-

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.