h i c he

3 which c 4 which b

5 6

w h i c hg whod

7 whoa

4 4 U n i tl 0

El Additionalactivity (strongerstudents) In small groups,students imagine they are designersofrobotic devicesfor disabled groups.First ask each group to agree on one specific disability (such as deafness)and them tell them to brainstorm ideas for new robotic devices to help them.Later,get group leadersto reporttheir ideasto the whole class.

Gadget box Ask studentswhether they would llke to be examined by the RP6 robot doctor.Get them to jot down some advantagesand disadvantagesfor a few minutes,then discussthe topic with them. (Someadvantages:thepatient has accessto the most expertdoctorseven tf they arefar away;it stopsdoctors from wastingvaluabletime on travelling.Some disadvantá$eS:patíentsmay feel the doctoris not a realperson;theymayfeel uneasyabout beingfilmed; they may not talkfreely to a camera.)

Problem-solving Get studentsto work individually at first, deciding on the best order.Then in smallgroups compale their answeÍSand try to agreeon a singlebest order.Encouragethem to use the Usefullanguagewhen they are expressing agreement,disagreement,and persuasion.

Vocabulary Opposites This exerciseextends studentsvocabulary study by practising another way to recordand remembernew words.Encouragestudentsto note down opposites,where appropriate,when they recordvocabulary. Or

a forwards 2 clo ckw ise

3 internal d o utput

e 6

c l o s e/ s h u t s t e p - u pg e a r

g unwind

Customer care Givingclearinstructions In paÍrs,get studentsto read the instructions and decide whether they are clear and easy to foilow, and if so,why. Discuss this with the whole class and elicitthese points:the use of numberedsteps,the use of titles for groupsof steps (suchas Gettíngready),and the use of simp1eimperative verbs such as take off,b reathe,hold,count. Briefly discussthe battery-charginginstructions with the class.Ask them how they could improve the Ínstructionsto make them easier to understand.Then get studentsto wrÍtea clearerset of instructions,using numberedsteps. O'r Possibleanswers 1 W henyo u seetw o r edlightsflashingat the to p o f thej o ystick, this m e a n si t i s t i m et o c h a r g et h e b a t t e r i e s . placeto char gethe batter ies. 2 Cho o sea w ell-ventilated 3 C o n n e c t t hceh a r g e r t o t hceh a i ra n dt o t h e m a i n s . 4 W h e nt h e c h a r g e irs c o n n e c t eydo uw i l l s e ea y e l l o wl i g h to n t h e co ntr o panel. l s e a n st h e 5 L e a v et h e c h a r g ecr o n n e c t e u d n t i l y o us e ea g r e e nl i g h t . T h im batter iesar efullychar ged. Get studentsto exchangetheir instructionswith one anotherto checkthe clarity and suggestimprovements.

M e d i c a l t e c h n o l o g4y5

xTip Topmargin A s ks t u d e n t os t h i n ko fe x a m p l eosf n e w m e d i c a tl e c h n o l o g yt h a t m i g h t b e c o n s i d e r e d ' m i r a c luo u s ' ,e . g .t h e r e c e n tf a c e t r a n s p l a n tp e r f o r m e d í n F r a n c e .

Pronunciation Linkingwords (fu Discuss and playthe example.The linking of the final consonant of one word to the vowel sound of the next helps a speakerto sound more fluent and clear. Get studentsto draw lines showing where a final consonant links with an initial vowel.Then ask them to readthe compound nouns aloud. Or

1 , 2 , 3 , 6 , a n8ds h o u l db e r e a dw i t h a c l e a rl i n kb e t w e e nf i n a lc o n s o n a n t a n di n i t i a l v o w e l

3 fi cet studentsto lÍstenand repeatwhere necessary.

Writing Shortdescription 1 Setthis as an individual writing task. Or

1 2 3 4 5 6 7 8

makeimageso f inter nalpar tso f the bo dy printer piez o electr iccr ystals p r o d u c es o u n dw a v e sw h e nc u r r e n ti s a p p l i e da c r o s st h e m pr o cesses the datafr o mthe tr ansducer to pr o ducean image a n L C Dm o n i t o r s t o r e st h e i m a g ea l o n gw i t h p a t i e n td e t a i l sa n do t h e ri n f o r m a t i o n keyboard

2 Either individually or in small groups,get students to find out about CAT scanners.Tell studentsto write the description individually.

PairwoÍk I In pairs get studentsto discussthe topic and list their own ideas. 2 Get studentsto work individually,noting in the table what they think each device is for,and how it works.Then teii A and B to work together and describetheir devicesto each other.

3 Get each pair to decide on the sÍxmost important devices (out of the twelve) to ensurea safeenvironmentfor an eideriypeÍsoniiving aione.Ifthere Ís time, have a short class discussion,in which pairs of students explain their choicesto the rest of the class.

Key woÍds Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

l-

4 6 U n i t1 1

Background The entertainment industry is one of the fastest growing areas of technology.Manufacturers have developeda range of personai entertainment devicesdesignedfor use by people on the move as well as larger home entertainment devices.Ali of this hardwaredenends on digital electronics. Personal devices (which are often small enough to be handheld) include music players like Apple's iPod, portable media centreswhich can play video and audio, and portable games consolessuch as Sony'sPlaystation Portable.Home entertainment devices include HD (highdefinition) televisions,home games consoleswhich are plugged into a television and have controllersfor a number of players to play against each other,and domestic cinemas which combine DVD playerswith hi-fi (high-fidelity)sound systems and flat panel LCD (Liquid crystal dispiay) screens.increasingly,devicescombine a number of functions. Some mobile phones can piay music, show videos,identify your exact position through the gIobalpositionÍngsystem,and provide wireless connections to the Internet. Popular music is now commonly sold by downloading tracks (copyingtracks to your hard disk)from Internet providers such as Napster.In the future it may be possible to download clips of films and TV programmes in the

x Tip portableharddiskdevices includeMP3 p l a y e r si P, o d sa, n d s i m i l a rp o r t a b l ed e v i c e s w h i c hc a nd o w n l o a dm u s i cf r o mt h e i nternet MP3 standsstandsfor MPEG Audio Layer3. I t i s a c o m p r e s s ed i g i t a ls o u n df i l ef o r m a t . M P 3 f i l e sa r eo n l ya r o u n do n e - t e n t h thesize o f a n o r i g i n aCl D f i l e ,b u tt h e s o u n dq u a l i t y i s t h e s a m e .l t i s t h e m o s t p o p u l a rm e a n so f t r a n s f e r r i nm g u s i co n t h e I n t e r n e t .

same way. Atrack is any short complete musical item such as a song or Ínstrumentalpiece,a c1Ípis a short piece of video orfiim.Illegalsharing of tracksdamagesthe music industry,becauseif everyonedownloads tracks free of charge,the industry will make no money and eventually no-one will want to produce any music or films. To preventthis, the industry is taking a very hard iine on anyone who is caught illegally downloading. Video gameshave becomebig business.Companiessuch as ElectronicArts employ large teams to developthe software for new games.The teams include computer programmers (who producethe program code forthe games),animators,andartists.There are manytypes of video games including racing games,FPS (Firstperson RPG (Role-playinggames),simulations(imitations shooters), of real.Iifesituatíons)such as flight simulatorsor racing car simulators,adventuregames,and sportsgames. Some games are for indívidualuse,others are team games and some are for playing online with players around the world. MMOG (Massivelymultiplayer online gaming) is proving extremely popular becauseof the extra speed provided by broadband internet connections,and the possibility of receiving software updates (newerversions) quickly online. Some games have a more serious purpose. The US military use video games and simulations in their training.

Switchon In small groups,ask studentsto find out how many in theÍrgloup use each device for listening to musíc'Then get one or two members from each group to quickly collatethe numbers,work out percentagesfor the whole class,and reportthe percentagesto the class.

Listening Opinions fi cet students to listen and do the task Índividually.Teltthem on1yto listen for the wavs Max and Sam listen to music. Or

Max live o nlinefr o m Napster

5am CDs albums M P 3 player minidisks online

t7 P e r s o n ael n t e r t a i n m e n 4

Check fi Cet studentsto listen and note down answels individualiy. confirm to if necessary, again, recording the play then and their anSWeÍS thoiv

Ort

aY-\(1irrpYq

Napster u ex chang e 7 Yo ucan makeyo uro w n musiclibr ar yand playlists.Yocan tr acksw ith fr iends. 3 S e v e nm i l l i o n 4 I t ' st h e f to n a h u g es c a l e . ldt a m a g e st h e m u s i ci n d u s t r ya n d c h e a t s musicians. 5 P eo plebuyfew erCD s so the industr ylo sesinco me. . o a f t e ra n y o n ew h o 6 S e tu p t h e i ro w n s i t e sf o r s e l l i n go n l i n em u s i c C d o w n l o a d isl l e g a l l y . Idon'tseewhywe shouldn'tsharetrackswith friends. 7 CDsareover-priced.

Languagespot should/ shouldn't Referto the Grammar referenceon p.120for fuiler information. Like other modals,the questionform of should is a simple inversion I should ... becomesShouldl... ? The auxiliary do / doesis not used with modals.The negativeform simply adds not:Youshould...becomesYoushould not / s h o u l d n '.t. .. Note this expression:I don't thinkyou should... . This means the same as I thinkyou shouldn't... but is much more commonly used. Get studentsto do this individuallv. O .r t 2 3 4

ElAdditionalactivity

(weakerstudents) Geteach student to brainstorm a list of activitiesthey would like to do one day,no matter how silly, difficult, or dangerous they might be (suchas climb Everest,go bungee-jumping,dive to the Titanic wreck).Then,rn small groups,tell each studentto make statementssuch as 17 liketo dive to the Titanic one day.ShouldI do it2Other studentshave to make posltÍveor negativeadvice,depending on the student'sskills,personality,etc:Yes, you should.You'rea goodswimmer,or I don'tthinkyou should.It'stoo deep.

Yo usho uldn'tdo w nlo ad Yo usho uld y o u s h o u l d n 'bt u y y o u s h o u l d n 'st h a r e

5 6 7 8

y o u s h o u l db u y Yo usho uldn'tgive Yo usho uldupdate Y o us h o u l d n 'tto u c h

2 RemÍndstudentsthat shouldandshouldn,tare used when giving someone advice.Ask them what differenceit would be Ífthey used must / mustn,t instead (thiswould change it from adviceto an order or instruction). Or

t Yo usho uldn'tbe late. 2 Yo usho ulddr esssmar tly. 3 Yo usho uldpr actiseansw er ingquestio nsw ith a fr iend. skills. u uldn'tex agger ateyo ur 4 Yo usho uldbe ho nest.Yo sho 5 Yo usho uldpr epar eso mequestio nso f yo uro w n. 6 Y o us h o u l dr e a du p a s m u c ha s y o uc a na b o u tt h e c o m p a n y . 7 Yo usho uldn'tlo o kat the flo o rw henyo u speak. 8 Yo usho uldlo o kat allthe inter view er s. 9 Yo usho uldn'tleanbackand lo o kbo r ed. 10 Yo usho uldsit str aightand lo o kco nfident.

4 8 U n i t1 1

It'smyjob 1 Before students read the text, ask them if anyone has an ambition to work in games design.Ask what qualifications and experiencemight be needed. Have a short discussion,and then set the task beforethey read the text. Or

Job CamesTester C a m e sD e s i g n e r Co nceptA r tist 3 - DA r t i s t 3 - DA n í m a t o r P r o ducer Programmer CClexpert

Work playsgamesto find faults cr eatesideasfo r games m a k e s2 - Dd r a w i n g so f t h e c h a r a c t e r s m a k e s3 - Dd r a w i n g s a n imatesthe char acter s o v e r s e easn d m a k e ss u r ed e a d l i n eas r ek e p ta n dw o r k go esto budget w r itesthe pr o gr amco der equir edfo r the gam e cr eatesr ealisticslo w mo tio nactio n

t\ic iltc áI tSvuc |> ',,.*;u '**.a,.y . Get stuoel\ts to I eao tlle texl aBa\n dl\O. r.rrj

)

Draw their attentionto the meanings of CGI and demo in the Top margin. withoutone. to get a job andyou can't get experience t Youneedexperience ( p o s t g r a d u a t e ) d e girne e 2 A d e g r e ei n C o m p u t e sr c i e n c ea n d a M a s t e r ' s Co mputergamestechno lo gY. 3 He was part of a studentteam who won a prizefor a n ideafor a video game.The pr iz ea llo w edthe team to develo pthe game. 4 O n l i n eg a m i n gw i l l e x p a n d . Y o ub' lel a b l et o p l a yg a m e so n m a n y no tj ust co nso les. devices, 5 M e d i c a al n d m i l i t a r ys i m u l a t i o n s

Or

Webquest Studentscan work in small groupsor pairs to do this research.

Vocabulary New vocabulary

El Additionalactivity (strongerstudents) in groups,get studentsto simulate a meeting at work, where theY have to analyze the reasonswhy certain genres sell well and others sell badly.Teil them that their company currently producesall the games listed in 2 in roughly equal numbers.Tell them the purpose of their meeting is to agreea change of sales strategyfor their company.When they have finished their meeting,get one or two group membersto presenttheir decisionsto the class.

I Cet studentsto match the words with their meaning. Then discuss briefly what is meant by a new usefor old words.Askthem for the old meaning of bqrn,rip, andtag (to rip anenvelope open means to tear it open roughly;to tag somethlng means to attach a tag, or iabel,to it).Ask them what two words are combined to form podcast (it combines pod, as in iPod and broadcast\. O..rlb

2a

3 d

4c

2 Studentsbrainstorm a few words individualty and write them down. Then get them to expIaÍntheir meaning to their partners.

Problem-solving l

cet studentsto do this individually or Ínpairs. Or

t Strategy 2 Spo r ts 3 A g a m ew h e r e y o ua r ei n c h a r g eo í f o re x a m p l ea,n a r m yo r a n a t i o n , a n d haveto decidethe bestwayto defeatthe enemyor advanceyour country.

P e r s o n ael n t e r t a i n m e n 4 t9

2 Get studentsto do this task in pairs. Or

*Tip Topmargin As ks t u de n ti ft s he yc a nt h i n ko f a n yo t h e r n a m e sf o r a f f l i c t i o n sc a u s e d b y h a n d h e l d e l e c t r o n i cd e v i c e s .

x Tip C e ts t u d e n t tso p r a c t i s es a y i n ge m a i l a d d r e s s eosu t l o u d : supportat loudplaydot com samf at bluegrassdot com Iillyq at sojomaildot com T oc l a r i f y t hsep e l l i n g a n ds p a c i n g( w h i c hi s v e r yi m p o r t an t i n e m a i la d dr e s s e st)h e speakermay say samf - that'sone word- at bluegrass- all oneword- dot com lillyq -one word- at sojomail- that'sS-O-JO-mail- all one word- dot com Referstudentsto Symbolsand characterstableon p.114.

2 3 4 5

Familyandchildren's Action Ro le-play Strategy

6 Sho o ter 7 Spo r ts 8 A dventur e

Custome]CaÍe Making suggestions Get studentsto read the customer,semaÍl.Point out her use of the phrase Dear Customersupportbecauseshe doesn'tknowthe name of the support staff.The text of her email is very short and simple - she statesthe problem simpiy and asks for heip. Get studentsto read the reply.Point out that the writer gÍvesa simple explanation,followed by a suggestion(Try-irg). Point out that the expressionThatshouldworkis dífferentin meanÍngfrom the use of should as advice.Here it means Ithink (orhope)thatitwiIIwork.MentÍonthe use of Regards,whichis commonly used in emails, sometimes abbreviatedto Rgds. Get studentsto read the email and then compose a reply.Point out the friendly use of Hí and Cheers(which can mean Thanks). O'r Possibleanswers To:Ii Ilyq@sojomai Lcom Fr o m:suppo r t@lo udplay.co m D e a rL i l l y A l l o u rc l i p sa r ei n W i n d o w sM e d i af o r m a ts o c h e c k y o uh a v eW i n d o w s Media P layerinstalled.lf yo u'r es u r eyo u haveit,checkyo ur systemsound settings.Trtu y r ningup the so und.lf that do esn'tw o r k,tr y tu r ningup the s o undo n yo ur mediaplayer . Regards C u s t o m e sr u p p o r t

PairwoÍk In pairs,get studentsto completetheir table by asking each other questions.When they have finished, get them to check their answers by looking at each other'sinformation.

Key words Go through the list of words to check students'pronunciation and understanding.Referthem to the Glossaryif necessary.

5 0 U n i t1 2

Background Information Technology (lT)is the application of computers to all aspectsof technology.In this unit, the focus is on applications in car manufacturing. Computers are involved in every stage of car manufacture,including design,machining, assembly,ordering of parts,quality control,and distribution of the finished vehÍcie.To test vehicle safety,computers can simulate the effect of a crashtest,which is much cheaperthan crashingreal vehicles.Computers can also simulate different assembly methods so that the best can be put into practice.They allow designs to be changed and defects(faults)corrected easily and quickly.They aiiow desÍgnsto be customized (manufacturedfollowing a customer'sindividual specifications). CAD (Computer-aideddesign) has replacedworking with paper and making models from wood, clay,or polystyrene (seeUnit 3).CAD programs allow 3-D (three-dimensional) images to be producedon screen.Dimensionscan be caiculated easily and the forces acting on different parts of the structure can be shown. The data can be sent to a rapid modelling device which will produce a solid model. Once the design has been approved,thecomplete CAD file is imported into a CAM (Computer-aidedmanufacture) program,where the machining operationsare planned. This data is then convertedinto a set of instructions which can be read by a CNC (Computer numerical control)

controller.This automates ali the machine tools which manufacture the product.This whole computerized pÍocesSfrom designto manufacture is known as CADCAM. The term CIM (Computer-integrated manufacturing) includes CADCAM but takes the processeven further. In CIM, all aspectsof manufacturing including the supply of parts to quality assuranceis computercontrolled.This permits faster productiontimes, a dramatic decreasein the number of workers required,and a lower risk of human error.CIM also allows manufacturers to move part of their operationto countries where costs are lower.For example,designmaytake place in one country and manufacturing in another.Where international coilaborationinvolves different natlonal companies in a single project,such as the Airbus, CIM enables parts to be designed and manufactured in different countries then transportedto another location for final assembly. In everydaypersonal computing, computers are attached to a range of peripherals(externaldevices).Some of these are input devices (whíchfeed information into the computer,such as scanner,web camera,joypad,mouse, and so on.A wi-fi mouse communicates wirelessly with the computer).Output devices (which carry information out of the computer)include printers (laser,inkjet, or dotmatrix),and flatscreenmonitors.Some peripheralsare both input and output, such as voice-overinternet protocol(VolP)phones.

Switchon I Get studentsto work in pairs and brainstorm ideas.

2

Get studentsto do the matching exerciseindividually or in pairs.

Os

7 ,14,8a 6 , , l 3 ,b5 .l,8,5 c

3 , 1 0d 4 , 1 5e 9f

2 , 1 6h 12,8i 11j

3 Get studentsto work individually to make a list of uses for computers in their area of technology,then share their ideas with the rest of the class.

I n f o r m a t i otne c h n o l o g y5 1

Reading

* Tip p r o g r a mi s o n l yu s e d B r Es p e l l i n g r e f e r r i nt g o a c o m p u t e rp r o g r a m( c o d e ) p r o g r a m m ei s u s e df o r o t h e r B r Es p e l l i n g c o n t e x ts u, c ha s a s t u d yp r o g r a m m e ( c o u r s oe r) a T V o r r a d i op r o g r a m m e A m Eu s e st h e s p e l l i n gp r o g r a mf o r a l l contexts

CADCAM I

Cet studentsto discussthis briefly with their partner.Then check the answers with the whole class. Or

2 - Dand 3-DCA D CA M simulated crash CIM

2 Ask each student,working individually,to note down what they think the terms mean. Then get them to scan the text quickly to find the answers. Or

t 2 3 4

Co mputer -aided design Co mputer -aided manufactur ing Co mputer -integr ated manufactur ing Co mputer -numer ical co ntr o l

Teli studentsto read the text more carefully and write a set of short notes, each one beginning with a verb as in the example.Then discuss answers with the class. Or

El Additionalactivity (stronger students) Insmall groups,ask studentsto consider thisquestion:How are computersÍnvolved inthesales,licensing, daily use,servicing, andscrappingof cars?As a result of the they should producea list of discussion, usesin note form, and then some membersof the group should give a short explanationto the rest ofthe class, referringonly to their notes.(Tellthe groupsnot to write out the whole explanation.)

xTip Topmargin Discuss the quote.Ask studentsto find out howother Information Technology companiescame up with their names,e.g. thename Google originated from a misspellingof googolwhich refersto 10''(al followed by one-hundredzeros).

calculateforcesfrom a design s im ulatecr ash-testing s i m u l a t ea s s e m b l y c ontr o machine l to o ls c ontr othe l assemblyline m o n i t o rs u p p l i e s

o r d e rn e w s u p p l i e s controlrobots i n s p e c t h e f i n i s h e dv e h i c l e c h e c kp a i n tt h i c k n e s s checkho w w ellthe do o r sfit

4 Cet studentsto read the text again and do this task individualty.Do the first one with the class as an example. Or

Past 1 designspr o ducedo n paper 2 d i m e n s i o ncsa l c u l a t ebdy measuring 3 m o d e l sm a d eb y h a n d 4 r ealcar scr ash-tested 5 w e l d i n gd o n eb y h a n d 6 car sinspectedby peo ple 7 supplieso r der edby staff 8 paintingdo nebyw o r ker s

Present designspr o ducedby CA D pr o gr am s d i m e n s i o ncs al c u l a t e db y CAD software mo delsmadeby r apidmo dellingdev ices sim u latedcar s cr ash-tested w eldingdo ne by r o bo ts carsinspectedby robots supplieso r der edby co mputer paintingdo ne by r o bo ts

Languagespot PastPassive Referto Grammar referencep.7}Iformore background information about the use of the Past Passive.Point out that the Passiveis used becausethe speakeror writer wants to focus our attention on the processor action rather than who or what carries out the action. Get studentsto do this exerciseindividually in writing based on the table in Reading4.

5 2 U n i t1 2

El Additionalactivity (weakerstudents) Get students in groups to brainstorm a list of simple activÍtieswhich have changed over time. Tell them to write short notes about the past and present in two columns. (Thiswill be similar to the one in Reading4,but using everydaycontexts.) For example: Past Present ride horses drive cars cook meals onfires cook meals Ínovens Then they take turns to say simple dialogues based on the table: A In thepast,people rode horses. B But now,theydrive cars. Where appropriate,they should use the Past Passive: A In the old days, meals were cooked on fires. B But now,they'recookedin ovens. Check the groups'lists for simplicity before they begin the dialogues.

O'r 1 2 3 4 5 6 7 8

Designswere producedon paper. D i m e n s i o nw s e r ec a l c u l a t ebdy m e a s u r i n g , M o delsw er emadeby hand. Realcar sw er ecr ash-tested. W e l d i n gw a s d o n eb y h a n d . Car sw er einspectedby peo ple. Supplieswereorderedby staff. P aintingw as do neby w o r ker s.

2 Get studentsto do this individually in writing. Tell them to add the second half to each sentencethey wrote in the previous exercise. Or

2 D imensio nsw er ecalculatedby measur ingbut no w theyar ecalculated by CAD software. 3 M o delsw er emadeby handbut no w theyar e made by r apid mo dellingdevices. 4 Realcar sw er ecr ash-tested but no w simulatedcar sar ecr ash - tested . 5 W eldingw as do neby handbut no w it is do ne by r o bo ts. 6 Carswere inspectedby peoplebut now they are inspectedby robots. 7 Supplieswere orderedbystaffbut nowtheyareordered bycomputer. 8 P aintingw as do neby w o r ker sbut no w it is do neby r o bo ts.

Listening Describingchanges fi ast studentsto read the information about Laura Santini, and get them to suggestany changeswhich they think have taken place in the food industry.Then get studentsto listen and note down the six changes mentioned. Or

t Cansmadefr o mtw o pieces,no tthr ee 4 P u l lt a b so n a l lo u r r a n g e 2 Fasterprocess 5 Labelspr intedo n tothe can 3 Lessmetalused 6 H alfthe w o r kfo rce

f) Wfren they have all completedtheir notes,get them to compare their answers with their partner,and make any necessarychanges.Then play the recording again while they look at their notes.

It'smyjob In pairs get studentsto discussthe questions.Do not correcttheir answers but get them to check their answers in the reading text. Get studentsto write the answers to the ouestions.Check their answers. Throughan agency Youhaveto dealwith people's emotionsin additiontotechnicalproblems. Fr ustr ated and angr y Y o ul e a r np e o p l e - h a n d l i ns kgi l l sa n dq u i c kt h i n k i n g . lt'sno t w ell paid. lt'sbetterpaid,yo udealw ithpeo pleface-to -face, and the w ork is mo r einter esting. 7 M anufactur er s'w eb sitesand new sgr o ups 8 lt'sgoodfor herfuturecareer.

o.Í 1 2 3 4 5 6

l n f o r m a t i otne c h n o l o g y5 3

3 Do this orallvwiththe whole class. Or

a soft skills b tr o uble-sho o ting

c face-to-face d t a k i n gc a l l s

CustomeÍCaÍe Workingon a helpdesk 1 Check that studentsunderstand the functions of the terms on the form. Next to Advice given they write a brief note explalning what advice they have given to the customer.If the problem is solvedon the phone,they deleteA/onext to Clearedby phone.If not, and a technician needs to visit the customer,they delete1Vonext to Requiresvisrt. 2 6) Cet studentsto listen and complete the form.lf they cannot complete it with a single listening,playthe recording again. Or

ltem Location M ake Model Pr o blem A d vicegiven Clearedby phone Requiresvisit

Printer Accounts HP Laserjet24OO No t pr intingfo llo w inga paperj am CheckStatusand P ur geP r intD o cument Yes No

Get them to role-playthe help desktechnician and the customer,using the form.

4 When they have finished 3,get them to read the llsten ing script on p.128 and note down any useful phrases.

xTip

Vocabulary

Topmargin D i s c u stsh e q u o t e .R e a dt h e m t h e s eo t h e r quotesa bout InformationTechnologythat w e r ea l s oi n a c c u r a t e . 'There i s n o r e a s o nf o r a n y i n d i v i d u a l t o h a v ea c o m p u t eirn h i sh o m e . ' K eO nlsen, P r e s i d e nDti g i t aEl qu i p m e n t '640k o u g h tt o b e e n o u g hf o r a n y o n e . ' B i l l Cates 'lthink t h e r ei s a w o r l dm a r k e tf o r m a y b e f i v ec o mp u t e r s . ' T h o m Ja.sW a t s o n , P r e s i d e nfto,un d e rI B M

Collocations 1 Cet studentsto match A and B. Or

c l i c ko n + a n i c o n s c r o l ul p / d o w n+ a p a g e c a lculate+ co sts sur f+the W eb d isplay+ info r matio n selectfr o m + a menu c r e a t e + an e w d o c u m e n t

2 Tell studentsto use words and phrasesfrom 1. Or

1 info r matio n 2 ico n 3 pictur es

4 costs 5 the page 6 theWeb

7 a newdocument 8 menu

Pronunciation -edÍormof verbsand wordswith silent letters Give a few examples when explainlng about the three ways of pronounctng-ed.(Forexamplepushedltl; closedldl;moulded lfil.)

5 4 U n i t1 2

f) Cet studentsto write the words into the correctcolumns as they listen eT

ltl finished mixed p r o duced s ear ched worked

ltdl constructed integrated invented o per ated reflected

ldl controlled customized damaged disabled planned

fi Cet studentsto listen and check their answers.Ifthey make many changes,letthem listen once more to confirm their answers.

x Tip verbsendingin a ltlor /d/soundtake/rcl/ v e r b se n d i n gi n a n u n v o i c e cdo n s o n a n t s u c ha s / s ti a k e r t / v e r b se n d i n gi n a v o i c e dc o n s o n a not r v o w e l takeidl

Let students discuss this for a short while with their partners and then take suggestionsfrom the class.Try to elicit these rules from students (seeltp).

4 Get studentsto do this task Índividuallv.Check their answers. Or t listening 2 might 3 modelling

4 pneumatic 5 should 6 vehicle

7 wou{d

5 f) Cet studentsto listen and check their answers.

Speaking ComputeÍpeÍiPhera|s Check studentsunderstand the meanÍngof peripheralsby asking for exampies (pr inter,scann er,mouse,speakers). When both studentshave completedthe task,they can look at each other's page to check that they have identified the peripherals correctiy.

x Tip l n p u t - e q u i p m e n t h a t d i r e c t si n f o r m a t i o n I n t ot h e c o m p u t e rs,u c ha s a m o u s e O u t p u t- e q u i p m e n t h a t p r o c e s s e s information c o m i n go u t o f t h e c o m p u t e r , s u c ha s a p r i n t e r

Get studentsto work in pairs to do this task. Or

Input joypad w ifi mo use w eb camer a

Output printer mo nito r so eaker s

Output Input VolPphone(both) VolPphone(both) scanner

Webquest ttcTip I n m e a s u r i n gc o m p u t e rs p e e d st h e t e r m ,,2,::lT means triltionoperationsper kilo= thousand rhela = million giga = billion tera = trillion pcta =quadrillion

Get studentsto complete the table individually and then to compare their answeÍsand discusSany differenceswÍthothers in the gloup. In 2005,the fÍvefastest computerSWCIC:Blue Gene,BGW Columbia, Earth Simulator,Mare Nostrum. But the situation changes rapidly:for example, China is building a 100teraflop computer and Japan has plans for a 10 petaflop (10quadrillion)machine by 2011.

Key woÍds Go through the list of words to check students'pronunciation and understanding.Referthem to the Glossaryif necessary.

U n i tl 3 5 5

Barkground is a very important area of Telecommunications in a world where the fast transmissÍonof technology andlargeramounts of information (ordata) is larger to the smooth running of business,government, essential Globalizationmeans that much of this andsociety. flow is international.The information information can be sound,images,documents,data tlansmitted computers,and readings from measuring outputfrom andinstruments. devices Teiecommunications includes telephony,radio,television, fax,telemetry (measuringquantities at a distance), email, anddatatransmissionfrom one computer to another in a Datais transmitted in the form of signals,which network. cantakethe form of electricalpulses (carriedby copper orwire),lightpulses (carriedby fibre optic cable, cable madeof glassor plastic),or radio waves (transmitted antennason the ground, or between satellite between on the ground and satellitesin orbit around the dishes Fibreoptic cablesoffer many advantagesover earth). cables.The capacity of copper wÍresto carry copper is limited.With fibre optic cables,many fibres can signals bebundledtogetherallowing much more data (whether phonecalls,TV channeis,or internet data)to be carried. Radiotransmissionshave the advantageof coveringwide and not requiring the expense and trouble of laying areas, andmaintainingcables. Moreand more information Ísnow sent in digital format, whileanaloguesystems are likely to dÍsappealSoon. Analoguesystemsuse a continuouslyvarying signal and aremorelikely to suffer from noise and interference.

Digital systemsuse a streamof ON or OFF signals,which is more accurateand resists interferencefrom externai soulces.Digital radio and high-defÍnitiondigital television providehigher quality sound and picturesthan analogue formats.The sounds and images we hear and seein real life are analogue,and thereforemust be convertedinto digital format beforethey can be transmitted digitally. Older analoguedevicessuch as telephonesneed an extra device, an analogueteiephoneadaptor(afA)to adapt or convert analoguesound into digítalsignals,and analogueTV sets need a specialadaptorboxto convertdigital TV signalsinto analoguepictures.Recentdevices,such as IP phones and digital TV sets already have the adaptors built in. Voice over Internet Protocol (VoIP)ailows the internet to be used for telephone communication.Data is compressedby the caller'scomputer,and sent in tiny units (cailedpackets),each travelling by different routes, decidedby a device called a router.Each packet has its own unique identification and address,so the message can be reassembledby the receiving computer.VolP offers much cheapercalls than traditional telephone systems. Mobile phones (AmE cell phones)have become essential items for many people.They are,in effect,small radio transmitters:they convert sound into digital radio waves which are then transmitted via their antennas to the nearestmobile phone towers.New models are introduced every year with additional features.Text and photo messagingare usually standard.Most mobile phones allow Internetconnections,include digital cameras, permit MP3 music files to be played,and have buiit-in navigation systems.

Switchon In small groups,get studentsto brainstorm and choose one team member to write down all the possibleways of sending and receiving messages. Encouragethem to think of unusual ways, such as carrierpigeons,two cans joined by string, smokesignals,semaphore,Braille,sign language,tapping on awater pipe in a prison cell,andso on. Get each group to reportback to the whole class. Get studentsto do this task individuallv. Or

A fibreopticcable B s atellitedish C h ighdefinitio ntelevisio n

D spacesatellite E 3Cphone F d i g i t a rl a d i o

56 Unit'13

3 In pairs,get studentsto chooseone device each and explain to their partner what it does.Note that this is a demanding task,and you will need to help weaker studentswith Ídeasand language.Give weaker studentsvocabulary prompts based.on the key.(Forexample,I orbit / receive/ transmit/ signal). n Car r ieslar geamo untso f data B R e c e i vaen dt r a n s m i st i g n a l so n e a r t h C R e c e i v edsi g i t a l t e l e v i s i ot rna n s m i s s i o nasn d d i s p l a y as h i g hq u a l i t y TV pictur e and tr ansmitssignals D Or bitsthe ear th.Receives andtr ansmitstelepho necallsas w ell as livevideoand p ictures E Receives F R e c e i v edsi g i t a rl a d i ot r a n s m i s s i o n s

Or

It'smyjob fi fett studentsto listen and note down the answers to the questions. Ort

Eight co ppercab les, satellitedishes,a ntennas,VHF r adio s, 2 pho nesystems, d ish. line,a (satellite) pho nes,a (telepho ne) netw o r ks,Vo lP fibr e-o ptic 3 Norway,Kenya,Belize 4 VoiceoverInternetProtocol

f,) fett studentsto listen again,and note down the answers to the questions.Discusstheir answers,and play again where necessary. oÍ

1 2 3 4

| nt h e a r m y cables.Changeto VolPphones Changefrom coppercablesto fibre-optic T h ee q u i p m e n ht a sg o t m o r ec o m p l e xa n da l s ol i g h t e r . B e i n ga b l et o e x p l a i nt o c l i e n t sq u i t ec o m p l i c a t etde c h n o l o g iyn

s i m p l et e r m s 5 W o r k i n go u t s i d ei n b a dw e a t h e r

languagespot PastSimplev PresentPerfect Díscussthis questionwith the whole class'E]icitthe answerthat sentences 1-3 use the Past Simple becausethe speakeris talking about things that happened during his time in the aÍmy,a period of time that ended eight years ago.Sentences4-6 use the PresentPerfectbecausethe speakeris referring to eventswhich took place during a period of time up to the present.Sentence4 refersto his tÍmein the company,which is stÍII continuing. Sentences5 and 6 refer to his whole working life,which is also still continuing. Get studentsto do this individually in writing. Discuss their answers. O'r t 2 3 4 5

has developed invented was star ted m a d e/ h a sm a d e

6 has allowed 7 havebeen 8 started 9 began 1 0 h a sa l l o w e d

1 1 h a sm e a n t l2 have(no w )dev elop ed '13 h a sm a d e

2 Get studentsto do this individually.Discuss their answers.

T e l e c o m m u n i c a t i o n5s7

TNCI

oÍ

:lp Llary lat).

.|

haveyoubeen 2 tr ained 3 wereyou 4 served

5 6 7 8

joined H aveyo useen we'vereplaced w e'veintr o duced

Gadget box Discuss the DocoMo network.Ask the students how long until this technology will be availabie in their countries.The fingerprint scanneris a protectionfrom fraud,only the registereduser can use the electronicwallet.

Pronunciation PastSimplev PresentPerfect E Addltionalactivity

(weaker students) Inpairsor small groups,students ask eachother questionsbeginning Have you ever... 7Studentsreply truthfully:No,1 haven'tor Yes,Ihave.lf they answer yes,1 have,thequestionerasks a follow-up question: When did you... 2to which the answeris I did rt +time expression.For example:A Have you ever divedfrom a boat?BYes,Ihave. AWhen dÍdyoudo that? B I divedfrom afishing boat twoyears ago.

xTip Topmargin D i s c u stsh e q u o t e sA. s k s t u d e n t st o r e s e a r coht h e rf i r s t ss, u c ha s r a d i oa n dT V p r o g rm a mes

Quickly revise the differenceÍnform between the PresentPerfectand Past SÍmple.Beforeplay1ngthe text, discussthe first item and elicit that 1ais the PresentPerfectand lb is the Past Simple.lf they are in any doubt,discussa few more examples in this way before playing the text. fi rhen get studentsto lístenand tick the sentencethey hear. Orla

2a

3 b

4 b

5a

Speaking Mobile phones Get A and B to ask each other questions and complete the table.When they have both completed the task,let them look at each other'sinformation to check their answers.

Reading VolP phonesystems 1 tn pairs,get studentsto discussthe questions before looking at the text.

Elndditionalactivity (stronger students) In pairs,get studentsto role-playa Volp salesmanexplaining to a customer how VolPworks using the information in Reading'land 2,but without looking at the Student'sBook.Get the customerto actas if he / she knows very little about it, andto keep asking questionsto clarify points.

x Tip B r Es p e l l i n gi s a n a l o g u e A m Es p e l l i ng i s a n a l o g T h et w o r e c o m m e n d ew d e b s i t e sa r e A m e r i c aann ds o t h e A m e r i c a ns p e l l i n g of a n a l o gi s g í v e ni n t h e e x e r c i s e .

O.r t VoiceoverInternetProtocol 2 Bitso f co mpr essed digitaldatasentvia the lnter net 3 A placenear w hichyo u can makeand r eceivecallsw ith a Vo lP head set 2 Get studentsto do this individually. O.r2b

3f

4a

5g

6d

tc

CustomeÍGaÍe Explainingin simpleterms 1 set this exercÍse beforethe Iesson,and ask each studentto searchfor information on the device or processthey have been given.Then in the Iesson,get them to explain it to each other in pairs.

5 8 U n i t1 3

2 (,r)llaythe recordingtwice, and ask studentsto make notes,as follows: first, make notes about content;second,note down useful words and phrases.Ask studentsto read out their notes,and givethem some feedback on what they have noticed.

x Tip

Webquest

Satellitecommunicationssystems Ceostationary orbitmovesat the same r o t a t i o n , s p e e da s t h e E a r t h ' s s ot h a t i t I Get studentsto study the diagrams and answer the questions.Get weaker a p p e a r st o b e s t a t i o n a r ay t t h e s a m e studentsto do this task in smail groups.Checkthat weaker studentsknow l o c a t i o na b o v et h e E a r t hC. o v e r a gm e eans the meaningof orbit. t h e a r e ao f t h e E a r t h ' s u r f a c ew h i c hc a n r e c e i v ea s i g n a l f r o mt h e s a t e l l i t eC.l o b a l Or t 24hours c o v e r a gm e e a n st h a t t h e w h o l eo f t h e 2 Three E a r t h ' s u r f a c er e c e i v etsh e s i g n a lA. s k 3 lt is easierto launchthem intotheiro r bitingpo sitio nar o undth e E q uator. s t u d e n t sf o r e x am o l e so f o t h e rw o r d sw i t h 4 TV r adio ,telepho ny, br o adbandser vices, militar yco mmunica tions, the prefixgeo-,meaningthe Earth(geology, video-conferenci ng,etc. geography,geometry). Get studentsto readthe text and the table.Checkthat they understandthe differencebetween geostationary(seeTip) and geosynchronous(explained in the Student'sBook). Get studentsto chooseone of the systemsmentioned and completethe form in the same way.Strongerstudentscan do all three systems.Weaker students can work in small groups,checking different web sites and sharÍngthe Ínformation. O'r System Usedfo r Numberof satellites Altitude Orbit Coverage

SESAstra D í gitalTV and r adio Twelve 36,000km geostationary global

EuteIsat TV and r adiobr , o adband, businessTVvid eoco nfer encing Number o fsatellites 24 Altitude geo synchr o no us Orbit Coverage Eur o pe, M iddleEast,A fr ica,lndia,par tso f Asiaand the A mer icas System Usedfor

System Usedfor Numberof satellites Altitude Orbit Coverage

W o r ldSpace r adiotelepho , ny Two 41,200km geo synchr o no us A fr ica,mo sto f A siaand Eur o pe

Key woÍd' Go through the list of words to checkstudents'pronunciationand understanding.Referthem to the Glossaryif necessary.

U n i t1 4 5 9

Background in this unit are types of engineersand Thejobs descrÍbed technicians.The differencebetween an engineerand a technician (seeUnit z) relatesto qualifications and Engineersshould have a better responsibilities. understandingof the principlesand theoriesbehind their discipline,and are more likely to be involvedln designand projectmanagement,or running an industrialcomplex. Techniciansrequirea practicalunderstandingof their specialism,and havethe practicalskills and understandingof equipmentto convertthe engineers' theoreticaidesignideas into working solutions. Most engineerswill work as a member of a team includingengineersfrom other disciplines.This is why employerstry to recruitpeoplewho are goodteam players and have good communicationskills,in additionto their engineeringskills and qualifications.Each engÍneerwill working for them to make parts or havetechnÍcÍans assemblies,conducttests,and performothertasks as part of the team.Here are some exampiesof engineeringand technicianjobs: Environmental Engineers who work in a manufacturing industry will know what conditions (or environment) a product will have to survive and operatein, for example the extremes of temperature and humidity that it will be exposedto.They must also be able to deviseteststhat will ensurethat the product will be safe for use.They must make sure that the productand its parts can be recycledor safelydisposed of after they are no ionger in use.The term

EnvironmentaiEngineercan also referto an engineer who works directly in environmental protection,using technology to prevent or reducepollution and other dangersto the life or healthof humans,plants,and animals. PetroleumEngineersspecializein the explorationand production activities of oil companies.They have to implement high technology plans in often very dangerousconditions,ranging from Arctic to desert temperatures,and from land to the deep ocean. Sound Technicians have a working knowledge of many disciplinesincluding electricalengineering,electronics, and sound recordingequipment studios. AerospaceEngineersapply engineeringprinciplesto spacecraft,aircraft,satellites,and rockets.Their work involvesthe controlof flight,aerodynamics,jet engrnes, etc. Agrícultural Engineers design agricultural machinery and equipment.They are concernedwith ways to improvethe processingof agriculturaiproductsand with conserving soil and water. Biomedical Engineers apply engineering principles to the development of prosthetic (artificial)devices,to repiaceor supportdamagedorgansor limbs.They also developdÍagnosticand treatmentdevicessuch as scanners. Chemical Engineersapply chemistry (combinedwith maths and economics)to the processof converting materials or chemicals to more useful or valuable forms, for example,convertingnaturaigasinto a rangeof plastics.

Switchon 1 Ask studentsto work individually for a few minutes, choosingjobs from the list. 2 In small groups,get studentsto tell each other which jobs they have chosen,

x Tip j o b t i t l e- t h e t i t l e( o rd e s c r i p t i o n ) ot hf e p e r s o nd o i n gt h ej o b ,f o r e x am p l eC i v i i Engineer. a r e a sc o v e r e d -a l lt h e t e c h n i c asl u b j e c t os r f i e l d sw h i c ht h e p e r s o nw i l l w o r ki n , f o r exam ple construction,transport,and power r e quÍr em en t s- t h e q u aIi f i c a t i o n s ,k i|| s a, n d t u s th a v e , e x p e r i e n cweh i c ha n a p p l i c a nm suchas diplomaor good teamworker

and the reasonsfor their choice.

Reading Jobdescriptions In groups of three,get each student to choose a different job description,read it, and make notes about the job using the four points given.When they have finished making their notes,tell them to take turns to describetheir job to the group.Check that they are reading from their own notes,and not directly from the texts.

6 0 U n i t1 4

Languatespot Job requirements Referback to the texts from Reading.Ask students if they know the differencebetween essentialand desirablerequirementsfor a job. (Essential - applicants who do not have them will not get the lob.Desirableapplicants who have them are more 1ikelyto get the job.)Explain that must is used for essentialor necessaryrequirements,and shouldis used for desirableor preferredrequirements.PoÍntout the negatÍveform:You mustn'tbe colour-blind= It'sa requirementnot to be colour-blind. 1 Cet studentsto do this exerciseindividually in writing. Or

xTip Top margin D i s c u s st h e s a l a r i e sA.s k s t u d e n t si f t h e y w o u l dl i k et o e a r nt h i sa m o u n to f m o n e y , a nd a lsoto considerthe lifeof a n Offshore P e t r o l e u mE n g i n e e r .

x Tip T h i n g st o d o w h e n h u n t i n g f oar j o b : in newspapers, scanjob advertisements m a g a z i n e as ,n dt h e I n t e r n e t c o m p l e t ea C V write a letterof application o b t a i nt h e a g r e e m e not f o n eo r m o r e referees lf you areshortlisted(selectedas a suitable c a n d i d a t e ) , y ocua ne x p e c t o b e i n t e r v i e w eb d y a p a n e l , s op r e p a r e f o r t h e interview.

x Tip CV (curriculum vitae)-a full descriptionof s ork y o u rw o r k i n gl i f e ,i n c l u d i n gp r e v i o uw e x p e r i e n c eq,u a li f i c a t i o n sa,n d s k i l s referee-a person(suchas a former e mp l o y e ro r t u t o r )w h o c an r e c o mm e n d y o u a s a p o t e n t i a l lgyo o de m p l o y e ea,n d write a referenceforyou

E Additionalactivity (weakerstudents) In groups,students brainstorm a list of well-known jobs and sporting and other activities,such as footballer,Olympic swimmer, airiine pilot, parachutist.In turns, one member of the group says one of the activities,and other members make statementsabout job requirements. Example:Student A: a pilot. Student B:He must havegood eyesight.Student C:She should like travelling.StudentD:He mustn,tbe afraid of heíghts.

t Yo umust havea diplo main engineer ing. You must be a goodteam player. Y o us h o u l dh a v eg o o dc o m m u n i c a t i osnk i l l s . Yo usho uldbe physicallyfit. You mustn'tbe afraidof heights. Yo umustn'tbe co lo ur -blind. 2 Yo umust havea cer tificate o r diplo main engineer ing. and co mputingskills. Yo umust havego o dmathematical Y o us h o u l db ew i l l i n gt o t r a v e l . Y o us h o u l db e a b l et o e x p l a i nc o m p l e xr e q u i r e m e n ti ns c l e a rt e r m s . engineering. 3 Y o um u s th a v ea d i p l o m ao r d e g r e ei n p e t r o l e u m Yo umust be w illingto tr avel. Yo umust be w illingto spendlo ngper io dsin difficultenvir o nmen ts. Yo usho uldbe a go o dco mmunicato r . Yo usho uldbe ableto super vise o ther s.

2 Get studentsto write notes under two headings:Essentialrequirementsand Desirablerequirements. O ' r E s sential: P r epar ed to w o r k ir r egularho ur sand to tr avel electr o nics, or D e s ir able: Cer tificate o r D iplo main electr ical engineer ing, a u d i o - v i s u ca ol m m u n i c a t i oonr o t h e rt e c h n i c aal r e a s Pr actical skillsin car pentr yand co nstr uctio n T h eatr eex per ience 3 Ask studentsto do researchabout the job requirements of a careerthey are interestedin. (TheconnexÍonsslte gives careels information to young peopieand studentsin the UK.)

Writing CV 1 Discussthe CVwith students. 2 Get studentsto completetheir own CV with real information about themselves.

C a r e e r isn t e c h n o l o g y6 1

x Tip European CVfor mat -a proposedstandard f o r u s ew i t h i nt h e E u r o P e a nU n i o n competences(countablenoun)- specific skillo s r b e h a v i o u rwsh i c ha r en e c e s s a r y t o q u a l i f ys o m e o n et o d o a j o b competence (uncountable noun)- Senera a b i l i t yt o d o a j o b w e l l

x Tip Top margin D i s c u stsh e m i s t a k e si n t h e n o t ea t t h e t o p A .s k s t u d e n t si f t h e yk n o wa n yo t h e r ofp.101 t h w o r d s a t o f t e nf o o l t h es p e l lc h e c k e r .

xTip Top margin D i s c u s tsh e r u l e s E. x p l a i nt h a t t h e m o r ey o u p r e p a r feo r a n i n t e r v i e wt h e m o r ey o u w i l l i m pressyour i nterviewers.

PairwoÍk Checkthat studentsknowthe meanings of words such as ambitious, orderly,etc.in the questionnaire. In pairs,get studentsto ask each other questionsfrom the questionnaire, and then choosethe best adjectivefrom the list (realistic,etc.)to describe their partner. Get studentsto choosea goodjob or careerfor their partner.Their partner can disagreel

4 Now studentshave to think about themselves.Get students to choosethe terms (from the list) which best describetheir own qualities.

Get studentsto write a short personal statement about themselves,using the exampie as a model.When they have finished, pairs read their statementsto each other and try to improve their statementstogether.

Pronunciation Stressin long words(2) () 2 syllables c,l, 5 syllables b, e,i,

3 syiiables a,d, g,k, 7 syllables j

4 syllables f, h,

l oOoo

2 ooOo

3 Oooo

capacity

anticlockwise

animator

dependable

energetic

enterprising

development

entertainment

indicator

environment

information

motivated

peripheral

simulation

ventilated

Speaking El Additionalactivity

Job interview

(strongerstudents) In groups,studentsprepare a set of guidelines (in note form) for being a successfulinterviewee.They should include both essentialpoints (suchas never be latefor the interview) and desirablepoints (suchas wear clothing that is smart but not tooformal). When their notes are ready,ask the groupsto presenttheir recommendationsto the class.

Get studentsto work in pairs,A (interviewers)and B (job applicants).Put the As in one gloup, and the Bs in another gloup. Tell the As to prepare suitable questionsfor the applicant and anticipate questions from the candidate.At the same time tell the Bs to list the questions they may be asked and to plepale answers.When they are ready,in pairs,As and Bs, role-playthe ÍntervÍew. Q llaythe interview andthen get the pairs to switch roles.Role-playthe interview with A as the applÍcantand B as the interviewer.

Key woÍds Go through the list of words to check students'plonunciation and understanding.Referthem to the Glossaryif necessary.

6 2 U n i t1 5

Background Largecompaniessuch as British Telecomemploytheir own futurologists to predict the most likely developments so that investment can be targetedon these areas.However, it is very hard to predictfuture deveiopmentsin technoiogy with any certainty,especiallybeyond a horizon of five to ten years.One way to do this is to look at current technologicaldevelopments,and imagine how things will be if they continue into the future.Here are some possibilities: It is likely that intelligent machines such as robots will be used much more than they are at present.One possibie area is surgery where computer-controlledrobot arms can,in some cases,operatewith more precisionand less chance of errorthan a human surgeon.Intelligentmachines can also be used in telemedicineto help doctorsdiagnose and treat patients at a distance,even in different countries. Nanotechnology (technologyinvolving tiny particies)is already being used to createminiature machines small enough to be injected into the body to deiiver drugs to the correctplace or to destroydangerouscells.This wili probably be developedmuch more in the future. In transport,features such as sateilite navigation already exist now in a smali number of cars,and may become

standard in all cars.Satelliteswill probably be used to provide instant and accurateinformation on road congestion,which will be useful for drivers to be able to choosethe quickest route to their destination.This technology will also allow precise and automatic congestioncharging,so drivers can be chargedfor using the busiestroads.In orderto do this,deviceswill haveto be installed in aii cars.In the distant future, road vehicles may come under computercontrolon main roadsto ensuresafe speedsare maintained and there is no danger of collision with other vehicles. In all branches of technology computers will play a greaterrole and these computers will be faster and more powerful than today's.This will allow and encouragenew devicesto be invented,in the same way as much of today's innovative technology (suchas CADCAM car manufacture and wirelesstelecommunications)weremade possibleby increasedcomputerpower and speed. Unfortunately,not all new applications will benefit society.Computer crime, such as identity theft and credit card fraud will continue.As more of our personal information is storedelectronicallywe will become more vulnerable to hackers.Appiications designedto make warfare more efficient will continue to be funded by governments around the world.

Switchon In small groups,get studentsto discussthe predictions and note down either specifÍcdates or decades(e.g.the 2030s.)Discuss the difficulty of really predicting the future.

x Tip

Listening

l f y o u d o n o t h a v et h e f a c i I i t i etso d í v i d e y o u rc l a s sa n d h a v et h e m l i s t e nt o d i f f e r e n t r e c o r d i n g s , t r e a t t Lhies t e n i negx e r c i s e a sa n o r m a l i s t e n i n eg x e r c i s e . 3 I nh a v ea g e n e r a l c l a sdsi s c u s s i oanb o u tw h a tw a s s a i di n t h e r e c o r d i n g .

Predictions Briefly discusswhat afuturoloqist does.Ask students Ífthey think it's a real job. () Cet studentsto work in small groups,A and B. Get all the A groups to listen only to Lianne'scomments and all the B groups to listen only to Stefan'scomments.Get them to tick the boxes as thev listen.

Thefutur eo f technolog y 6 3

O'r Lianne Stefan (GroupA) (GroupB) ,/ ,/ ,/ ,/ ,/ ,/

,/

/

Predictionabout Transport Health IT Teleco mm unicatio ns Military Crime D o mestic D evelo ping co untr ies

2 f) Cet the same groupsto listen to the same speakeragain (A to Lianne; B to Stefan)and make short notes about the predictions.

Tell each student fromthe A groups to work in pairs with a student from the B groups.Get them to explain their speaker'spredictionsto each other, and then decidewhich predictionsthey accept.Tellthem to make a short list of the predictions.When they have all finished, briefly get some of the palrs to reporttheir decisionsto the whole class.

Languagespot Phrasalverbs Referto the Grammar referenceon p.123for more information on phrasal verbs.Get studentsto brainstormsome common phrasalvelbs,such as píck up,switchon,takeoff,etc.,andwrite them on the board,pointing out the structureverb + adverbor prepositron.Discuss the example of the two meanings of look up.Draw their attention to the word order and the examples:a noun objectcantake two positions,but a pronoun objectcan only appear between the verb and the adverb. Before students do the exerciseindividuallv, do one or two examples with the whole class.

Ort

E Additionalactivity (weaker students) In groups,students design and write an advertisementfor Wakamaru the robot. Theadvertshould list all the household jobsthe robot can do,using some of the ideasfrom the brainstorming in Gadgetbox.

carryout giveup 3 find o ut 4 cut do w n

z

5 6 7 8

w o r ko ut shut off set up clo sedo w n

9 p l u gi n ,s w i t c ho n 1 0 p r i n to u t 11 switchoff

Gadget box Discuss the robot wíth the class,and then hold a brief braÍnstormÍng sessionin which students suggestother tasks they would like a robot to perform.Then ask them what tasks they wouldnot like it to perform, and whv.

Pronunciation Linkingin phrasalverbs Explain that phrasal verbs can be difficult to understand because (a)the words are short and can be spoken quickly,and (b)the final consonant of one word links with the initial vowel of the second so that you can't alwavs teli where one word ends and the other begins.

64 Unit'15

(,1 ltay the examples and ask studentswhat they think the individual words are.

* Tip A n e x t r ap r o b l e mw i t h s h o r tp hr a s e ss u c h as cut them off or linethem up is that short p r o n o u n sl i k e t h e mo r h i m a r eo f t e n s h o r t e n etdo ' e ma n d ' i m :s o m ep e o p l em a y saycut,emoff,whíchcan sound|íkeone word cutemoff.

2

fi cet studentsto draw lines to mark the linkÍng.Check their work, and then p1aythewords agaÍn.

O'rtLinethemup.5Fin{t_out. Z C i ve i! lp. 6 Shult do w n. 3 W o r kit o ut. 7 Star tit uo . 4 S w itchito ff. 8 P r intthemo ut. llt

\i,

\/'\,

V

gpluqjtin. 10 Tur qj to n.

I

L,

-'-'

After they have tried this once,remind them of the linking exercisein 2, and then seeif they can improve their speedthe secondtime round.

4 Choosethe funniest tongue-twisters,and ask pairs to demonstratetheir creativeability and speedin front of the class.

x Tip

PairwoÍk

Top margin D r a ws t u d e n t s ' a t t e n t i ot on t h e q u o t ea t t h e t o p o f p . 1 o 7 , m a dí en1 B 9 0a, b o u tt h e t e l e p h o n eA.s kt h e mw h a tt h i st e l l su s a b o u tp r e d i c t i o n .

Get studentsto work in pairs,A and B.First working individually, get them to make notes of the main points in their text.Then,looking only at their noteS,get them to explaÍnthe main points to their partner.Tellthem to listen carefully,and take notes based on what their partner has told them. Finally,tell the pairs to get together and compare their notes with the texts.

Vocabulary

E Additionalactivity (strongerstudents) In small groups studentsthink of (a)more exampies of words using the affixes given; and / or (b)more affixes commonly used in English for technology,with some examples of words and their meanings.

x Tip S o m ea d d i t i o n a l a f f i xceosm m o n l yu s e di n technicalwords: geo (theEarth) s o l ( t h eS un ) therm(heat) mono \one) multi(many)

Affixes Expiain what is meant by affix.Ask studentswhy they think it is useful to learn the meanings of common affixes used in technical words (Ítwillhelp them work out the meaning of an unknown word).Tell them to look at the table and studythe affixes andtheir meanings.

2

Get studentsto do this exerciseindividuatly.Explain that they have to find a word for each meaning. At first, some students may think that this is a very dÍfficultexercise.Tell them that in fact it is very simple if you use affixes.Do one or two examples:tele (an affix from the table meaning at a distance)+ medicine(givenin the exercise)= telemedicine.

Or

t 2 3 4

telemedicine microchip p o lycar bo nate micrometer

5 6 7 8

pr estr essed co ncr ete super co mputer micr o pr o cesso r extractorfa n

9 co r dlesspho ne l0 bio metr ics

CustomeÍCaÍe Sayinggoodbye Treat this exerciseas a fun way of finishing the book.Discuss the way that some people use Seeyou lateror Laterevenwhen they do not expectto see vou later.

Thefutur eo f technolog y 6 5

Quiz

Put studentsinto gloups of three.Studentsorganizethe quiz as explainedÍn the Student'sBook. Or n (Units1-5) 'l p o l l u t i o ne ,a s yc o m m u n i c a t i o n s 2 faster,moreefficiently , n g s Pan ,we i g h t ,c aPa c i t Y 3 l e n gt hwi 4 Ant i l oc kB ra k i n gSY s t e m 5 eer 6 S e et h e l i s to n P.1 0 . 7 I l i k ec a l c u l u sS.i m p l eP r e s e nut s e dt o d e s c r i b e t h i n k i n ga n df e e l i n g . and supplyingpower(orsimilar). 8 generating 9 e l e ct r o n i c s 10 D e si gns o f t wa r eu s e db y c i v i le n g i n e e rsa nd ot h e r s . 11 S e et h e l i s to n P.1 7 . 17 prototype '13 Any of the nameson p.2'lor anyotherwe\\-known 6\pq\s n er

14 T h ei r o d u c t re q u i re m e n ts . 15 Why doyou useplastic?(orany othersubstance w h i c hc a n b e m o u l d e d ) . 16 S t e e l,a Iu m i n u m a Il o y ti , tan i um ,c arb onfibr e. 17 E l asti c i t y 18 S t r e n g t h l 9 S p o r t sc l o t h i n g 2 0 A m a t e r i a l b u i lut p f r o ml a y e r s . 2 1 w i n d , w i n du p ,u n w i n d 22 engage 2 3 c o mb u s t i o nc,o mp r e s s i o n 24 t e n t o th e p o we rm í n u stwe |v e 25 oscillating B (Units6-10) 1 S e ep. 3 4 . 2 H an d c u f f s 3 P e r s o n al ld e n t i f i c a t i oNnu m b e r 4 An ai r - t i g h st e a l 5 R e cog n i z ietso wn e r ' sg ri p . 6 A l u m i n i u ma l l o y 7 by,using,by using moulding 8 injection 9 K e vl a r 10 which uses,powered by l l Advan c e dSa f e ty V e h i c l e s 12 a hybrid

r ange,needto r ec harg e 13 heavybatter ies,limited batter ies 14 co ngestio n 15 apologizing 16 cladding 17 fireproofed 18 burn 19 Eyepr o tectio nmust be w o r n. 20 mat 21 Toallo wthe patientto char gethe ex ter nal batter yo r unplugit to havea sho w er . 22 a pneumaticsw itch 23 which helpspeoplewith heartproblems. 74 ultrasound )5 backwatds

( \UN\sll-\s\ 1 2 3 4 5 6 -l

C o m p u t eC r e n e r a t e dl m a g i n g demonstration burn shouldn't,mustn't a gamestester Co mputerI ntegr ated M anufactur ing simulate 8 were 9 ltl 10p 11 Seethe listo n p.128/179. Otheransw er sa re possible. 12 l'vebeen 13 packetswitching 1 4 L i q u i dC r y s t aD l isplay r5 1965 1 6 C i v i lE n g i n e e r 1 7 S e et h e l i s to n p . 1 4 3 . '18 mustn't 19 CVCurriculum vitae 20 employer 21 prediction 22 up 23 give 24 anintr anet 2 5 v e r ys m a l l

Key woÍds Checkthat studentsknowthe meaning of the keywords.

6 6 l n s t r u c t í o nf os r c o m m u n í c a t i oanc t i v i t i e s

lnstructions for communicationactivities Generalinstructionsfor information Bapactivities(1,2,6,9,11)

Or Possibleanswers T h eP a c e ri s s h o r t e r t h a tnh e J o s h i b a . T h eJ o s h i b ai s w i d e rt h a nt h e p a c e r . T h eJ o s h i b ai s t h i c k e tr h a nt h e p a c e r . TheJ o shibais heavierthan the pacer . T h es c r e e no f t h e J o s h i b ai s l a r g e tr h a nt h e (screenof the) Pacer. TheJ o shibahasa biggermemo r ythan the pacer. TheP acerhasa biggerhar ddiskthantheJ o shib a. Thej o shí baí smo r eex pensive than the P acer.

1 Divide students into pairs.

2 Give Student A worksheet to one student of each pair, and Student B worksheet to the other.Do not let them look at each other'sworksheet. 3 Student A asks questions and obtains information from Student B and completes his / her worksheet. 4 The students switch roies,with Student B asking StudentA questionsand completinghis / her worksheet. 5 When they have both compieted the task,the two studentslook at each other'sworksheetand check their answers.

Generalinstructionsfor group presentationactivities(5,15) 1 Divide the ciass into groups of 3_6 students and gÍve all the members of each group the same information. For example,Group A members receÍve the same Group A material. 2 The groupsdiscussthe material and preparetheir presentation.Encouragethem to add their own information and ideas,if there is time they should prepare a large visual. Each member of the group shouid be responsibiefor a different part of the presentation. 3 If the gÍoupsneed help, sit with them and discuss the topic. 4 When they are ready,get each group to give its presentationin front of the class. 5 Give feedback on the clarity of each group's explanation.

Unit 1 1 Follow the general instructions for information gap activities. 2 Whenthey have completedthe ínformationgap activity,students,work individually and write sentencesunder the Comparisoncolumn comparing the two computers.

Unit 2 1 Follow the general instructions for information gap activities. 2 In this activity,divide students into groups of three. A is a secondyear part-timeengineeringstudent,B is a first year part-time engineering student,and C is the engineeringcollegesecretary.C should be the strongeststudentin the group. 3 While the pairs of studentsare talking,go around the groupsand encouragethem,whenever appropriate,to use the PresentSimple when talking about the normal timetable and the present ':

''.-^''.:l'::.\rt e: ':J--tS: .:..i-S:...f o *::--1.o.r1.:.r -. 11_.

timetable.

oÍ StudentA:Mon Theory/ Practical,Tue Maths / English/ Project Laboratory,Wed StudentB:M o n Lab/ M aths,TueEnglish/ S elfstudy,WedProject/ Practical

Unit3 1 Divide studentsinto pairs. 2 Give Student A worksheet to one student of each pair, and Student B worksheet to the other. 3 Beforethe quiz, studentswork individually filling the gaps in the questions.Check their work (seekey below).Weaker students might need help.This would be a good opportunity to go through how to form questionsonthe board. 4 When they are ready,Student A quizzes StudentB and takes a note ofthe score. 5 StudentB ouizzesStudentA and takes a note of the score. 6 They comparescores.Then the teacherfinds out which student(s)in the classhad the top scorcs.

I n s t r u c t i o nf os r c o m m u n i c a t i oanc t l v i t i e s6 7

Unit4

Unit5

For Tasks1-4,divide students into small groups and get each group to appoint a chairpeÍsonanci a reporter (who will take notes).Task 5 is an individual writing exercisebasedon the decisionsmade bv the student's group in Task4.

1 Follow the general instructions for group presentationactivities.In this activity,all groups are working on the same information.

Task l Tell studentsto use materialsand properties they have learned about in this unit. One student should act as reporterand make notes of the materials and properties.The groupswill need to referback to the noteswhen they are holding their meeting.

Name of system: Solar water heating system. Purpose of system:To provide a supply of hot water for taking showers in a building using solar energy, without the need for an electricalor gas heater. Main components and what they do: solarwater heaterpanel - heatsthe water water tank - collectsand storesthe water hot and cold valve -turns on hot and cold water. and mixes them showerhead - heatedwater comes out through this connecting water pipes - CaÍTy water between the components cold water inlet - brings cold water into the system

O.r a b c d e f g h

Possibleanswers - h a r d ,i m p a c t -r esistant he l me t- p o l y c a rb o n a te pack- p o l y e s t e-r we a t h e r - r e s i s ta n tot ,ugh gloves- nylon- durable,weather-resistant r ope- n y l o n- e l a s t i cs, t r o n gi n t e n s i o n(=w hen it ispulled) s u ngl a s s e -s p o l y c ar b o n a te- l i g h t we ight, to ugh, hard j acke t- p o l y e s te r -l i g h twe i g h t, b re a t hable t r ouse rs- K e v l a -r s tr e tc h a b l e ,we a r-r esistant go o dgr ip boots o l e s- p l a s t i c- m o i s t u r e - r e s i s tant,

Task 2 Explain that this is part of a meeting between two engineerswho work in a company designing sportsequipment.The engineers,Peterand Louise, have to decide which materials to use for some new climbing equipment.There are two mistakes in the memo.In Decision1,Changethe word lightto tough.In Decision 2,change a mixture of nylon and Kevlar to Kevlar. Task 3 Each gloup has a meeting simílarto the one in Task 2,but covering two or more different items of equipment / clothing from Task 1.The reportertakes notes of the decisionsand the Íeasons. Task 4 This task is optional and could be done for homework. Studentswrite memos ÍndivÍduallyusing the notes of the decisionstaken in their group's meeting.Teilthem to use the memo in Task 3 as a model.

2 If the groupsneed help,sit with them and discuss the topic.Use this background information:

Howthe system works: Cold water enters the system through the cold water inlet. It flows through the pipes via the water tank and into the solar water heater panel.The sun heats the water as it passesthrough the panel.The heated water flows from the panel through the valve and out through the showerhead.When the valve is closed,hot water flows into the top of the water tank. In the tank, hot water stays at the top, and cold water sinks to the bottom.When the valve opens,pressurefrom the cold water inlet pushes warm water out of the top of the tank.

Unit 6 1 Follow the general instructions for information gap activities. 2 Explain the scenario,as given in the worksheet.One of the studentsis a salespersonand the other is a customer.The customerhas to phone the sales person and explain his / her security problems.The salespersonhas to listen,ask questions,and finally recommendthe best device.The customerthen writes the kev information in the table.in note form.

Unit 7 1 Divide the class into groups of two. 2 Studentspreparetheir presentations.Give them help convertingthe active verbs into passive. 3 StudentsgÍvetheir presentationsto their partners.

6 8 l n s t r u c t i o nf so r c o m m u n i c a t i oanc t i v i t i e s

Unit I

4 The group play TheMemory Game:

1 Divide the class into groups of three. 2 Make one photocopy per group and cut it into sections.Give the top section (thetask and table of advantagesand disadvantages)to the whole group. 3 Give each student a different set of information. If a group has fewer than three students,give stronger students two sets of information. 4 Beforethe groups begin work, check that they all understandthe meaning of terms in the tables such as power,efficiency,andrange. The headtngssmoke and carbon refer to smoke poilution and emission of greenhousegases,respectively. 5 Without showing their informatÍonto the others, students in each group discuss the advantagesand disadvantagesof each form offuel and then complete the chart.One student in the group is appointed to write the group'sideas in the table. 6 Students should then have a conversationabout the implications of using these fuels in the future based on exercise3 in the Grammar test,ifthis has already been used.They should use the correctmodal verbs.

Unit 9 1 Foliow the general instructions for information gap actÍvities.However,there is no change of roles at the end of this activity. 2 Explain the situation,as given in the worksheet. Student A is a safety inspector,conducting a survey of safety proceduresat Three Valleys Construction síte.Student B is the site managel of the Three Valleys Construction site.Student B should be the faster reader of the pair. OE A 8,

87,

Unit 1O Beforeyou start,go through the pictures to revise the vocabulary.Ask students what the pictures represent and what the people / devicesdo.Encouragerelative clauses:It'sa hearingaid,a devicewhich helpspeople with hearingproblems.Exp)ainto the studentsthat this i s a me mor ygam e . 1 Divide the classinto groupsof 3-5. 2 Give each group a sheet,cut up into cards. 3 Each group shuffles the cards and then placesthem upside down in 7 x 4 formation.

The first player turns up two cards. If it is the same (i.e.picture matches text) he / she takes both cards away and keeps them. He / she then turns up another two cards,again keeping them if they are the same,but ... If they are different,he / she turns the two cards face down. The turn passesto the next student,who turns up two cards. As the game progresses,the players will have seenmore cardsand should tryto remember where certaln words and pictures are placed and so should be able to locatethe card that matches the one they have turned up. In order to make the game more communicative, encouragethe studentsto discussthe devices they have found, using relative ciausesas much as possible.

Unit 11 1 Follow the general instructions for information gap activities. 2 There should be a total of four calls as each student has two problems.Oncethe first problem has been solvedthe student will encounter a secondproblem that will requirea secondcall to the hotlinetechnician.

Unit12 1 Divide the class into groups.This is a group collaborative activity. 2 Each group studiesthe keys (with examples)and then solvesthe codedmessagesby decidingwhich key to use. Gr 1 computer-aided c design- key:1234567 4325767 2 c o m p u t e r - a i d emda n u f a c t u r i n gk-e y : 723456789e 583972146 - key:mov e 3 co mputernumer icalco ntr o lled alphabetthr eeplacesbackA C D ,B C E etc. manufactur ing-key : 4 co mputer -integr ated mo vealphabettw o placesbackA c C,B c D etc. 3 Each group Ínventsa codeand setsa puzzle for other groups to solve.Time the groups,and announce the fastestone. 4 If the secondtwo parts of the activlty seem too difficult for your group,ask them to use the codesin the activityto send each other messages.

l n s t r u c t i o nf so rc o m m u n i c a t i oanc t i v i t i e s6 9

Unit13 1 As pre-activity homework, teil studentsto find out what they can about the advantagesand dÍsadvantagesof using VoIP rather than normal landline telephones. 2 Divide the classinto small groups. 3 Give half the groups the Group A information (advantagesof VolP).Give the other groups the Group B information (disadvantagesof VoiP). 4 Tell the groups to preparetheir side of the argument in a classdiscussion.Tellthem to discussthe information given,and to add any more points they have discoveredfrom their own research. 5 Tell the groups also to try to guesswhat the other side'spoints will be,and dÍscusshow to counter their arguments. 6 When the groups are ready,divide the classwith ail the A groupson one side and a11theB groupson the other.Tell studentsthey are acting the part of senior staff in a company trying to decidewhether to change from iandlines to VolP in the company.At the end of the discussion,they should vote whether or not to make the change. 7 Chair the discussion.and then hold the vote.

Unit14 1 Beforethis lesson,make surethat each studenthas compieted his / her own personal CV (wordprocessedif possible)as explainedin the Student's Tellthem to bring enough copiesfor all Book,p.101. group members. Divide students into groups of three or four, and chooseone studentin each groupto be the interviewee.Tell the interviewee to give copies of their CV to the other studentsin their group.Check that each group member has the CV of the person being interviewed. Get each gÍoup,working together,to complete the job advertisementgiving details of a job whichthey would like to apply for.Make sure they use detaÍIs that are compatible withthe CV of the interviewee. Divide each group into sub-groupA (the interviewing panel,working together)and subgroup B (theinterviewee,working alone). Tellthe interviewing panel (A)to preparequestions to ask the interviewee,basedon his / her CV and the job advert.Tell them not to show their questionsto the interviewee before the role-play. Teli the interviewee (B)to prepare ideas and replies to expectedquestionsfrom the panel,basedon his / her CV and the job advert.Tell him / her not to show these to the panel beforethe role-play.

7 When they are ready,get the groups to role-play their interviews.These can be done simultaneously, or if there is time, groups can perform in front of the class.Give feedbackon the interviews.

U n i t1 5 1 Follow the general instructions for group presentationactivities. 2 Divide the three different ideas among the teams.lf possible,give these out beforethe Iesson,and ask the groupsto do some researchon these ideas. 3 At the end of eachpresentation,the classquestions the team, asks about any disadvantagesof their ideas,and votes to give funding to the team with the most impressÍvefuture technology.

7 O P hot ocopi ablO e O x f o r dU n i v e rs i tyPre s s

I GrammaÍtest Complete the table with adjectivesfrom the list. Put one simple adjectivenext to the correctrule.Then write Ítscomparativeform. bad big cheap Rule Add-er Add-r

l I

D o u b l ef i n a ll e t t e r and add -er

l

combustible ear ly far

Simple

C o m p a rative

quiet

q ui e t e r

t hi n

fast

portable

la rge

safe

noisy

slim

Rule

- tn'.á.n;-,to.l-r,.,uy and add -er

l ;.;i.; --8

I -_7

wider

Changetheword J-g""J (irregular) L-nl--'o

thinner

t)semore

I

I n"tt.,

[ .;p;.;r.

I ;..rp.nriu.

L-:tt

L _tt

2 Use the information in the table to complete the sentencescomparlng the two CAIS.

I saloon l - passengers

Size

I b

1 Y e a ro f manufactur e 2 M a x i m u ms p e e d A c c e ler atioto n 80 kph

I )

2002

] r s ot p t

Sports 2 passengers 2004 1 8 0k p h

l - 5s e c o n d s

10 seco nds

4 Fuelcapacity

70litres

40litres

5 Pr i c e

e 40,000

g 25,000

5

EXAMPTE

The saloon car is designedfor a family, so it is much larger than the sportscar.

1 The sports car is about two years 2 When you drive at the maximum speed,the sports car is 3 The salooncar acceleratesto 80 kpm 4 The sports car has a --

fuei capacity

5 The saloon car is

Complete the sentenceswith the correctwords. 1 This is broken,so pleasecall a mechanic / mechanical / mechanism

to repair it.

2 Ais someonewho has been trained in -. technical / technology / technician 3 After the -installation,the building will have electricitv / electrical/ electrician Study at university if you want to become an engine / engineer/ engineering He has a diploma in --and now he repairs equipment. electron / electronics/ electronic

P ho to co piable @ Ox fo r dUniver sit y

I Communication StudentA Ask questions to find out the specificationsof Student B's laptop computer.Write the specificationsin your tab1e.Then check your answers by looking at Student B's diagram. Finally,write sentencescomparing the two laptops.

E N a1

2cm

Pa c e rX J L0 0 length

t, 27 cm

width

t,

J o s h i b a8 5 0 7

t

ffi

Co mpar iso n T h eP a c e ri s s h o r t e trh a nt h e J o s h i b a .

22 cm

t hi c k ne s s weight s c r e e ns i z e

T h e s c r e e no f t h e . . .

m e mor y h a r dd i s k p r i ce

h a sa b i g g e m r emory...

i tltt

SsStudentB Ask questionsto find out the specificationsof StudentAs laptop computer.Write the specificationsin yourtable.Then checkyour answersby looking at Student As diagram.Finally, write sentencescomparing the two laptops.

E

,: a\

4cm

J+ I

PacerXJ100 length

J o s h i b a8 5 0 7

3 3c m

Co mpar iso n T h e J o s h i b ias l o n s e r t h a nt h e P a c e r .

width t hi c kn e s s weight S C r e e ns r z e

T h e s c r e e no f t h e

memory h a r dd i s k pnce

T h e-

h a sa b i g g e m r emory...

7 2 P h ot ocopi a b l@ e O x f o rdU n i v e r s i tyPre s s

2 GrammaÍtest I Join each sentenceto the correctrule,and then to the correcttense.

1

| ceme l t sa b o v eÍ r e e z i npgo i n t .

2

L e sson ss ta rta t 9 a .m .e v e ryd a y .

3

T h e p o l a ri c e c a p s a r e r a p i d l ym e l t i n g .

4

The weather feels very cold today.

5

W h e n y o u p r e s s t h e b u t t o n ,t h e a l a r m s o u n d s .

6

T h e f i r ea l a r mi s r i n g i n g .

7

What do you likeaboutyour course this year?

I

I h a v e f o u r w e e k s ' h o l i d a ye v e r y y e a r .

9

T h e o i l f l o w s i n t o t h e t a n k e rv i a t h i s p i p e .

10

W o r l d p o p u l a t i o ni s s t e a d i l yi n c r e a s i n g .

11

How oftendo you go to the gym?

12

T h i s e x e r c i s e n o w s e e m s v e r y c l e a rt o m e .

\

-

A alw avstr ue

B

h a p p e n i n gn o w

C r o utineactio n

D

PresenC t ontinuous

PresenS t imple

t h i n k i n ga n d f e e l i n g

2 Read the description of a processand underline each verb.Then rewrite the verbs that are in the incorrecttense. T h i si s h o w t h ew a t e rs y s t e mo p e r a t e isn a h o u s eF. i r s ta, p i p e b r i n g sw a t e ri n t ot h e h o u s eA. s t o pv a l v ej u s t i n s i d et h e b u i l d i n g 15 il Disadvantages

I

Petrol

l

Key to symbols on tables: S c a i e :/ / = E x c e l i e n t

/=Good

0=Fair X=Bad = (Notes:Efficiency=low fuel consumption;Range distance travelled after refuellÍng) 3 After you have completedthe charts,have a conversationabout the implications of using these fuels in the future.You have some extra notes to help you with the discussion.

StudentA ICar bo ns -f-----

!:Tli::! ':1110__ )r

Notes:Expertsbelleve that there is not much oil left Ínthe world. There is more gas in the world than oil but it is not renewable.The only emission from hydrogenis water but uses a lot of energy to produce.

StudentB

$r

Notes:Expertsbelievethat there is not much oii ieft in the world. Thereis more gas in the world than oil but it is not renewable.The only emission from hydrogenis water but uses a lot of energy to produce.

StudentC lcarbons --I-nI smoke - -

Art"'".t i* [Hy;;"; ;V 7 fuelilr

1

Elk:l:I -f f1ng e

,,/

X

Notes:Expertsbeiieve that there is not much oil left in the world. There is more gas in the world than oil but it is not renewable'The only emÍssionfrom hydrogen is water but uses a lot of energy to produce.

8 6 P hot ocopi ablOe O x f o rdU n i v e r s i tyPr e s s

9 GrammaÍtest Make the warnings more formai. Use must be +Past Participle (e.g.done). (Note:only include the agent with by rf youthink the information is important.) r xAMpLE

You have to wear this white coat in every part of the food processing factory. Thiswhite coat must be worn in everypart of thefood processingfactory.

1 You need to carry these ear protectorseverywhere Ínthe aircraft hangar. 2 Specialisttechnicians should repair the computers. 3 Experttechniciansshould checkthls engine. 4 You must leave the wet concretefor severaldays before walking on it. 5 You need to lubricate these gears every day. Rewritethe instructionsusing the words in brackets. ExAMpLE

Alwavs knock on the door before Vou come in. You You must knockon the door beforeyou come in.

(must)

1 Driversmust checkthe brakes,lights,tyres,and water beforea long carjourney (required) 2 Apprenticesare required to wear overallsin the workshop. (must i always)

Apprentices 3 Report all accidents to your supervisor.

(must)

All accidents 4 Never work at a height without a harness and a lifellne.

(must / not)

You 5 Always wear a safety helmet in this building site.

(must)

A safetv helmet Rewrite the instructions using the word in brackets. ExAMpLE

First check the guard is on the machine. Then switch it on. (always) before switching it on. Always checktheguard is on the machinebeforeswitchÍngit on.

1 If you haven't closeddown your program first, don't switch off your computer. (never) without closing down your pÍogramfirst. 2 Only enter this warehouse after you ve put on this overall and safety helmet. (don't) without putting on this overall and safety helmet. 3 You must not eat or drink at the same time as you operatethis machinery. (never) while operating thls machinery. 4 First fasten your safety belt.Then you can start the car and drive away. (only) after fastening your safetybelt. 5 Switch off the power to the video machine. Then you can take off the cover. (always) before taking off the cover.

Photocoptdurtr v \JA,v, e e.

9 Communication Accident survey form Nameof site:ThreeValleysConstruction

StudentA Year:

A T o t anl u m b e ro f a c c i d e n tds u r i n g y e a r B N u m b e or f i n i u r i e fsr o ma c c i d e n t C N u m b e or f d e a t h sf r o ma c c i d e n t

You are a Safety inspector.You are carryi.ngout a survey on safety proceduresat a construction site. Interviewthe Site Manager and complete this survey form.

D T ot aln umb e ro f o b s e r v e db r e a c h e os f s a f e t vr ule E E n t e rnumb e ro f b r e a c h e os f e a c hs a f e t vru l ebelo w I

N o s mo k i n gi s p e rm i tte da n y wh e r eo n s ite.

2

H a r dh a t sm u s tb ew o r na t a l l t i m e s .

3

Safetybootsmust alwaysbe worn on site.

4

S afe t vn e tsm u s t b e p l a c e db e n e a t hf l o o r sw ith no deck.

5

s u s t b e wo rn a t h e i g hts. S afe t yh a rn e s s e m

6

Cr an eop e ra t o r m s u s t a l wa v sh a v ea n a s sistant.

7

C a b l e sm u s tb e a t t a c h e dt o c r a n el o a d s .

8

C r a n eo p e r a t om r u s tc h e c kt h a tt h e g r o u n di s l e v e l .

(Note:a breach of a safety ruie mean s breakinga safety rule)

$tr 3 FINDINGS T h e se ar e o u r m a i n f i n d i n g s a b o u t g e n er al safety at the Thr eeValleys ConstrucÍionsite' 1 W e s aw s i x wo rk e r swa l k i n ga r o u n dthe site w itho utsafetyhelmets. W e n ot e th a t two a c c i d e n t sh a p p e n e ddur ingthe year ,in w hich tw o w o r k e r sw i t h o u th e l m e t sh a d s e r i o u sh e a d i n j u r i e s . 2

S afe t ys h o e s we re a l s o a p r o b l e m ,O n e w o r kerw ear ingno r malsho es had a s e r i o u si n l u r yt o h i s f e e t wh e n a co ncr eteblo ckfell o n him.

3

T h e r ew e r e t wo f i r e s d u ri n gt h e y e a r,b o thcaused by smo ker sthr o w ing . n e s uper viso rw as ser io uslybur nt. ci gar e t te si n to p a c k i n gm a te r i a l s O

4

O n e b u i l d e rl a s ty e a rf e l lf r o m a f i r s tf l o o ra n d b r o k eh i s l e g .H e h a d fai l e dt o f a s te na s a f e tyh a r n e s sa n d l i f elinebefo r estar tingw o r k.

5

s e s a w t h r e eb u i l d e r sw o r k i n go n a h i g hs t o r e y D u r i n gi n s p e c t i o n w w i t h ou ta s a f e t yn e t b e l o w t h e m .

6

T w o mo n th s a g o a c r a n et u r n e do v e r o n its side becausethe gr o und w a s n o t l e v e l . T h eo p e r a t o w r a s s l i g h t l yi n j u r e d .

7

I na n o t h e ra c c i d e n tt, h e c r a n eo p e r a t o rh a d n o a s s i s t a n th e l p i n gh i m . T h e cr a n e l o a d s wu n g o u t o f c o n tr o la nd str uckano therw o r kercausing a s e r i o u si n j u r yt o h i s a r m .

8

l n an ot h e ri n c i d e n twi t h a c r a n e ,t h e r e w as no cableafiachedto the they l oad,an d th e c ra n e l o a ds wu n g to wa r dstw o w o r ker s.Fo r tunately were notiniured.

4

CONCLUSTONS

StudentB You are the Site Manager of a constructionsite.Readthis extract from a report and answer the Safety Inspector'squestions.

88 Phot ocopi ablOe O x f o rdU n i v e rs i tyPr e s s

rc GrammaÍtest t

Join each pair of sentencesusing whÍchor who. Ex.A.MptE

A solar panel is a device.This device convertssunlight into electrical power. A solarpanel is a devicewhich convertssunlight into electricalpower.

1 A nurse is an employee.This employee looks after patients. 2 Aspirin is a medicine.ThÍsmedicine relievespain. 3 A set of step-upgearsis a mechanism.This mechanism increasesthe rate of rotation. 4 Paediatriciansare doctors.These doctorstreat children. 5 An operating table is a piece of hospital equipment.It supports patients during surgery. 2 Match the oarts of the table. item

functio n

a a r t i fi ci aI he ar t

m a c hi n e

t h e l pb l i n dp e o p l et o m o v ea r o u n de a s i l y

b X - r a yt e c hn i c i an

s p e c i al i s t

2 calculatethe best heart ratefor a oatient

c t h e A b i o C o rc o n t r o l l e r

device

3 c o m b i n et h r e et y p e so f e n g i n e e r i n g

d RP6

robot

4 o per atea nd pr o cessX-r ays

e u l t r a c an e

device

5 e x a m i n ep a t i e n t rse m o t e l y

f mechatronics

fíeId

6 p u m pb l o o da r o u n dt h e b o d y Write sentencesusing information from the table. EXAMpLE

An artificialheartis a machinewhichpumps bloodaround the body.

4 Rewritethe sentencesas dialogues. ExAMpLE

A can-openeris a devicewhich opensmetal cans. AWhat's this devicefor?B lt'sfor opening metal cans.

1 Sensorsare components which detect changes in the environment. 2 An injection moulder is a machine which makes molten plastic into products. 3 Artificial hearts are deviceswhich pump blood around the body and into the 1ungs. 4 A scanner is a machine which converts a vísuai image into digital form. 5 A hearing aid is a mechanism which increases the volume of sound waves in the ear.

Complete the text with which,who,for,by,or to.Each word can be used more than once. l producesX-ray images of all A radiologist is a specialisttechnician parts of the body.He doesthis -2

positioningpatients,operatingthe

X-ray machine, and processingradiographicfi1ms.Thesefilms are then usedby 3diagnosemedical conditions.The radioiogisthas doctors 4wear a lead apron and glovesto protect himself from radiation.The lead apron is a kind of body armour The gioves are -

-6

s goes over the front of the body.

protecting his hands and wrists against the X-rays.

P ho to co piable O Ox fo r dUniver sitvPress 8 9

rc Communication

:WláT*llffi

i

l. Ü]ilfu