Introd uction pA

Background, teaching notes, tips, and additional activities1 Ways in to technology p.6 9 Petroleum engineering pAl

2 Food and agriculture p.ll 10 Environmental engineering p.45

3 Bridges and tunnels p.15 11 Robotics p.50

4 Plastics p.19 12 Household technology p.55

5 Alternative energy p.24 13 Defence technology p.60

6 Aeronautics p.29 14 Electronics p.65

7 Future homes p.33 15 Career development p.70

8 Mass transportation p.37

Grammar tests and communication activitiesInstructions for communication activities p.74

1 Ways in to technology p.78

2 Food and agriculture p.80

3 Bridges and tunnels p.82

4 Plastics p.84

5 Alternative energy p.86

6 Aeronautics p.88

7 Future homes p.90

8 Mass transportation p.92

Grammar tests key p.I08

9 Petroleum engineering p.94

10 Environmental engineering p.96

11 Robotics p.98

12 Household technology p.IOO

13 Defence technology p.I02

14 Electronics p.I04

15 Career development p.I06

4 Introduction

Technology is aimed at preparing students who intendto get a job in technology. It presents them with Englishfrom a wide variety of technological fields and situations,develops their communication skills, and provides themwith background in major technological concepts.

Switch on

This is designed as a warm-up activity to the unit. Itusually consists of a number of pictures and oftenintroduces key vocabulary or concepts. It should be usedto get students to focus on the topic.

It's myjob

These occur regularly, either as a reading or listeningexercise. They are all based on authentic interviews andsources and are designed to be of interest to the studentsas they stand with only minimal tasks. Students willread about or listen to a variety of people in differenttechnology environments and gain insight into the skillsrequired.

General focus questions for It's my job are: What doyouthink his / herjob involves? What skillsand experience doeshe / she need?Wouldyou like to do it?

Asan ongoing project, encourage the class to build upa portfolio of other 'It's my job' features. For example, ifstudents know someone who works in technology, theycan write their own 'It's my job' article or interview, withphotos.

Make your point

This feature is introduced by LeeAvatar, a fictionalcommunications guru. His aim is to help students withspecific areas of communication, particularly givingpresentations, as well as telephoning and interviewskills.This feature takes the students one step on fromthe CustomerCare feature in Technology1by practisingcommunication not only with customers but also withother non-technical people, such as a group of townplanners.

Problem-solving

This encourages students to work together to solve aproblem - a key skill in technology. It is designed tostimulate discussion and often involves ranking exercises

or evaluating the practicality of a variety of solutions to aparticular problem.

Top margin

This top part of the page contains facts, statistics, andquotes. These are optional extras and can be used to addvariety and interest to your lessons, or provide additionalmaterial for strong students who are 'fast finishers'. Waysof exploitation include asking whether your studentsare surprised by the facts and statistics, or whether theyagree, disagree, or can identify with the quotes.

It also contains Gadget box:interesting, often quirky,technological innovations related to the unit topic. EachGadget box has an associated question, and allows youto take time out from the flow of the lesson in order topromote a more open-ended discussion.

There are also definitions for difficult words or phraseswhich are important to understand a text which appearson the same page. (Words or phrases in the text arehighlighted in bold.)

Vocabulary

Students meet a large amount of vocabulary during thecourse. It is important to encourage good learning skillsfrom the start, for example:

organizing vocabulary into word sets and word groupsrather than simple alphabetical lists

understanding the context of vocabulary andwhether it is a key word needed for production or forcomprehension

checking and learning the pronunciation of a word orphrase.

Language spot

This focuses on the grammar that is generated bythe topic of the unit and concentrates on its practicalapplication.

If your students need revision after cornpleting theLanguage spot,direct them to the Grammar reference,which provides a handy check.

There is also one photocopiable Grammar test for eachunit in this Teacher's Resource Book.

Introduction 5

Listening, Reading

These activities give realistic and communicative practiceoflanguage skills needed in technology. In Technology 2more emphasis is given to the micro-skills, such aspredicting, scanning and skimming, listening for gist, andlistening for specific information.

In the Listening activities students are exposed tosituations related to technology, including dialogues,technical explanations, and interviews.They also heara variety of English accents,both native speaker andnon-native speaker.

In the Reading sections students meet a variety oftechnology-based texts .

Speaking I Pairwork

Inthe Speaking and Pairwork sections,try to ensure useofEnglish during activities, particularly those involvingsome discussion.Encourage this by teaching or revisingany functional language students may need. There is alsoone photocopiable Communication activity for each unitin this Teacher's Resource Book.

Pronunciation

Thispractises aspects of pronunciation which are ofmaximum importance for intelligibility.

You can repeat the recordings in the Pronunciationas often as you like,until you and your students feelconfident they have mastered a particular sound orfeature.

Project I Webquest

These encourage students to take an active role in thelearning process ,both in terms of their English languagework and the subject of technology itself.

Projectscan be set as homework assignments, but it isworth spending time in class preparing students for thetask.Students are usually required to use search enginessuch as www.google.com to find information, as well aswebsites dedicated to technological issues. Help can alsobe given by brainstorming some standard places wherethey can gather information.

Checklist

Thisallows students to check their own progress. You maywant to get students to grade or assess how well they canperform each ofthe 'Can do' statements, e.g.'easily', 'withdifficulty',or 'not at all'.They can also test each other inpairs,by giving examples from the unit of each of the 'Cando'statements.

Keywords

These are the main items of technology vocabularyintroduced in the unit. Adefinition of each of thesewords appears in the Glossary. Youshould certainly checkstudents' pronunciation, including the stress, of wordslikely to be used orally.

This section also provides students with the opportunityto look back through the unit and note anything abouthow English is used in technology that is new to them.In addition to encouraging students to build their ownpersonal vocabulary, this activity encourages them toreflect.

Writing bank

This is in the middle of the book and gives skills practicein writing. There are seven sections, each devoted to aspecific area of writing useful for students of technology.These include emails, instructions, and reports.Studentsare given an example that serves as a model. This isfollowed by intensive questions to guide comprehensionand highlight specific areas of the writing style. Finally,students are asked to compose a piece of writing basedon the model they have seen.These mode ls also serve asuseful extra reading practice.

Pairwork activities

This section contains one or more parts of the informationgap activities from the main units (see Speaking /Pairwork) .

Grammar reference

This can be used together with the Language spot, as ahandy check or revision. It shows the form of a particulargrammar point, briefly explains its use, and providesexample sentences. It also indicates likely student errors .

Listening scripts

This is a complete transcript of all the recordings.Directstudents to it for checking answers after they havecompleted a Listening task, or allow weaker students toread it as they listen to a particular recording, perhaps fora final time.

Glossary

This is an alphabetical list of all the Key words . Each wordis followed by the pronunciation in phonetic script, thepart of speech,and a definition in English .

The section begins with a phonetic chart, with anexample word from technology to illustrate each of thesounds.

6 Unitl

This unit covers three routes to a career in technology:apprenticeship,technical college, and university. In theUK,apprenticeships are normally open to 16-to 24-year­olds who are in employment. Sixteen is the earliest thata student can leave school. Finding an employer who iswilling to take on apprentices can someti mes be difficultas apprentices,once qualified, often move on quickly toother employers or set up in business for themselves.Forthose who find suitable employment,an apprenticeshipoffers the advantages of earning money while gaininga qualification and practical skills.Apprenticeship scombine on-the-job training at work with education at alocal college, usually on a day-release basis .

There are further-education college courses availablefor every aspect of technology.These lead to vocationalqualifications at certificate and diploma level.Studentsenter from school at sixteen or eighteen with schoolleaving certificates but work experience may also be takeninto account. Often courses are geared to the needs oflocalbusiness and industry and are taught by lecturers whohave work experience in their field. Students completing acollegecourse can enter employment or,if their grades aregood enough, move on to higher education. Collegecourseslast one or two years and are usually modular.

Universities offer both broad-based and specialist degreesin engineering. UKcourses range from three to fouryears or longer if a work placement is included.One-yearpostgraduate Master's degrees in specialist fields are alsocommon.

Switch on

Tomaintain and improve our lifestyle, in this increasinglyhigh-tech world, requires universities and learninginstitutions to produce Engineers,Technicians, andTechnologists capable of adapting, for example, the latestdiscoveries in Physics and the Biological sciences,topractical solut ions to benefit those in the developed anddeveloping world .

Much work has been done to encourage students to stayat school and progress to some form of higher learning.Manufacturing and other societies of engineeringprofessionals are active in encouraging school children toenter competitions which require technical knowledgeand expertise to win.

Schoolleavers entering industry are now more aware ofthe educational courses available and are encouraged bytheir employers to take advantage of those opportunities.Universities and colleges are prepared to recognize priorknowledge and work experience as entry qualifications.

Web technology plays an important part in enablingcompanies to conduct their business. They can stay intouch with customers and employees around the world .They can upload and download computer software,engineering designs, sales contracts, etc .Engineers canremotely monitor the performance of machines andprovide solutions to problems as they arise to peopleon site, without the Engineer leaving the office.

1 Get students to name the products.Encourage them to discuss who uses theproducts, what they are used for, and their importance today.

C] Additional activity(aI/levels)Get students to choose one product andwrite a paragraph about wh ich branchesof technology would include it and why.

o-w A tapB ((TV camera

C electric motorD synthesizer

E ultrasound machineF processor chip

2 Discuss each of the courses, making sure students understand the types ofactivities involved in each one .Get them to discuss the question in smallgroups.

C] Additional activity(aI/levels)Get students to research one of the collegecourses listed to find out what subjects areincluded and some examples of the typesof jobs available.They should use a searchengine such as Google.

o-w A Environmental technologyB Securitytech nology( Electrical engineering

D MusictechnologyE Medical technologyF Information technology

Ways in totechnology 7

PairworkStudents should first work alone to identify the four courses they have.Help with any unknown vocabulary. In pairs, by revealing the componentsone by one, they can play a guessing game.

0-,.. 1 Automotive engineering2 Communications engineering3 Computer-aided draughting4 Electrical engineering

5 Aircraft maintenance6 Marine technology7 Defence technology8 Music technology

~ Additional activity(aI/ levels)

Get students to write an email to a frienddescribing th e most suitable course theyhave found. Refer to the Writing bankpp.52-53.

~ Additional activity(st ronger students)Get students to prepare a shortpresentation to be given to the rest of theclass,outlining wh at they have found outand giving recommendations.

WebquestMembers of each group should fir st decide which cou rses they w ou ld liketo research.Allow students time to share their results. Get them to choosewhat they consider to be the best course(s) and why.

ReadingStudying technology

1 In groups of three,get each student to choose one text A, B,or C.

0-,.. A 1 Studying at university2 She wa nts the best choice of ca reer a nd she's interested in doing

research in digital communications.3 Broad-based to start,for example Electrical engineering, but

specialized in later years, in Cristina's case in digitalcommunications. Cristina is also taking German.

4 Three years, but some take up to five ifwork experience is included.5 lobs indesign, production, quality assurance, and other fields .

Some work in marketing or management. Cristina hopes tobecome a Research Engineer.

B 1 Studying at technical college2 He wanted to get a qualification before he started work and

have more time to decide on a career.3 Courses leading to vocational qualifications.These combine

applied science, practical skills,and technical know -how. Studentsalso study communication skills for work and dealing with thepublic.

4 Ayearfor a certificate, two years for a diploma5 Technician

C 1 Apprenticeship2 He wanted to leave school and start working and earning money

as soon as possible. .3 Courses leading to vocationa I qua Iifications and entra nce

qualifications for higher-level studies4 Twoyears5 Aircraft Fitter or Aeronautical Engineer ifhe completes higher studies.

2 In groups of three, get st udent s to dis cuss what they have read using theiranswers to the questions in 1 as a guide,

CiadgetboxDiscuss the benefits of Moodle with the class. Discuss the question.

Problem-solving1 In pairs, students should quickly brainstorm the sorts of questions they

would ask .

:2 Get students to read the first paragraph of the text. Get them to answerthe questions in the example at the beginning of the paragraph.Then,get students to continue with the rest of the text and write appropriatequestions.

0..... Possible answers2 What will I study? / What subjects will I study? / What subjects are

included?3 Howwillllearn?/Howisittaught?4 What are the entry requirements? / What qualifications do I need

to take this course?5 How long does the course last?6 When will I be expected to be in College? / How intensive is the

course?7 How will I be assessed?8 What can I do with this qualification?

* TipWhen not ing new vocabul ary, encouragestudents to write the part of speechbeside the word(s) - v, n, ad}, adv.Try toexpand their knowledge of vocabularyby asking them to think of other parts ofspeechwhich come from the same stem ,ego combination (n),combine (v).

*TipBefore listening, it is important for studentsto ant icipate what they are going to hear.Byreading the questions,t hey will be ableto guess the sit uat ion and they will knowwh at to concentrate on while listening.

3 Students should not use dictionaries. Get them to work in pairs and try towork out what the terms mean.Discuss the ideas with the whole class.

0..... 1 with a practical focus on getting a job2 formal qualifications likeschool examination certificates3 learning and training in the workplace4 knowledge acquired through work or study before you do a course5 assessment during regular teaching unlike formal examinations at

the end of a period of study6 regular development over a period of time

It's my job1 Ask students what they can remember about an apprenticeship. Discuss

the questions.

0..... Predictable from Text C:1 working, taking part in on-the-job training, attending college

part-time2 one to three years3 practical skills

:2 ~ After listening, discuss students' answers.

0..... After listening add:1 studying2 three years3 team work, problem-solving, communication skills,using new

tech nologies

3 c;)) Before listening get students to read the questions and note anyanswers they can already give .Listen again to check and complete.

Waysintotechnology 9

o-w 1 Plastic items from medical components to water pipes2 Third year, final year3 He has to complete forms to show he's reached the right standard

for various skills.4 Because his studies are more intense5 At night and weekends6 Ten hours a week7 More responsibility and better pay

4 CO> Do this as a dictation . In pairs, stu dents decide on who is going to write.Stop the CDat sho rt int ervals and allow them to write.Wh en they havefinished, get them to check w ith the Listening scrip t on p.124.Discuss anyerrors with the clas s.

o-w See table in Pronunciation on p.10.

Language spot-ing form and to infinitive

Get students to look at the exam ple se nte nces then t o quickly form sh ortsent en ces using the verbs listed below.e.g. You must avoid wasting time. Ican't afford to go out tonight.

1 Get students t o do this exercise individually.

Allow stude nts to use dictionarie s if necessary to com plet e the table.Thecom pleted table can be used to focu s students ' attention on word suffixes-al for adjectives an d -ion, -ance, -m ent for nouns. Encourage stude nts tothink of other examples of adjectives and nouns which end in the samesuffix.

5 to start6 to apply

6 to measure7 to manufacture8 cutting9 to transfer

10 to become

3 to repair4 taking

o-w 1 repairing. maintaining2 des igning. making3 doing4 connecting5 toturn

o-w 1 studying2 working

VocabularyWord families

2 Get stude nts to do this exercise individually.

~ Additional activity(aI/levels)

Get students to choose four rows of wordsfrom th e tabl e and to write sentencesusing each word in the row to show thedifference in the way the different pa rts ofspeech are used.

* TipSome verbs can be followed by eith erthe-ing for m or th e to infinit ive. See Gram mar

reference p.1l4fo rverbs w here the re is litt ledifference in mean ing.Notice the difference in the followin g:I remembered to lock the door.

(= I remembered that I had to lock th e door.)I remember locking the door. (= I can nowremember that I locked the door.)I tried to close the valve but thepressure was

too high. (= I made an attempt to close t hevalve.)I tried closing th e valve but oil continued to

leak out. (= I tested to see if closing the valvewould solve th e problem.)

~ Additional activity(aI/ levels)

Get stud en ts to close their books. On apiece of paper, students should write -ingand to at the top of two columns. Dicta teth e ver bs list ed, mixi ng them up ,andstu dents should decide which columnth ey belong in .In pair s st udents canquickly compare answers .

PronunciationUnstressed syllables

1 (;) After listening, get students to repeat the words.

* TipIfst udents are having difficultiesident ifying th e stre ss on the words,clapyour hands on the st ressed syllable as yousay th e words.Get students to repeat afteryou and to clap th eir hand s to o.

=::= Additional activity(aI/levels)

This is an opportunity to revise dictionaryskills.Get stu dents to look up developin their dictionar ies and to see howmany meanings there are .Ask stud entswhat other information is given­pronunciation,spelling,part of speech,verb patterns, sample sentence showinghow the word is used, etc.

o-w Verbtran s'mitper'formpro'pel

in'stall'regulatede'velopmain'tain'specialize'qualify

Adjective

e'lectrical

'medicalenviron'mental

Nountrans'missionper'forrnance

pro'petler

elec'tricjtylnsta'Ilatlon

regu'lationde'velopment

'maintenance

'spec@ljstqualifi'cation'medicineen'vironrnent

=::= Additional activity(aI/levels)

Before beginning this section,getstudents to work in sma ll groupsto brain storm what makes a goodpresentation.Askthem to make a list ofpoints. It's often easier to think aboutwha t makes a poor presentation. Eachgroup should appoint a spokesperson toread out and expla in the points in th eirlist.

2 (;) Get students to look for words which have the Igl sound,underline them,and practise saying them.

Make your pointOrdering a presentation

1 Get students to read the advice and complete the exercise individually.Then allow them to compare their answers in pairs .Discuss any differenceswith the whole class.

o-w Possible answer1 c 2 a 3 h 4f 5 i 6 d 7 b 8 g 9 e

2 Allow students ten minutes to prepare a talk .Make sure students ask aquestion so that they pay full attention to the other speakers.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit 2 11

Engineer s have been helping farmers to improveagriculture for centuries by developing and improvin gequipment for each sta ge in the farming year fromploughing to harvesting to get work done faster,with lesslabour, and at less cost. They have helped to make farmersless depe ndent on fine we ather and phys ical st rength.Mechani zat ion means th at an arable farm of 200 he ctarescan be worked by just two people .

Thetractor is one of the most important contributionsto farm ing equipment because without it none of theagricultural implements in common use would havebeen developed to th e capa city and efficiency requiredtoday. In addit ion to pulling plou ghs,tr ailers, and otherequipment,they provide hydraulic power to operatepumps,crop sprayers,hay balers, and many othe r devices.The introduction of ITto farming equipment has allowedprecision agriculture to develop. An example is the useof satellite positioning alon g with soil analysis and aerialsurveys to enable farmers to apply fertilizers to their fieldsin the exact amounts at the places where it is needed .

Harvesti ng a crop at just the right time and in thebest condition to ensure good prices is also helped by

technology.Machines have been developed to harvest andfreeze delicate crops, such as peas,within two hours.Laseran d optical technologies check th e ripeness and quality offru it before it is packed for shipment. Consumers dem an dfruit that not only is ripe but looks ripe so te chnologistshave developed methods where citrus fruit s can be storedand tre at ed to emerge with the correct colour .Bananascan be picked green and ripe ned in transit to marketsoverseas.

Once harvested,food must be preserved from decay.Canning and free zing preserve food,as well as beingconvenient for sto rage ,and so are vital to the health ofthe public.Older methods such as salting an d drying(dehydration) are still in us e.Most canned and bottledfoods contain preservatives.Pasteur izing is a te chniquefor destroying harmful bacteria in milk and otherfoodstuffs.

Allagriculture is totally dependent on the availability ofwater. Low-tech innovations such as the foot-operatedtreadle pump are vital t ools to farmers in developingcountr ies with limited access to electricity or fuel.

c::= Additional activity(stronger students)Get students to write a paragraph sayingwhich of the inventions they consider tobe the most significant and explaini ngwhy.

c::= Additional activity(weaker students)Get students to identify five words fromthe texts whic h are new to them and touse these words in sente nces of their own.

c::= Additional activity(all /eve /s)Getstudents to work in pairs to find outmore about the inventions.What is theirsignificance? How have they sha ped theway we do thin gs tod ay?Which do youthi nk was the most important and wh y?These site s may help:www.inventors.about.comwww.ideafindeLcom

Switch on1 Get students to work in sma ll groups. Get groups to pres ent their ideas to

the rest of the class.

o-.r 1 D (1873) 2 C (1831) 3 A (1701) 4 B (1793)

2 Get students to do this exercise individu ally.

()-,r 1 cottongin 2 barbed wire 3 seed drill 4 reaper

Language spotPast Simple v Present Perfect

Ask students what they can remember about the Past Simple, the PresentPerfect, and the Present Perfect Continuous tenses.Check that they knowhow to form these tenses, including the active and passive.

Refer to the Grammar reference on p.114.

1 Get students to do this exerci se individually.

12 Unit

*TipEncou rage stu den ts to use the ir knowledgeand th e conte xt to guess the me aningof unknown words .When necess ary,enco urage them to use English-Engl ishdictionaries to check mea ning s.

*TipTry to designate an area on t he classroomboard where new voca bulary ca n be list edduri ng each lesson.Before th e end of eachlesson che ck t hat st udent s can rem em bert he mea nings and that they have note d thewords in t he ir voca bula ry books o rf iles.

c::= Additional activity(all/evels)

Get st udents to th ink of act ivi ti es w hi chthey are working on at the moment, e.g.projects , essay s, research ,et c.They shouldwr ite down at least three.Then in smallgroups,th ey sh ould interview ea ch ot h er ,asking:Wh at arey ou wo rking on at the m oment?How long have yo u been ...-inq?When did you start?How much have yo u done/finishe d?Get st udents to wri te tw o par agraph sabout two ot her people in the group.

o-w 1 have been used 5 began 9 have made2 were drawn 6 was 10 has increased3 began 7 have been 11 was4 pulled 8 have been 12 has risen

2 Get students to do thi s exercise in dividually.

o-w 1 He's been working on thi s project since joining the com pany.2 How much field data have you collected?3 Erik and AI have been st udying agriculture for two years a nd they

are really enjoying it.4 They have designed a robot system to kill weed s a nd they have been

demonstrating it to potential manufacturers overthe last few weeks .5 Since the 1980s manufacturers have made a number of

improvements in design.6 They haven't been using this mach ine for long. They still need some

tim e to get used to it.

ListeningPrecision agriculture

1 Get students to discu ss the term .

2 l()) After list ening ge t students to briefly explain.

o-w Possible answerPrecision ag riculture is using computers to analyze data wh ich isth en used to control agricultural equipment allowing the exactamount of chem icals or seed to be applied .

3 !Ol Give st udents a few m oments t o read the questions silently beforeplaying the CDagain .

o-w 1 Weed cover, a need fo r fertilize r2 It's a waste of resources (chem icals).3 Using satellite technology / planes or sensors on th e farm vehicles4 50% dec rease in the amount of herbicide used

4 l()) Allow students t o list en a t hird time before getting them t o make notesabout the adv antage s and disava ntages .

*TipWeed killer and herbicide have t he sa memean ing = a substa nce th at is app lied to killunwant ed weedsFertilizer= a sub sta nce th at is ad ded to t hesoil to make plants grow more successfu lly

Advantages

Farmer s ca n seeinformation on screen.CheapReli able

2 Gives a closer viewProvides mor e detailedInformation

Disadvantages

Not possible todistinguish clearlybetween closely relatedfeatures

IT equipment must bevery responsive a nd ma keadjust ment s quickly,Equipment cost s more

Foodand agriculture 13

Top marginAsk students if they have heard theexpression It'sthe best thing sinceslicedbread.Get students to speculate aboutwhy sliced bread was such an instant andlast ing success.

*TipNouns formed from short adjectives mayend in -ness, e.g.sweetness,firmness. Askst udent s ifthey can thin kof any more:dryness,wetness,juiciness,softness.

=::= Additional activity(strongerstudents)Get stude nts to an swer the followingquestions.1 What arethe problems with destructive

testing?2 Can you think of any other types of non­

destructive testing used in industry?3 Why dofruit growers want oranges to

have a strong orange'colour and noblemisheson the skin?

* TipRefrigerated food in the supermarket isoften referred to as chilledfood.Canned food mayalso be called t inned.Dehyd rated food is normally called driedfood.Chemicalpreservation includes the use ofantioxidants, acids,sulphurdioxide, suga r,and nitrates.Get st udents to lookat foodpackaging and find the names of some ofthe chemicals used.

Pairwork1 Before reading, ask students if they can think of ways that technology can

be used in fruit production.Allow student s who have read the same te xt tocompare their answers.

:2 After making notes, get students who rea d the same original text tocompare notes before reading to check.

o-w Student A1 to make oranges more orange and to check the quality of the

oranges2 ethylene gas,digital camera, and computer3 size,colour,shape, and any marks4 made it easier to sort oranges according to quality and to increase

the standard of qualityStudent B1 to test apples,peaches, and apricots for sweetness and firmnes s2 laser beams,an optical detector, an imaging spectrograph, a digital

camera,and a computer3 the amount of light absorbed bythe fruit and the amount bounced

back4 no fruit is lost in the testing process and every single fruit is tested

Problem-solvingAsk students if they can name or describe methods of preserving food thatthey know. Ask them why food preservation is necessary.

1 Get students to do this exercise individually. Help with any unknownvocabulary.

o-w 1 activity 2 disease 3 destroyed 4 conditions

:2 In pairs, get students to match the pictures to the methods.Referring to theprinciple in 1,discuss with the class how each of these methods works inpreserving food .

o-w le 2E 3A 4B SF 6D7G

3 In pairs, get students to match to th e methods in 2.

o-w ld 2e 3g 4c Sf 6b 7a

Make your pointBeginning a presentation

Ask students what they can remember about making a presentation fromUnit 1.Get them to suggest what a spe aker needs to think about beforeplanning a presentation.

1 In pa irs,get students to do the activity.

o-.r A Whoamlgoingtotalkto?B Short notes on small cardsC What is the purpose of my presentation?DHow much time will Ihave?E Ideas on a piece of pape rF Introduction

2 In small groups, get students to brainstorm the points they would include.Explain that they will only be required to do the introduction,but they needto think about all the points they would include in such a pre sentation.Then allow them ten minutes to prepare individually,before giving theirint roduction to others in the group.

3 Encourage students to be positive about each other's performance and givehelpful feedback. Get one or two of the best pre senters, if they are willing,topre sent to the whole class.

Gadget boxStudents should discuss the advantages and disadvantages of using corksand screwtops and then identify the advantages of Vino -Lok.

It's more attractive, it's easy to reseal a bottle once it has been opened, moreenvironmentallyfriendly (can be recycled), etc.

3 Students complete the task as quickly as possible. (maximum 5minutes)

ReadingScanning

1 Encourage students to use their own knowledge and experience to guess. what this text will be about. Ask them what they expect to read about inthe article.

2 Explain that this is a scanning exerci se where they will be required tofind specific information.Get them to look at the exercise and to suggestpossible answers before reading.Allow them four minutes to find theanswers.

o-.r CostEnergy source

. Lifts water from a depth ofQuantity of water producedArea of land that can be irrigatedQualifications required to operate

c::= Additional activity(a I/levels)Brain storm with stude nts wha t they haveread in th e last 24hours in any lan guage.Make a list on th e board .Include novels,dictionaries, signs, textbo oks,em ails ,webpages,magazines,exercises,specialized materials, e.g.course notes,advertisements. form s,tickets,diagr am s,etc.Then ask students why they read.Elicit :1pleasure and 2 information.Then ask students how they read .Dothey read every word?When ?Do theyread more th an once? Is it necessa ry tounderstand every word?On the board write:Skimming - quick read to get the generalmeaning (gist )Scanning - quickly looking through th etext for a specific piece of informat ionExtensive reading -longer texts usuallyfor pleasureIntensive reading - reading shorter textsaccurately for detailGet students to put each of the art icles,etc.they listed into one of the se four categories.

o-.r 1 handle2 rope

Keywords

3 treadles4 cylinders

US$12-$35body weight and leg muscleup to seven metres3,500 - 5,000 litres per hourup to 0.5 hectarenone

5 baseboard6 discharge

Writing bankReports see p.64 exercises 1and 2.

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

Unit 3 15

Bridges are some of the most famous structures in theworld.There are many different types of bridges.Thereare fixed bridges such as arch bridges and movablebridges which can pivot, fold,tilt, or swing. The Reading

texts describe four important types of bridge:truss,arch, suspension, and cable-stayed.Atruss bridge restson a support, such as a pier,at each end and is held upby a truss superstructure,a network of members linkedto each other to resist the forces acting on the bridge. Asuspension bridge is supported by cables draped overtowers. The cables are fixed to secure anchorages at eachend of the bridge .The deck of the bridge is linked to thecables by vertical hangers. In a cable -stayed bridge, thedeck is supported directly to cables which are fixed atan angl e to towers .Arch bridges transfer their weight toeither end .

There are two important forces that every bridge mu stdeal with:compression and tension.The illustrationsin the text show those forces acting in different types ofbridges .Compression is a force that acts to compress orshorten the thing it is acting on.Tension is a force thatacts to expand or lengthen the thing it is acting on.

The site of a brid ge must be carefully selected,not justto interface with the existing road or rail system but to

ensure that solid foundations can be provided to supportthe structure. Bridges mu st withstand st resses and stra insfrom the traffic they carry and from the extremes of theweather they will be subjected to .They mu st remainsafe,despite the corrosive effect s of rainwat er, sea spray,and road salt and possible collision damage inflict ed bypassing ships or trucks.

Tunnels, like bridges,are important links in the transportnetwork. Sometimes a tunnel is the only option.Sometimes the choice between a bridge and a tunnelmust be made. Tunneling can be simpler and cheaperthan bridge building but this decision can only be madewhen a geologi cal survey has revea led whether thetunnel will pass through clay,rock,or gravel and howsimple or complex the tunneling will be.

Engineers will use a tunnel boring machine (TBM) ratherthan drill ing and blast ing,whenever possible.There aredifficulties in tunneling in urban surroundings whenthe ground surface mus t not be disturbed.TBMsdo notdisturb the surrounding soil or rock making them ideal foruse under built-up areas. They produce a smooth tunnelwhich is easy to line with concrete if this is required.

Switch on1 Get students to work in pair s to an swer the question.Then, discuss the

an swers as a class.

c::= Additional activity(aI/levels)Get students to name and identify bridgesin their country.For homework,ask the mto find photographs of bridges theyhave seen.These will be useful in laterexercises.

A GoldenGate Bridge, San FranciscoB SydneyHarbour BridgeC Forth Rail Bridge, Scotland

D Bahrain CausewayE Charles Bridge, PragueF Grand ViaducDuMillau,France

* TipAlabelled sketc h or simple diagram canhelp us remember word s about a particul artop ic.

2 Discuss this que stion as a class.Encourage students to describe the bridges.Encourage students to consider how these bridges vary in style andconstruction and why.

ReadingBridge types

1 Get students to work in pairs to complete the exercise.

0-.... A 2 arch B ltruss C 4 cable stay D 3suspension

16 Unit 3

~ Additional activity(weaker students)

Get students to use any photographs thathave been brought to the classroom andto decide wha t sort of bridges they are .

*Tipcofferdam = a cylinder or box casing tha t issunk into a river bed.

2 Get students to wor k individually.Check the an swer and check thatst udents understand the vocabulary.

o-w truss

3 Get students to work in groups of three.Give each student in the group anumber 1,2,or 3 and get them to read the appro priate text.

o-w 1 arch 2 cable stay 3 suspension

4 Get students to work in their groups to comp let e the exercise .The bluearrows represent tension and the red arr ows repre sent compression.

Language spotThe Passive

Get students to look at the diagram and rea d the exa mple sent ences.Discuss why we use the Passive in proce ss descriptions (because th e actionis more important than the person doing it).Get students to read the rulesand check that they know how to form the Pass ive in different te nses andwith mod al verbs.

1 Get students to work individually to complete the exercise.

o-w 1 Eachdecksection is made from steel.2 The sections are floated into position below the bridge by barges.3 The sections are hoisted bycranes.4 Each section is hung from the cables.5 Eachsection is welded into place.

2 Get student s to work individually to complete the exercise.

o-w 1 were built2 have been used3 were built

4 were needed5 were used6 were constructed

7 was used8 has led

~ Additional activity(all levels)

Get students to work in pairs or smallgroups. Giveeach group a large sheetof paper and ask th em to design anddraw some signs which give warn ing s.These could be signs in common use orstudent s could invent a few new ones.Gettw o groups to work togeth er.St udentsshould guess what each sign mean s,using the Passive.These could be writtenas follow-up.

~ Additional activity(stronger stude nts)Get stud ent s to prep are and give a sho rtpresentation on how th e tun ne l-boringmachine works. If necessary,allow themto note down key words but do not allowthem to read th e sentences th ey havewritten in the exercise.

3 Get students to work individually or in pairs to complete the exercise.

o-w 1 Mobile phones must not be used .2 Eye protection must be worn .3 This extinguisher must not be removed.4 This machine must be switched off before servicing.5 Spillages must be cleaned up.6 Vehicles must not be unloaded here.

4 Students should work in pairs to discuss how a tunnel-boring machineworks.Encourage the use of the Passive .

5 Get students to work in pairs to identify which sentences contain a newagent and the n ask them to complete the exercise individually or forhomework.

o-w Anumber of methods to make tunnels are used byConstructionEngineers.

2 Asimple cut-and-cover method is used for shallow tunnels .3 Explosivesare used for tu nnels in very hard rock.

Bridge s and tunnel s 17

=:= Additional activity(alllevels)Get students to use th e sentences theyhave written in 5 to now write questionsusing the Passive .1How many methodsare used to build tunnels?2 What methodisusedfor shallow tunnels?Studentsshould practise asking and answ ering thequestions in pai rs.

Top marginGet student s to discuss in small groupswhich sta tistic sur prises them most andwhy th ey think the decision to build atunnel was taken.

*TipRise (rose,risen) is used without an object.When people or objects rise, th ey movefroma lower to a higher position .Raise (raised) is a verb th at must have anobject. When a person raises something,theymove it from a lowerto a higherposit ion.

Top marginGet students to resear ch more bridgeand tunnel records. Encourage them touse sup erlatives when discuss ing them.

4 Atunnel-boring machine (TBM) is used to make deep tunnels insoft rock.

5 The workers and the machinery are protected by the TBM.6 The rock is cut by a rotating cutterhead at the front.7 The refuse is removed by machinery at the rear.8 The TBMis pushed forward by hydraulic jacks .9 A new tu nnel ring is bu ilt every 1.5-2 metres by the segment erector.

10 Concrete segments are placed in the right position to form the ring.

It's my job1 Get students to discuss the qu estions in pairs.

2 Get students to work individually and then in pairs to check their answers.

o-w 1 Afast rail link from London to Paris2 They are laser-gu ided .3 Pumps running 24 hours a day to dra in the water away4 More building foundations, underground railway (tube) tunnels,

sewers5 Atruck fire destroyed the concrete lining in one section.6 Because it was a major project wh ich will last for a long time and

because it improves communications between London and Paris:

Problem-solving1 Ask groups to explain what the common fe ature is. Encourage them to

ex pla in how each of the bridges op erates.

o-w They all open to allow ships to pass.

2 Get students to discuss and then choose one bridge to ex plain to the others.Encourage students to help each other if necessary.

. o-w A It swings. It's a swing bridge.B It lifts. It's a lifting bridge .C The roadway is in two sections. Each pivots at the base of one of the

two towers.The centre rises.D It tilts on a horizontal axis.

3 Once students have reached a decision, get one or two groups to pr esenttheir ideas t o the class. Encourage discussion.

18 Unit

WebquestGet students to com plete the t abl e in class time or for homework.Choosea few students to describe what they have found to the re st of the class. Ifothers do not agree or have additional information to give, ask them to waitunt il the speaker has fin ish ed.

~ Additional activity(aI/levels)

Get students to w rite a short descripti onof one of th e brid ges they have stu died.They should try to use as muchvocabul ary from the unit as possible.

~ Additional activity(aI/levels)

There are ma ny competitions fortechnology students to build a modelbridge wh ich will support a particularweight. On these websites you canfind details of compet it ions to buildbridges.Yourstudents needn't ent er th ecompetitions but they could t ry to build amodel brid ge to th e specifications listed.http://www.balsabridge.com/http://pbskids .org/zoom/activities /~ci/

strawbridge.html

en.. A

B

c

D

Type '

Function

Location

Designer

Year completed

Type

Function

Location

Designer

Year completed

Type

Function

location

Designer

Year completed

Type

Function

Location

Designer

Year completed

cable-st ay / cable-stayedroad

Bilbao,Spain, over the NerionArenas & Asociados Ingenieria de Diseno,in planning

liftrailBourne,Massachusetts, USAPublicWorks Administration1935

basculeroadLondon, EnglandSir Horace Jones1894

arch basculebicycle and pedestrianNewca stle, UKWilkinson Eyre2001

* TipThislistening exercise focuses on listeningfor detail. Ifstud ents have difficulty notingdown t he informat ion while listening,askthem to raise t heir hands at th e pointswhere the figures are given,so you canpause the recording and give them t imetowrite.

~ Additional activity(weaker st udents)

Dictate some figur es to students - a date,a time,a measur em ent (height,len gth,width),a fraction, a tel ephone number,aquantity, a price.Check student s' answersby askin g them to dictate them back toyou.Then get stu dents to write downtheir own figures. In pair s they practisedictating these figures to one an othe r.They can check their an swers in pairs.

ListeningThe Great Belt East Bridge

1 Get students to discuss in pairs.Then ask on e pa ir to give their answersto the class and to explain t heir choices.

en.. A cable stay B suspension C box girder

2 ~ Play the recording more than once if ne cessary. Allow students tocompare their answ ers.See below for correct order.

3 ~ As students listen, they should make n ote s.Get them to che ck theiranswers in pairs.

en.. 1 boxgirder(1965),2 x400mspans2 cable-stay (1973),central span of780m3 suspension (1993), 1600m span, 2towers of 254m,deck depth 4m

KeywordsGo through the list of words to check students ' pronunciation andunderstanding. Refer them to the Glossary if necessary.

Unit4 19

Plastics have replaced wood, paper, glass , st eel, andaluminium as the materials of choice for many commonobjects used today. They usually have inferior mechanicalproperties such as sti ffness, strength, and temperatureresistance to the mat erials they have replaced. However,plastics succeed because of their low dens ity,toughne ss,and design flexibility. Much of this design flexibilityisdue to the manufacturing processes that have beendeveloped to shape them into simple and complex formsthat would be costly or even impossible to produce withtraditio nal materials.

Moulding proces ses have been around for a long time andare particularly suited to making pla st ic parts. Most ofthe processes can efficiently produce plastic parts in highnumbers,but even where low numbers are involved, thecomplexity of the required shape may justify the cost ofmoulding a part in plastic over machining a part frommetal.

Plastics production really start ed in the mid-20th century.Today there are hundreds of different plast ics available,each one developed to have specific cha racteristics tomeet the requirements of different users.Think, forexample,of the plast ic bottle containing a fizzy dr ink and

the plastic packaging used to protect a piece of electronicequipment during shipment.

Plastics can be given additional cha racteristics such asfire retardancy to allow them to be used in aircraft parts.Injection-moulded parts can include glass or carbon fibresfor strength .Plastics can be moulded with a foamingagent which will reduce the density and hence the weightofthe fin al comp onent and reduce the material requiredso reducing the cost.

The list of plastics appears to be endless but th ey fallinto two cat egories,thermoplastics and thermoset s.Thermoplastics can be melted and recycled intonew parts. Thermoset plastics are stronger thanthermoplastics but cannot be recycled into new part sand have to be disposed of in other ways.Because plasticsare not naturally biodegrad able and not all plast ics canbe recycled,there is a real problem in dispo sing of plasticwaste.

Tohelp answer this concern,biop lastics are be ingdeveloped fro m plant m aterials. It is possible to producea mo uld able 'plast icwith ground-up natural cellulose,other mate rials, and wate r.Drug capsules are made fromstarch-based bioplastics.

c::= Additional activity(s tronger students)Students should imagine they work fora plastics company.They should preparea present ation to convince people of thequalities and range of uses of plastics .Allow each student to spea k for oneminute only.The rest of the class shoulddecide on the most convincing salesperson.

=::= Additional activity(aI/levels)Students should write a paragraphabout why plastic has been used in th eproduction of a chose n product.Theyshould give at least one reason whyanother material woul d not have beensuitable.

Switch onGet students to look around them and identify and name products ma de ofplastic.

1 Get students to name the products in the pictures.Encourage students toconsider why plastic is so widely us ed. In pairs they should discuss eachitem in turn and gra dually build up a list of properties.

2 Get students to compile a list of properties on the board.

0,.. Possible answerPlastics are:versatile:they can be shaped easily into a wide range offorms.lightweight:compared to other material s they are very light whichreduces costs in,for example ,transport.safe :hygienic properties allow them to be used infood wrapping andcontainers and in medical applications.durable: plastics have a long lifecomp ared to many oth er productsand they retain their shape and strength.cost-efficient :taken over their lifetime, plast ics are cost effect ive.resistantto chemicals, water, and impact.

20 Unit

~ Additional activity(aI/ levels)

Students should use their notes fromListening to wr ite a short text about thedifferent types of plastic s.This could bedone in class or for homework.

~ Additional activity[all levels}Students look at the web sites mentionedin th e listening to find out more aboutplastics.Ask them to find two more piecesof information and to explain them to therest of the class or write a paragraph forhomework.

ListeningThehistoryand propertiesof plastics

1 Get students to work in pairs to discuss the que stions.

:2 (;l Get students to take not es while they listen. If nece ssary play therecording more than once . Check answers and provide spelling if necessary.

0,.. 1 celluloid2 petroleum, natural gas3 bioplastics

3 (;) Students should try to make simple notes while listening.Allowstudents to compare answe rs in pairs.

0,.. Advantages

replaced scarcematerials such as ivory

2 versatile, wide range ofcheap household andindustrial products

3 biodegradable (can bebroken down easily)

4 reduces waste

Language spotAbilityand inability

Problems

explosive,sta nda rds ofquality

waste,world running outof oil

expensive, newtechnology required

collection systems

Introduce the language point by asking students what scientists wereable to do with the first plastics. Ask them about the properties of plasticswe use today and what other raw materials we will be able to use in thefuture. Get students to read the grammar rule s and then find examples ofsentences expressing ability and inability in the Listening scripton p.125.

1 Get students to work individually to complete the exercise .

0,.. le 2d 3a 4f 5c 6b

Plastics 21

2 Look at the exa m ple w ith the students to make sure t hey underst and whatis required.Get student s to do the exercise individually.

o-.r Manufacturers can / are able to mould modern plastics intocomplex shapes.

2 Manufacturers were able to / could colour casein,wh ich wa s madefrom milk.

3 Manufacturers are not able to / can 't / will be able to ma ke carscompletely from plastics.

4 Manufacturers are able to / can use plastics to help designersreduce weight in aircraft.

5 Manufacturers can / are able to replace metalcomponents in engines with plastic.

6 Manufacturers can / are able to recycle waste thermoplastics .7 Manufacturers are unable to / cannot / are not able to recycle waste

thermoset plastics.8 Manufacturers were not able to / couldn't produce nylon in 1900.

=::= Additional activity(stronger students)

Whilestudents are find ing other codesand names for plastics,ask them to fin dthe propert ies of the plast ics liste d andexamples of products they are ty picallyused to produ ce.They could then presen tsome of these to the class.

=::= Additional activity(stro nger st udents)

Get students to research the recyclingfacilities for plast ics in their region orcountry and to present their findings in ashort presentation to the rest of the class.

c::= Additional activity(all levels)

Get students to design a poste r explainingthe purpo se of these symbols to th egeneral publi c an d encouraging plast icrecycling.Students should work in groups.When the y have fini shed,each groupshould display their poster on a board andexplain it to othe r groups.Students canvote on which one is the most effective.

Problem-solving1 Students should work in pairs to do as much of the exercise as possible.

They can then go to the websit es in 2 for help.

o-.r 1 e 2 g 3 d 4I 5 b 6 j 7 h 8 c 9 f 10 a

2 Get st ud ents to use the websites to check their answ ers to 1and then find atleast four ot h er plastics.

Webquest1 Ask st udents if they know where they would find th ese symbols.Discus s

what th ey know about them. Get student s t o look at any plastic productsthey have with them (e.g.drinks bottlesJood containers) to see if they canfind these symbols.

o-.r These symbols can often be found on the base of plastic produ ctsindicating the type of plastic they are madeof.This information isuseful when plastics are recycled but does not mean that t he productwill necessarily be recycled.

2 Get st udents t o research these symbols and find out when they we redeveloped and why.

o-.r These are the inte rnat iona lly agreed recycling codes for plastics:They identify the type of plastic used in the item but this does notmean that the plastic should or will be recycled. A full list of theplasti cs in each group and possible uses of th e recycled plasti c canbe found on the suggested websites.

22 Unit

~ Additional activity(all levels)Get students to find pie cha rts on diffe renttopi cs and to practice describing themeither orally or in writing.

Writing bankDescribing graphs see pp.54-S 6exercises 1-6.

Make your pointDescribing a pie chart

1 Ask students what types of products are made of plastic and to try tosug gest what the different sectors might be.Get students to work in pairs todiscuss which sectors are represented by the segm ents of the pie cha rt .

2 ~ Play the recording and get students to complete as much as possible.Play it aga in to find any mi ssing information and to che ck the answers. Getstudents to compare an sw ers.

0"'11' 1 35% Packaging 6 7% Agriculture2 23% BUilding and Construction 7 3% other3 8% Electricaland Electronics 8 3% Toys / Sport4 8% Furniture / Houswares 9 2% Mechanical Engineering5 8% Transport 10 2% Medical

3 ~ Get students to read the Useful langu age and then listen to thepresentation.

0"'11' Lee does not say:This pie chart represents ...I'd liketo draw your attention to ...

4 Get students to work in pairs. Check that the pie charts corre ctly representthe information.Encour age students to use the names of the pla stics ratherthan their codes and to use som e of Lee's Useful languag e. In pairs,getstudents to give their sh ort pre sentation and give helpful feedback.

"Ciadget boxGet students to read the paragraph and discuss.Ask them if they canimagine other applications for this resin.

PronunciationDisappearingsounds and word linking

Get students to read the introduction.

1 ~ Allow students to listen several times if necessary.Once they havecompleted the exercise, play each sentence in turn and get students torepeat them.

0"'11' You hear the letter in bold in:1 B 2 A 3 B 4 B 5 B

2 Get st udents to work in pairs to complete th e exercise.

0"'11' a Lightstabilizers prevent light damage.b Plastlclzersjire used-to make plastics softer.c Even the street light'Ulre madepf plastic.d Plastics production was reall¥.-able to take off.e Polyester fibre~are usedva great deal in clothing.

Plastics 23

2 Get students to work individually to complete the exercise.

3 ~ Check that the students have marked the sentences correctly beforethey practise saying them.

VocabularyCollocations in plastics

1 Get students to complete the exercise individually. Allow them to checktheir answers in pairs.

3 appliances4 industry

5 components6 moulding

4 expected life5 medical devices6 food containers

o-.r 1 man-made polymer2 textile fibres3 chemical properties

o-.r 1 materials2 process

c:= Additional activity(stronger students)Getstudents to find other collocationswith the words in column A. Allowthemto use an English-English dictionary. Askthem to build their own sentences withthese new collocations.

Top marginDiscussthe fact. Get students to researchthe rise in plastic consumption andrepresent it in graph form.

*Tiphigh-precision = veryaccuratefilament = a verythin piece like a threaddurables = products that havean expectedlifeof morethan three years.non-durables= products that havea lifeexpectancyof three years or less.

ReadingPackaging technology

Get students to focus On the pictures and title and to guess what the textwill be about.

1 Discuss the question before students look at the text. Students should readquickly to check their answers.

o-.r Customers can see the state of the food inside; it preventscontamination from air.

2 Get students to read individually. Explain that they are reading for generalmeaning.

3 Get students to complete the table individually and then compare theiranswers with a partner. Remind them not to write sentences, just notes(keywords).

c:= Additional activity(aI/levels)Students should design an advertisementfor a supermarket which has decidedto change to a new type of packaging.It could be a poster advert or a TVcommercial which they could act out.

c:= Additional activity(aI/levels)Divide the class into three groups. Giveeach group a role - environmentalists,plastics producers, consumers - and askthem to discuss the question from theirpoint ofview. Allowthem ten minutesto brainstorm ideas. Askeach group tonominate a scribe to make notes and aspokesperson. Have a class debate on thesubject, asking each group in turn to statetheir position. Encourage discussion.

Packaging technology

bioplastics

active packagingmembrane wrapper

Advantages

can be easily broken down so a reductionin wasteprovides information for the customerprovides the best conditions for the food

4 Get students to discuss the effects of the new technologies as a class.

KeywordsGo through the list of words to check students' pronunciation andunderstanding. Refer them to the Glossary if necessary.

24 Unit 5

The knowledge that reserves of oil,gas,and coal are finitehas forced governments and companies to commissionScientists and Technologists to find alternative sourcesof energy from renewable resources .There is alsoconcern that burning fossil fuels releases CO2 into theatmosphere, contributing to global warming.

People have used wind and water power, the sun, andgeothermal energy for centuries.Wave and tidal powerare being harnessed by different inventions such aswave energy converters, which convert this power intoelectricity.The benefit of using natural sources of poweris that they are free at source and constant, but convertingthem to useful energy and transmitting that to centres ofpopulation can be expensive and commercially unviable.

Wind turbines are designed to be efficient and lookattractive. They must present a smooth streamlinedsurface to the wind so the turbine and controls are housedin a nacelle compartment. They operate most efficientlywhen the rotors are facing the wind so they can be rotatedto face the wind direction.Tominimize the forces onthe blades and allow the turbine to operate in winds of

different strengths, the pitch, or angle the blade presentsto the wind, can be varied.Brakes are provided to stop therotor if required.There is some controversy surroundingwhere to site wind turbines.As they have to be builthigh up on hills or mountains some people feel they ruinthe landscape. Toavoid this problem some wind farmsare being built offshore, although this often increasesthe distance the electricity has to travel and increasesmaintenance costs.

Microgeneration is an important part of decentralizingenergy generation. This means that energy is generatedat or near the point of use and is not wasted by beingtransported to the end-user. Decentralized energy candraw upon a variety of alternative energy sources such asgeothermal, solar, hydroelectric, and wind.Cogenerationplants can be fired by renewable fuels like biogas andbiomass.These types of plants capture the heat producedfrom burning fuels when generating electricity anduse it to heat homes and offices.Trigeneration plantsadditionally produce cold water for refrigeration and airconditioning.

C] Additional activity(aI/levels)Get students to discuss in pairs whichsources of energy are most appropriate fortheir country. They should either preparea short presentation or write a paragraphexplaining their choices.

Switch onDiscuss the problems related to the use of oil,gas, and coal for energyproduction. Get students to identify alternative sources of energy from thepictures and explain how they work.

o-w A sun - solar energy for cooking, heating water, conversion toelectricity bysolar cells

B wind - can produce electricity through wind turbinesC wave power-can generate electricity by rotating floating

generatorsD rape seed / canola - biofuel as a diesel substituteE geothermal power - heat from the earth's core can be used

to providedomestic heatingF waterfall- hydropower,falling water turns turbines to generate

electricityG tidal power-tidal water trapped behind a barrage can be used to

rotate generators and produce electricity

Alternat iveenergy 25

ListeningWave Energy Innovator

1 Allow st udents to discu ss the questions in small groups for five minutes.

~ Additional activity(weakerstudents)Before liste ning discuss with thestudent s wh at sort of information theywill be listening for, e.g.1The name ofaproduct- perhapsa component orapiece of equipment.2 A number in wattsormegawatts.3 The name of a university,town,orcountry.4 (students could suggesta few possible names).5an explanation.6 (students could gue ss).

~ Additional activity(s trongerstudents)Student s write a paragraph givin g theiropinion on the future of wave energy.

* TipWeput a comma after the time clause (pastcontinuous) if it comes at the beginning ofthe sentence.When they were digging underLondon,partof the tunnelcollapsed.

o-w Possible answers1 Awave energy converter2 Sea conditions can be very rough, getting the power

generated on shore.3 Acollection of wave converters in one area4 Carbon dioxide (and particulates) produced by burning fossil fuels5 It will recover its costs and generate a profit .

Z (;l Get students to read the questions before listening.

o-w 1 Wave energy converters2 22.5 megawatts3 Edinburgh University4 Frog,Duck5 It's a sea snake which swims only on the surface like his wave

converter, which floats on the surface ofthe sea.6 He used Coogle.

3 (;l Get students to read the questions before listening.Play the recordingagain but pause afte r the ans wer to the questi on s so students have time towrite down the answer.

o-w 1 The grandfather of wave energy2 goingon about3 put your moneywhereyour mouth is4 They have to have an application in the modern world .5 Come up with an energy that reduces carbon emissions.

Language spotPast Continuous v Past Simple

Get students to read the rules.

1 Do the first sent ence with the students to make sure they understand.AskWhich phrasea tof goeswith phrase 1? Then ask Which part should be inth e Past Continuous tense and which in th ePast Simple?Why?Ask them tow rite it down and continue with the exerci se .Once they have fini sh ed,theyshould check their answers in pairs.

o-w 1 d weredigging,collapsed2 f was work ing, split3 a happened, were sleeping

4 e wascomingin,crashed5 b was studying, met6 c were constructing, had

26 Unit 5

0,.. 19 2a 3h 4d 5b 6c 7f 8e

0,.. 1b 2e 3f 4a 5h 6c 7d 8g

Z Get students to complete the sentences in class or for homework.

3 Get students to complete the exercise individually and then to check theiranswers in pairs.

6 wasn't wearing, happened7 was running, removed8 was ,was using, happened9 wa s running,developed

10 were building.damaged

0,.. 1 did, found2 was working, was3 heard, decided4 was going on,were able to5 used ,thought

Making inferences

Get students to read the notes.

4 Get students to w ork in pairs to discuss the answ ers to the questions. Theyshould make notes,writing only key words.When they have all finished,ask some groups to explain their answers to the whole clas s. Encouragediscussion .Get students to write clear an sw ers,this t im e in sentences. Askone per son in each pa ir to write answers to the even number questions andthe other to the odd numbers. This could be set for homework.

ReadingMaking inferences

Introduce the to pic by discussing wind pow er,it s advant ages,anddisadvantages.Discu ss the use / possibl e use in st udents' countries.

1 Get students to work in pairs to complet e the exe rcise.

Z Get st udents to read the text individually to check their answers.In pairsthey sho uld qui ckly compare answers.

=:= Additional activity(weakerstudents)If stu dent s are str uggling with theconcept of th e Past Continuous.usea pictur e wh ich shows a number ofpeople involved in a ran ge of activit ies.e.g.at a railway station, in a st reet, etc .SayThis was thesituationyesterday at9.30. Describe it. Stud ents should use thePast Continuous to describe the variousactivities. Then explain that somethinghappened to disturb this situa tion - a firealarm, a thunder storm,a loud explosion.Askstudent s What happened next to thesepeople?They reply in the Past Sim ple.Getstudents to write two paragraphs,one inthe Past Continuous and one in the PastSimple.

=:= Additional activity(aI/levels)Get student s to close their books.Explainthat you are going to read th e text aloudand when you pause ,they should supplythe next word .As you read,pause aboutten or twelve times before imp ortantvocabulary. If it is a sm all class, allowstudents to call out the word but with alarge class indi cate a spec ific stude nt togive th e answer. If they are unable to givethe answer,move quickly to someone else.

0,.. Toharve st the strong winds offshore. Because they are less visiblethere.

2 Tomake the most effective use of a Windysite. It's cheaper to linkanumber of turbines in one place to the grid and to maintain themthan a lot of individual turbines in different locations.

3 The technician is protected inside the tower. Open towers,such aslattice towers (likeelectricity pylons) offer less protection.

4 Approximately 54 metres (twice the length of one blade).5 1500 r.p.m. (50times 30).6 High speeds are needed to make the generator operate efficiently.7 3000kW,3MW8 The anemometer measures wind speed;the wind vane dete rmines

wind direction.9 This is the most effective position to catch the wind .

10 90 km/h

Alternative energy 27

TopmarginDiscuss students' opin ions of nuclearener gy.

* TipThe prefix eo- means with or togeth er.Tri- means th ree. Before stud ents do 2 askthe m if they can give you words with th eseprefixes and to say what they mean .

c::= Additional activity(aI/levels)

Get students to use the notes they madein 4 and any additional points that wereput forward in the pres entations to w ritea short report on how thei r communitycould be more self-sufficien t in energy.

Gadget boxGet st udent s to discus s the qu estion .If nec essary,they should investigatethe amount of power needed to power an average home for homework, andthen work out the area required.

Project1 Get students to work in pairs and discu ss.Once everyone has com pleted

the act ivity, ask on e pair to present their ideas to the re st of the class. Allowother students to add to the points.

0-... wind, heat pump, solar thermal, photovoltaic, biogas, micro hydroelectric

:2 Encourage students to use technical or monolingual dictionaries if possible.Google has a functionality for giving defin itions which can also be useful.

0-... With cogeneration plants, in addition to the electric powergenerated the waste heat is put to good use, for example inheatinghomes in the area .

2 Trigeneration plants are even more efficient than cogenerationplants. In addition to power and heat they produce chilled water forrefrigeration and air-conditioning.

3 Aplant which produces gas (methane) for cooking and heatingfrom waste products.

4 Away of stori ng heat for later use, for exam pie from day to night orlong-term from summerto winter.

3 Get stu de nts to work in pairs .Check answers with the whole class.

0-... 1 Photovoltaic; (solar cells)2 Producing biogas (methane)3 Because the trees in the wood s can be used to provide wood for fuel,

hills are a good place for positioning wind turbines, and rivers canbe used for hydroelectric power.

4 Electric cars

4 Get st udent s t o discuss in pairs, making notes.Once they have fin ished,askone or two st ronger students to present their pair's ideas to the rest of theclass. Allow class discussion on any points ari sing.

WebquestGet students to work in small groups.Askeach group to first decide howthey are going to share the work and to make sure that everyone hassomething to contribute.Youcould set some of this for homework, butallow class time for each group to share their information. Once they havefinished, allocate one topic to each group and ask them to present theirfindings to the rest of the class in a short presentation. Asfollow-up, getstudents to write about one of the topics .

VocabularyGrouping words

Get students to read the introduction.

1 Get students to work individually to complete the exercise.Tellthem thatall verbs are used in the Present Simple tense, but have to be put in thecorrect form, singular or plural. Allow students to compare their answers inpairs.

o-w 1 tra nsfer / transm it2 transfers / transmits3 increase / decrease4 turns / rotates

5 turns / rotates6 stop7 start8 drives

2 Get students to write the word energyin the centre of the page and thenlist the words which go before on the left -hand side and the words that goafter on the right-hand side. Students should work in pairs to check theiranswers .

KeywordsGothrough the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit 6 29

Aircraft designers must produce an aeroplane that will flyand can be controlled.An aerodynamic sha pe is requiredto minimize the resistance force of the air, known as drag .The wings must provide enough lift to overcome theweight of the aircraft and the engines enough thrust toovercome the drag and power the plane through the air.

Control surfaces are provided to keep the plane flyingsmoothly. They act by controlling the yawing, pitching,and rolling movements of the aircraft. Yawmotion is themovement of the nose of the aircraft from side to side .Pitch motion is the movement of the nose up and down.Rollingis the movement of the wingtips up and down.

Air Traffic Controllers have different responsibilitiesdepending on which stage of the flight the plane is at.Some control planes on the ground and others during takeoff and landing. There are also Area Controllers, like AlanBueno in the unit,who handle the plane during the flight.

Aircraft must meet strict noise limits and the drive is onto reduce the amount of fuel required. The SAX-40 is anexperimental concept aircraft. it has not been built, whichincorporates novel solutions to these problems. It has ablended wing-body design meaning that wings and body

are one structure - there is no sharp distinction betweenthe two.

Helicopters are rotary wing aircraft where the main rotorprovides both lift and thrust. They are used for many tasksthat would be impossible for fixed wing aircraft. They donot require a prepared runway and can hover over a fixedposition, making them invaluable for many tasks such asrescue operations.

Gliders work in a similar way to powered airplanesbut the initial thrust is supplied by a winch or by beingtowed by a plane.During flight thrust is then generatedby reducing altitude. Gliders are generally used forrecreational purposes.

Most large commercial and military planes are poweredby jet engines.Jet engines work by fans sucking in air atthe front. Acompressor raises the pressure of the air. Thecompressed air is then sprayed with fuel and the mixtureis lit by an electric spark. The burning gases expand andblast out through the back of the engine.As the jetsof gas shoot backward, the nozzle releases the air andgas mixture and the engine and the aircraft are thrustforward.

* TipRolling is controlled by the ailerons.The plane rotates around the longitudualaxis.the wing tips move up and down .Pitching is controlled by the elevators.The plane rotates around the later al axis,the nose moves up and down .Yawing is controlled by the rudder.The plane rotates a round the verti ca Iaxis,the nose moves side to side .

~ Additional activity(all levels)In small groups, students should makea paper plane and use it to make ashort presentation on how a plane flies(Witho ut using notes).The teacher canchoose the best student to present to thewhole class.

Switch on1 Ask students which forces act on a plane.Supply vocabulary as required.

Students should work in pairs to label the diagrams.

<>w A drag B lift C thrust D weight

2 Discuss together as a class.

<>w A rolling B pitching C yawing

3 Get students to work in pairs to match the parts. Get students to suggest thefunction of each part.

<>w ld 2g 3e 4f Sa 6b 7c

It's my jobAsk st udents what they know about air traffic control.

1 Discuss as a class.

2 Get students to quickly read the text,underlining the different jobs in thetext. In pairs, get students to complete the list of responsibilities.

30 Unit 6

3 Get students to read individually and then check their answers with apartner.

o-w 1 Computers, radar, and radio equipment2 Weather, special conditions3 Give them their exact position and guide them to safety4 He applied when he was nineteen, spent twelve months at college

and two years as a trainee.

~ Additional activity(strongerstudents)Get students to work in pairs and thinkabout these questions:Why is a visualcontrol tower needed at anairport?Technical aids provide assista nceto visual contro l,but cannot totallyreplace it. Not all airports have groundcontrol supported by radar and not eventhe most sophisticated syste ms can seewhe n the cabin door is act ually closed andthe stairs removed.What sort of specialconditions would thepilot need to know about?Weath er info,runway conditions ,info abou t any aids orlights that are out of service. Askstudentsto explain their answers to th e rest of theclass.

o-w Air ControllerGround ControllerArea ControllerApproach Controller

common tasks:

guides aircraft during landingmanages aircraft on the runwayhandles aircraft in flightdecide s on where, when, and what orderplanes landmaintain radio contactgive instru ctions and information to pilotswork with computer,radar,and radio equipmentrespond to emergency distress calls

4 Get students to work individually in class or set for homework.

o-w 1 taxiing2 parking stands

Problem-solving

3 track. 4 altitude

5 approaches6 distress calls

~ Additional activity(weakerstudents)To help weaker st udents with some of thevocabulary before they do th e exercise,ask them to match the followin g wordswith the correct definition:duct (n) the steady height aacoustic (adj) plane flies attrailing edge (n) soundembedded (v) suddenly changingvariable (adj) able to be changedshield (v) a pipe or a tubecruising altit ude (n) to prote ctturbulent (adj) towards the back

fixed secur ely intosomething

1 Get students to work in pairs. Get them to consider overall shape,wingshape, and po sition of engines.

2 Get st udents to work in pairs to complet e the table .

o-w l-Y 2CW 3EU 4A- SDZ 6FV 7-X 8B-

Ciadget boxGet students to discuss in small groups.Ask them to con sider the problemsassociated w ith a vehicle of this sort. Ask a spokes person for each group toreport back to the class.

Advantages over ...

Car:It does not need roads and can flyover obstacles.

Helicopter:It is cheaper and much easier to fly.

Plane: It can land almost anywhere and is easier to fly.

Language spotFirst and Second Conditionals

Get students to read the examples and ru les.

1 Get students to work individually and then check answers with a partner.

Aerona utics 31

2 Get students to work individually and then check answers with a partner.

Get students to read the sample Second Conditional sentences and rules.

3 Get students to work individually and then check answers with a partner.

o-w Possible answers1 airports cou Id be bu iIt closer to houses.2 they used less fuel.2 they wouldn't be ableto develop such advanced technology.4 there would be more innovative solutions.5 there were no simulators.

o-w @tb~_ fJrQje~trl,JmgtJJ-9fmQn~y~~QQn~fJE'oplE'rE'ClLizethee_nyironlIlen191'L<k~lJt<3g~ _~f_a.p'1 ~nE'

litE'JbJ2(/f1ye....wa nj:~[~d_u_c_~oiselJ!'!ks.s t he re is also an increase in fuel efficiency

Qflhey remove some of the noise-reducing features.

5 will be6 makes

3 is4 finish

o-w 1 don't encourage2 '11 have

C] Additional activity(a/llevels)Get students to write a short descriptionof the SAX-40, using the notes.

C] Additional activity(a/llevels)Superstitions tend to be culturally specificbut there are some that are universal.Askstudents if they believe any of thesesuperstitions. Askthem if there is anyscientific basis to them. Get students tothink of superstitions in their culture andto consider where they originated from.Ifyou walk undera ladder, you will havebad luck.Ifyou scratch your left hand,you will givemoney awayIfyou put red and whiteflowers together ina vase, they will bring bad luck.

PairworkTopmarginDiscuss the fact. Encourage students toresearch giant planes.

1 Get students to work in pairs, A and B.Explain that they have to cooperateto complete their diagrams. Get them to look at their diagram individuallyand think of the questions they will need to ask. Then get them to read theirtext quickly. In pairs they should ask each other questions.

o-w Helicopter: 1 main rotor 2 tail boom 3 tail rotor 4 engineGlider: 1elevator 2 horizontal stabilizer 3 aileron 4wing

2 Get students to work in pairs to complete the table.

How is liftachieved?Which partsprovide thrust?

How does the pilotachieve yawing?How does the pilotachieve pitching?What providesstability?

Glider

thermals, hill/ridgeIift,wave liftno parts-thrust iscreated by reducingaltituderudder

elevators

horizontalstabilizer

Helicopter

main rotor

rotor blades, engine andtail rotor blades

changes to the angle ofthe main rotor bladeschanges to the angle ofthe main rotor bladestail rotor

3 Get students to discuss in pairs and make notes. Ask some pairs to explaintheir ideas to the rest of the class.

32 Unit 6

<>.... Helicopter: more manoeuvrable:can turn 360 °,hover in the air,andmove in every direction. Helicopter used inareas where no planescan land. Important military use indifficult terrain and in war wheremanoeuvrability is important .Glider:silentin the air but difficult to remain airborne for any lengthof time. Used prima rilyfor leisure activities.

WebquestJet engines

1 Get students to work in pairs to research different parts of a jet engine.c::I Additional activity(strongerstudents)Get students to use other websites to findmore details about engines. They shouldmake notes and present this additionalinformation to their group .www.rolls-ro ce.comleducation/schoolsho}/'J_things_work/def~ult:i?Rwww.keveney.com/jets.html

<>.... Engine part

fancompressor

combustorturbinenozzle

Function

sucks in aircompresses air and 50 increases pressureignites the fueldrives blades in compressor and fanproduces thrustfor the plane

c::I Additional activity(all levels)Askstudents Howshouldyou prepareto make aphone call? (Thinkwhat timeit is in the recipient's country.Havealldocumentation at hand.Haveclearobjectives.Anticipate the recipient'sresponse.Havea plan B.)Askstudents Can you think ofsomestrategiesfor handling unexpectedphonecalls? (Refer callerto someone else. Suggestsendingemail instead.Ask callerto callbackat a later time ordate.)

2 Get students to work in groups of up to five people and each research one ofthe engines. If possible, students could print out the picture of the engineand use it in their presentation.

Make your pointMaking telephone calls

1 «;l Get students to look at the message before listening. Play the recordingand get students to underline the mistakes in the message. If necessary,play again. Get students to check their answers in pairs.

CMr FnlflkIlall, Francis BallMB-t1;-MD-llFfreighter, passenger planeout after 4, out till49fl--::-:, 001 ...

2 After discussing in pairs get students to discuss as a class.

CMr By checking details, repeating information,and asking for clarification

3 <Ol Play the recording once.Get students to discuss .

CMr Asksfor repetition, checks detailsHe's going to phone IvorTeslenko to give him the details.

4 Get students to read Lee's advice. Ask them to read their cards on p.l10 andp.l12,then practise exchanging information .

KeywordsGo through the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit 7 33

Thework of house builders is to construct attractivehomes within budget. Planning permission must beobtained first and the homes must meet buildingregulations. Their work is becoming more difficult _because of a shortage of suitable building land in manycountries.In addition,they have to build houses whichtake into account global warming ,drought and floodrisks,and future fuel crises.

Thisunit covers some of the ways future homes willadapt to these circumstances and will make use of newtechnologies. Householders will expect their homesto produce much of the energy their family needs sowind turbines, solar panels, and geothermal energysystems will be included.Homes will be adapted tocollect and store rainwater and to recycle water. Newsystems of cooling will be developed to cope with risingtemperatures.

Earth homes maintain a stable temperature all-yearround so heating and air-conditioning costs are muchlower.They can be built into hillsides or built onlevel ground with a living roof garden to make themless noticeable. Those built into hillsides or partially

underground must be built with proper drainage andbe waterproof, not just from rain water but also groundwater. The building must be strong enough to support thesoil on the roof and resist the pressure of the soil on therear and side walls within the hillside .

In the Netherlands,where building land is very expensive,floating homes have been built on barges which riseand fall due to tidal action or river level changes.Thetechnology developed there could be applied more widelyas sea levels rise around the world.

Land shortages and ageing populations will intensifythe demand for modular homes that can be adapted tomeet the changing needs of a family. Interior walls can bemoved or taken away. Furniture will be more adaptableand smart technology will make life more comfortableand safer. For example, refrigerators will read bar codes onfood and suggest menus as well as warn when food is nolonger safe to eat. Newspapers may be downloaded on toelectronic paper. This is a display technology designed tomimic the appearance of ink on paper. It reflects light likeordinary paper and can hold text and images indefinitely.

c::= Additional activity(aI/ levels)Get st udent s to choose one of the points1to 10 and write a paragraph giving andju stifying their opin ions on when andwhy they th ink it will happen.

* TipBuilding styles vary around th e world ,mainly because of climatic con dition s.Tryto find photographs of homes fromdifferent countries to encourage discus sion .Ifst ude nt s are from differ ent parts of th ewor ld, invite them to desc ribe homes intheir country.

Switch onWith the class, br iefly discuss changes in homes in the students' countrieswithin the last 100 years. Encourage students to explain why these changeshave taken place .

Students should look at the predictions and discuss in pairs.Studentsshould be able to justify their choices. Students should refer back to Unit 4when discussing point 5and to Unit 5when discussing points 9 and 10.Askgroups to present their ideas to the rest of the class, giving reasons for theirchoices.

34 Unit7

c:: Additional activity(weakerstudents)Ask students the following questions:In which direction do earth homesf ace inthe northern hemisphere?Why?Areearth housescold and damp?Why not?Do earth houseshave a cellar?Howdoearth housesmake less impact onthe environment?Why dothe roof and wallsof an earthhousehave to beespeciallystrong?What is the purposeof roofpanels?What buildingfeature shelpcontrol thetemperature?

*TipHave to expresses external rules andregulation s laid down byothers while mustindicates an internal/personal obligationto do something.

ListeningEarth homes

CC)) Get students to read the list of advantages before listening.Get studentsto explain why these are advantages of earth homes. Play the recording.Getstudents to compare answers in pairs. Play the recording again so studentscan check their an swers.

o-w a.b, f, i, k,n,0

Language spotObligation and necessity

Get students to read the rules .Gothrough the Grammar referenceor set itfor homework.

1 Students should work in pairs to complete the exercise.

2 Students should work individually to complete the exercise or set forhomework.

o-w 1 Agricultural buildings must be at least 100 metres from a house .2 Agricultural buildings must have a fire exit.3 Temporary buildings must not be on site for more than 28 days.4 Construction site offices must not have sleeping accommodation.5 You don't have to have planning permission for a greenhouse.6 School buildings must have alarm systems.7 School buildings must have disabled access .

3 Get students to discuss and then write individually.

o-w 1 necessary 3 necessary 5 obligation2 not necessary 4 not permitted 6 obligation

7 don't have to8 mustn 't

7 not necessary8 obligation

5 doesn't have to6 must

3 don 't have to4 must

1 must2 mustn'tWriting bank

Reports see pp.54-5 .Get students to usethe notes they have made in project towrite a report on their research.This willgive the students an opportunity to layout a report.

c:: Additional activity(alllevels)Get students to list some of the thingswhich they have to I mustn 't I don't haveto do to complete their cours e.Ask themwhat things they feel they must do tocomplete the course satisfact orily.

Gadget BoxGet students to discuss in pairs.They should be able to explain their ideas.Choose one pair to present their ideas to the rest of the class.Encouragediscussion.

For short-stay livingfor students, businesspeople,and weekenders.

Future homes 35

* TipSomeoth er adject ives form ed fr om verbsand ending in -ab!e include changeable,advisable,acceptable,i uitable,ad.i!illable,breakable,dependable.Some adjectiv esending in -able are form edf rom nouns. In th esewords, the suffix,-abledoes not indicate t he abil ity t o dosomethi ng, it indicatestha t somet hing hasthesequalities.These include:comjortable,p[Qfitable,valuable,knowledgeable.

VocabularyAdjectives with -able and -ible

1 Get st ude nts to work individually,then in pai rs to che ck their answers.Point out that many of the adjectives are formed from the verb,but not all.

o-.r See below

2 (;l Play the reco rding and get students to listen for the str essed syllable.Play again, if necessary stopping at any word which is cau sin g difficul tie s.

convertibley[sible

predictable

c:lldrablevariableviable

*TipInferencewhile reading wascovered inUnit 5.Remind stude nts that we oftenhaveto work out the meaning by link ingdiffe rent piecesof informa t ion in t he textor by link ing informat ion in t he t ext w ithour know ledge of th e topic.

c:= Additional activity(aI/ levels)Get students to w rite a paragraph giv i ngtheir persona l opinion on future hom esintheir country or community.

ReadingInside the future home

1 Get students to close their book s,then read the qu estion to them .Askthem to thi nk about the size ,building m aterials,internal des ign ,furniture,electronic devices ,energy, etc.Allow a maximum of 5minutes.

2 Get students to read individually and then com pare their list wi th the te xt .

3 Get students to do this exe rcise individually and then compare answe rswith a partner.

o-.r See answer below

4 Students should work in pairs to complete the missing reason s in t he table.

o-.r Possible answers for 4 in italics, not provided in the text .Prediction ReasonHouses will be smaller, becau se ofthe increas e in

population and sho rtage ofbuilding land

Interior walls will run on tracks. so rooms can be used in differentways

Some partitions will be to allowprivacymade of glass which becomesopaque when a current is passedthrough it .There will be convertible becauseit savesspacewhenfoldedfurniture.Wall-mounted flat screens will becausethey take up lessspacereplace TVs.Ultrasound cleaners may as water becomes scarcereplace washing machines anddishwashers.Robots will carry out tasks such becausethis savesworkand timeas carpet cleaning and dusting. by humansFridges will monitorthe'best to make sure we don't eatbefore ' dates on foodstuffs . dangerouslyoldfoodNewspapers will be down loaded to save costsand provide the mostonto electronic paper. up-to-date news

36 Unit7

Top marginDiscuss the quote. Discuss the problemsassociated with living on water and witha house that goes up and down.

Medicine containers will

monitoryour use.

Enough power for domestic usewill be generated by wind orsolar energy, or a combinationof both.

Problem-solving

to remind us totakethem

becausethis willbe compulsoryinfuture and becauseit willsaveenergycosts

*TipIfstudents studied Technology 1, ask themhow much they can remember about thestructure of skyscrapers -the buildingrequirements and materials.

Ask students what they can remember about the requirements for an earthhome wall, e.g. it would have to be water-tight and strong enough to holdback the pressure of earth around it.

1 Students should work in pairs to discuss the diagram.

2 Students should work individually and then compare their answers in pairs.

0.,.. 1B z c 3A 4D SE

Project1 Divide students into groups A,B, and C.Get students to discuss the pictures

in their groups. Ask chosen groups to report their ideas to the rest of theclass. Encourage class discussion.

2 Ask each group to research one of the buildings. Encourage them to makenotes by writing down key words only rather than copying chunks of text.

~ Ask each student to get together with two other students from the othergroups. Encourage students to ask each other questions as well as givinginformation.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding. Refer them to the Glossary if necessary.

Unit 8 37

Most governments want to ensure that all parts of thecountry develop, not just the capital city.Modernizingthe rail network and introducing new trains is one ofthe best ways of providing the fast, reliable transportlinks required for development. Trains are safe, energy­efficient, and have a low carbon footprint. The Pendolinotilting train, the Bullet train, and the Maglev train areexamples of different approaches to fast rail travel. ThePendolino tilts when it goes round curves.The Shinkansenis the rail network in Japan developed to carry high-speedelectric and diesel trains called Bullet trains .

Maglev (magnetic levitation) trains have no wheels andrun on a fixed guideway. The trains levitate above theguideway and are steered along it by electromagneticcushions.They are propelled and braked by variableelectric current passing through the linear motor. Maglevtrains are fast and can run on elevated guideways builtabove existing motorways. They use very little landcompared to roads. For every metre, a motorway uses upto 96 m? ofland. A Maglev elevated guideway uses 2.1m2.

At present the only large commercial system in operationis between Shanghai city and its airport.

Engineers test models of trains in wind tunnels todetermine the optimum shape, both to minimize the

Switch on

energy required to power the train and to make thetrains safer. Understanding the aerodynamic effects thattrains are subjected to when passing each other, whenin tunnels,and when subjected to high cross winds isimportant in the design of high speed trains.

The Airbus 380 is the largest aircraft Airbus has produced.The wingspan, or distance from wingtip to wingtip, is79.8 metres. Many new materials and manufacturingtechniques are being used in building this aircraft.Airbusis a European company with companies from differentEuropean countries participating in the project. Thesecompanies all provide parts for the planes, which is whyinventive solutions were needed to transport sometimeshuge parts from different locations.The Airbus A380wings are placed in a jig, a special tool made to locateor hold a component during a production process, to betransported to Toulouse.

90% of the world's trade by volume is transported byship.The Emma Maersk,the world's largest merchantship, carries a cargo of13,OOO containers a monthbetween China and Europe. Cruise ships are becomingan increasingly popular holiday choice for people whowant to explore the world while at the same time living inluxurious surroundings.

Allow students to do the quiz in pairs. At class level, go through the answersand check students agree. Encourage students to share their experiencesof any of these forms of transport and to consider the advantages anddisadvantages of each.

(),.. lb .2b 3a 4a Se 6b 7e 8b

ReadingSkimming

Get students to read the introduction. Ask them if they can remember someof the types of texts where they would normally use skimming skills.

1 Encourage students to anticipate the topic and situation of the reading text.

2 Tell students they have twenty seconds to read only the underlinedsections. Ask them to cover the text and quickly tell you what the text isabout. Get students to do the exercise individually.

38 Unit 8

Top margin (),.. Possible answerAsk students if they can guess what

Yes No Perhapstype of aircraft flies this inter- islandflight. Explain that the plane lands on a how the parts ofthe A380 are transported vgrass field. (a sma ll eight -seater Islander how the A380 is manufactured vaircraft).

where the parts are made vabout the French town ofToulouse vabout problems with mov ing the wing vdetails about a ship vabout different forms oftransport used to vtransport A380 parts

about German manufacturers vabout cities in Europe v

(),.. multi-purpose vehicle roll-on vessel 96-wheel vehicle

4 Get stu de nts to cove r the te xt and work in pairs.

3 Students shou ld w ork ind ividually in cla ss or set for homework.

3 Give st udent s only two m inutes to read t h e text. Ask them to check theiranswers from 2.

5 waterline6 traffic congestion

ocea n-goi ngrecord -breaking

long-d istancebu ilt-in

3 radio signal4 container ship

(),.. 1 safety belt2 boat builder

(),.. air-conditionedremote-eo nt rolied

Pairwork

(),.. 1 Six (airbu s,MPV, river craft, Ville de Bordeaux, barges,lorries)2 France, Wales, the UK, Germany3 Because the parts are very big and have to travel long distances

:2 Get students to work individually and then check an swers in pairs .Then,ask them to add a suitable noun aft er each compound adj ective. Allowst u dents t o u se a d ictionary if they wish.

1 Get stu de nts to d iscuss briefly in pairs. Ask them to cons ide r sp ee d, com fort,effi cienc y, cos t ,conven ie nce, safety,and technology.Ask them to comparetrain travel with other for ms of transport.

:2 Ask stu dent s if they can identify either of th es e t rains. Ask students if theyhave had any experience of seein g or travelling in these trains and theiropinion of them. Students sh ou ld re ad their re spect ive t exts an d enter the

VocabularyCompound adjectives and nouns

Get st udents to read the in t ro duction .

1 Students should com plete individually.

* TipMostcompound adject ives are written witha hyphen,but a good dictionary can be usedto check.Nounsjoinedtogether to form compoundnouns are somet imeswritten with ahyphen,as one word,ortwo separate words.Use a good dictionary ifyou are not sure.

=::= Additional activity(aI/levels)Get students to use the compoundadjectives in 2 and combine them with asuitable noun to make sent ences.It's more comf ortable to work in an air­conditioned office.

=::= Additional activity(all levels)Get students to write th eir own sent encesfor th e compound noun s not used in theexercise and the following:ballast tank, mass-production,satellitenavigation, website,airpol/ution.Theycould wr ite sentences wit h blanks as inthe exercise and then ask a partner towrite in the missing words.

=::= Additional activity(a I/levels)Get studen ts to find words in the textwhich mean th e following:A device to hold apart or compon ent inposition (jig)A controlpanel (console)Goods orproductsfo r transport (ca rgo)The rearpartofa ship (stern)What a ship does when it arrives in port(berths)Where a ship ties up (berth / dock)Boatfor rivertransport (barge)

Mass t ransportat ion 39

det a ils in the table.They should then com pa re information to com plete theseco nd column.

countryMaxspeedTechnology

FuelTrackEfficiency

Maglevtrains

China431 km/hmagnetic levitationelectricity for magnetselevated guideways

more efficient tha nconventional railtransport

Bullet trains

Japan , France

300 km/hexisting rail technology

electric or die selenginespu rpose-bu iIttrackenvironmentally eff icient

3 Studen ts should work in the same pairs. Ask one or two st ronger stude ntst o summaris e what t he y have discussed for the rest of the class.

Language spotComparative and superlative review

1 Explain t o students t hat this is really rev ision.Ask them to com plete theexercise without looking anythi ng up. Allow them to check their ans wer s inpa irs.

o-.r 1 quicker2 more dangerous

3 happier4 fastest

5 the most efficient6 The cheapest , best

Top marginAskstudents if they can imagine thevision Henry Ford had in 1940.Askstudents whether they think such avehicle is a viable proposition today.What would it look like and how would itoperate? Hold a class com petition for thebest car / plane. The Moller Volantor inUnit 6 is an example, the same inventorhas also built a car / plane .

Get st udents to expla in the rules t o you.

2 Allow stu dents t o w ork in pairs to complete.

o-.r ffi!J-.fh, ~on~i d e ra b ly, ~good deal, ~j:J~ss, much more,~gLeat deaj ,~J9j:, fqrInformal : a lot, far

3 Get students t o complet e in class or set for homework.

o-.r Possible answerTravelling by ca r is the most expen sive form oftransport. It is muchche aperto use th e bus, but walking is the cheapest.Cars are the most polluting form oftransport. They are a good dealdirt ier than buse s a nd fa r dirtier th an walking, which is the cleanestform of tran sport.Travell ing by car is the most convenient form of transport: It is a lotmore conven ient than t rave lling by bus. Walking is slig ht ly lessconven ient than tr avelling by bus and con siderably less convenientth an using the ca r.Travelling by bus is a bit slowe r than travell ing by car , and a little dealfaste r than wal king .

*TipWe use verywith base adjective s, but notwith strong adject ives.It's verycold. It'sreally / absolutely(not vetyjfreeztnq.Wecan use really with both base and strongadjectives. It's very/ reallyinteresting.

c::= Additional activity(weaker students)Ask students these questions:What sortofship doesMatt workon?What doeshe do ifhe cannot repairsomething?HowdoMarineEngineers normally traintoday?What must everyMarine Engineerhavebefore they can work?Why is a shipa dangerousplace?In whichpart of the shipdoesMatt work?What makesMatt proud?

c::= Additional activity(stronger students)Get students to prepare a shortpresentation on the work of a MarineEngineer. They should imagine that thisis part of a careers convention where eachspeaker speaks for about 1minute andmust try to sell the job in that time.

*TipIntheir jobs, technical people often haveto persuade others to accept their ideas .Forinstance, they may have to persuadefinancial institutions to provide finance orplanners to accept a development propo sal.The professional image they create in apresentation is of great importa nee.

PronunciationShowing enthusiasm

1 ~ Play the recording and get students to repeat the sentences. Don't beafraid to exaggerate the stress at this stage.

2 Students should work in pairs. Move round the class checking that studentsare using the correct stress.

o-w All start Yes. It's really/absolutely ... Except8 which starts No...1 fascinating. 3 unbelievable . 5 essential. 7 delighted .2 enormous. 4 marvellous. 6 luxurious. 8 terrified.

It's my job1 (I) Before listening, get students to read the que stions. Explain to students

that they should simply number the questions as they hear them. Play therecording once only.Get students to check their an swers with a partner.

o-w a7 b5 cl d3 e8 f6 g2 h4

2 ()) Play the recording again. This time get students to note the answersMatt gives.Remind them to write key words only.

o-w 1 Marine Engineer2 everything mechanical, electrical,structural3 apprentice for shipping company4 being with others all the time5 yes - the sea, fuel, chemicals,electromagnetic rays6 1day off per day on7 8 +3-4 hours8 yes, but you have to be tough

3 Get students to discuss the questions in pairs briefly and then develop intoa class discussion.

Make your pointPersuasion

1 Get students to study Lee'schecklist.

2 ()) Play the recording once. Get students to work in pairs to evaluate thepresentation.They should go through Lee's list and consider how well J0

did.Play the recording again so students can check.

3 Get students to work in groups of four. Allow them some time toresearch their topic, if possible, and then give them time to prepare theirpresentation.Explain that in this exercise they must be persuasive.Encourage feedback.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit9 41

Finding crude oil is not easy. When trying to find oil.geologist s try to identify possible locations with acombination of different types of rock:source rock, whichwas once the sea bed and may generate oil, porous rock,which forms a reservoir for the oil like a sponge holdswater, and cap rock,which traps the oil. If the pressure andtemperature are right in these formations ,there may alsobe gas above the oil.

Oilwells can be located on land or offshore. Offshoredrilling platforms differ from tho se used on land becausethey must be able to house the workers and machineryneeded to drill and then produce the oil or natural gasfound .

There are different designs of offshore platforms to allowwells to be drilled in relatively shallow to very deep water.Some platforms have legs resting on the sea bed whileothers float ,fixed in position by anchors and cables. Someplatforms store the oil that is extracted until it is collectedby a tanker and others pump the oil through subsea pipelines straight to shore.

Oil is usually found at a considerable depth or distancefrom a drilling platform. Therefore the drill bit, whichrotates to cut the hole through the rock has to be drivenfurther and further away. The bit is driven by a long set

Switch on

of pipes called the drill string. As the hole gets deeperanother pipe is connected at the derrick, which is thetower-like structure on the platform. The drill bit isdiamond-toothed to enable it to cut through solid rock.

The terms Roustabout and Roughneck,used to describe anunskilled labourer and someone with practical skills onan oil platform, have been adopted from the oil industryin the USA. Because the work on the rig can be dangerous,it is not a good environment for training.Drilling schoolsexist where special job skills and survival skills can betaught. Drill floor simulators are used to give the traineedriller experience in the type of problems they willencounter in the course of their work .

Crude oil is converted into a wide range of products ata refinery.Oil is heated, then cooled in tall distillationcolumns.The lightest fractions rise to the top of thetower where they cool and condense.These includepetroleum.Diesel and kerosene condense in the middleof the column.The heaviest fractions settle at the bottom.Heavy fractions are processed further to produce morehigh-value products such as petroleum. Around half thestandard unit of quantity in the oil industry, the 42 gallon(US) barrel. can be converted into petroleum.

1 Students should work in pairs or small groups to discuss. Askthem toidentify the material of any items they feel are not made from oil.The itemsfeatured include plastic, nylon, petrol, asphalt, antiseptic, fertilizer, floorpolish, paint, crayons, tyres,volleyball, liquid detergent, guitar strings. Askone group to give its answers and check others agree.

o-.r car tyres (made of rubber)

2 Give the same groups three minutes to discuss.Listproducts on the board.Ifthere is disagreement, get students to check for homework.

o-.r Possibleanswersbubble gum, roller-skate wheels, aviation fuel

It's my job1 C(;l Get students to work in pairs .Play the recording once and allow

students to check their answers .

42 Unit 9

o-w 1 Drilling Superintendent (highest level)2 Driller3 Assistant Driller4 Roughneck5 Roustabout (lowest level)

2 ce-Jl Get stude n ts to st udy the cv.Before listening,ask them what they arelist ening for in ea ch sp ace.Tell them t o make simple notes, perhaps onlythe first one or two letters of a word while listening and that you will givethem t ime to complete t he not es at the end. Play the recording aga in .Givestu de nts a few moments to write the mi ss in g words.

o-w 1 Roustabout2 Roughneck

3 Texaco4 Driller

5 Off-shore safety and survival6 Off-shore drilling

*TipExercise 3 is pract ice in making inferenceswhile listening. Students have to listen forinformation from th e interview a nd uset heir own knowledge oft he world.

3 <Ol Get students to read the questions quietly.Ask them t o make only noteswhile listening. Play the recording without sto pping,but give student s timeat the end to complete their notes.Get st udents to work in pairs to comparean swer s.Go over the answers at cla ss level. If there are any disagreements,play the recording once more, stopping at appropriate points for students torecall the answer.

o-w Because he wanted to do somet hing more adventurous than carmaintenance and it's alsowell -paid.

2 Because Oil-rig workers do hard physical work without a breakand because there is nothing else to do.

3 Because Roughnecks need to know exactly what to do as part of ateam inhandling heavy drill pipes.

4 Because workers are flown from the shore to the Oil-rigsand thereis the danger of crash-landing in the sea.

5 Becausefishing here means trying to recover drill bits and otherequipment from the borehole if they separate from the drill string.

6 Because he 's now married with a family and because becoming aDrilling Superintendent is promotion .

ReadingA rotary derrick

1 Get students to wo rk individu ally, then check their answe rs in pairs.

c::= Additional activity(weaker students)

Get students to find the list ed compo ne ntsin the text and to underline the m .Tohel pthem complete the labelling, ask themthese questions:What is a drill st r ing ?

Wha t do y ou do ify ou suspend something?Wh at doesswivel mean?

Where is the bit?

c::= Additional activity(strong er students)

Get students t o work in group s.Onest ronger student sho uld explain howa rotary derrick wor ks us ing only thediagram. Other studen ts can ask quest ion sabout the fun ction or posi tion.

o-w 1 bit2 kelly3 swivel

4 crown block5 mud pumps6 power plant

7 turntable / rotating table8 travelling block9 drill st ring

Petroleum engineering 43

2 Students sho uld work individua lly in class or set for homework.

0-,.. Componentbitdraw workskellymud pumpspower plantswiveltravell ing block

Functioncuts the borehole .lift sections of pipe into and out of the boreholetransmits torque from the turntable to the drillpump mud down the drill pipeprovides power for the draw worksallows th e pipe to rot at e freelylets you raise and lower the pipe

3 Remind students to us e the correct ending on the verb s while they aredoing this exe rcise (present tenses will be practi sed in Languagespo t ).

VocabularyCollocations in petroleum technology

1 Get st udents to work in dividually an d write dow n the pairs. Allow studentsto check their answers w ith a partner.

0-,.. see below

2 Get st udents to complete individu ally in class or set for homewo rk.

0-,.. 1 mud pump2 drill st ring

3 Assistant Driller4 fossil fuel

5 power plant6 aviation fuel

Top marginGet student s to read the short paragraph.Get students to discuss reasons for I

against drillin g in the Arctic.Ask th em todiscuss the practical problems of drillingfor oil in that environment. Get student sto write a sho rt essay presenti ng thereasons for or agains t drilling.

Language spotPresent tense review

Get st udents to read the int roduction. Ask st udents what they canremember about the rules of when to use each of these tenses and how toform them.

1 Get st udents to work in dividually and then in pa irs to che ck their an swers.

0-,.. 1 PS 2 PC 3 PS 4 PS 5 PC 6 PS

2 Get students to read t he rul es and complete the exercise individually.

0-,.. 1 live2 'm living

3 'm studying4 study

5 'm playing6 play

3 Get st udents to complet e individua lly in class or set for ho mework.

0-,.. 1 I'm seeing2 Isee

3 I'm thinking4 What do you think

5 I'm hearing61hea r

Top marginDiscuss th e fact after students havecompleted Pairwork.

Pronunciationbe with the Present Continuous

1 (;l Play the recording,stopping aft er each one to allow st udents to rep eat.Mak e sur e they are not st ressing the short for m.

44 Unit 9

* TipIt'simportant for the student to understandthat contractions are used in speechand ininformal writing,but are not used in formalwriting.

~ Additional activity(weakerstudents)Ask students the following questions:Whichtwoelements combine tof ormhydrocarbons?What processproduces useful productsfrom crudeoil?What happens when oil is heated?Howarefractions separated?Whichfractionsareproducedat thebottom of the column?

~ Additional activity(aI/levels)Getstudents to find out about th echemical processing which followsdistillation.Theyshould find the nameofthe process,brieflydescribe what isdone,and list the products obtained.Thefollowingwebsite may be helpful:www.chevron.com/products/learning center/refinery/Getstudents to write an essay on whatthey have found or ask the m to prepare ashort presentation.

~ Additional activity(aI/levels)Getstudents to write a paragraph aboutone of th e rigs using their notes butwithout looking at the texts in the book.After they havefinished,ask them tocompare it with th e book.

~ Additional activity(stronger students)Getstudents to give a short presentationon the different types of rigs usingonlythe diagrams and the table theycompleted in 2.Other students can thinkof questions to ask.

2 Get students to complete the sent ences .

o-w 1 're 2 's 3 'm 4 're 5 're 6 's

3 !(I) Play the recording, st opping after each sentence to allow students torepeat.

Pairwork1 Get students to read the introduction.

2 Get students to re ad the instructions and then look at their diagr ams.They should share the information by asking and answering questions.

Once students have finished, they can check their answers by looking attheir partner's diagram.

Problem-solvingAsk students what special difficulties there are in extracting oil from underthe sea.Ask them what they know about oil platforms and how they areheld in position.

1 Get students to work in small groups. Get them to decide as a grouphow they are going to do the exercise. They may choose to each read onedescription and find the respective diagram. In groups they sh ou ld discussthe final choice, explaining why.

o-w 1 B 2 A 3 C 4 E 5 D

2 Get students to complete the table in pairs.

o-w Type Depth of Advantages Disadvantageswater

gravity /fixed upto oil can be stored not easily moved , so520m in legs and base disposal difficult

jack-up upto cheap, reusable problem to tow, poorlOOm safety record

semi- 600- very sta ble, eas ily limited storage,sosubmersible 1800m moved need support vesselsspar upto cheaper and more

l800m stable than TLPstension leg 200- cheaperthan less stable than fixed

l100m other types, can platformsbe moved

KeywordsGo through the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit10 45

Environmental Engineers have the important tasks ofensuring we have clean air to breathe and clean water todrink and that waste is disposed of without damagingthe environment. In addition to treating water fromreservoirs to ensure it is safe to drink, technologistscan convert sea water into fresh drinking water. This isimportant in countries in the Middle East. Desalinationplants separate the sea water into fresh water anddissolved salts .Sewage treatment is also essential topublic health.Sludge is the solid organic matter thatremains after the sewage treatment process .After anydisease-causing agent, or pathogen, is destroyed, it can beused as a fertilizer or converted into pellets and used asfuel in power stations.

Environmental technology can help prevent pollution.The air from the chimneys of factories and power stationsafter combustion consists of water vapour and gases,such as carbon dioxide and sulphur dioxide, which areharmful to the environment. Flue gas treatment is a wayof removing the poisonous gases.

Remediation is the process of cleaning up polluted groundand returning it to use .With land values increasing,remediation is more and more important to allow 'brownfield' sites to be reclaimed for housing and recreationaluse. Land prices and environmental considerations make

it increasingly difficult to find places to dispose of solidwaste. Good solid waste management is important tomake sure that as much waste as possible is recycled andthat as little as possible is buried in land-fill sites.

Industrial processes such as spray painting can beharmful to the environment. Technology can providea solution.Droplets of paint are caught in a 'curtain' offlowing water and washed into settling tanks where thepaint eventually settles out and can be safely disposed of.

Environmental engineers can also protect theenvironment by helping to prevent harmfuldevelopments.When a new development like an airportor a holiday resort is considered, an environmentalimpact assessment should be carried out. The purposeof the assessment is to ensure that decision-makersconsider environmental impacts, such as the effects of adevelopment on the habitats and ecology of the area andits visual impact,before deciding to proceed.

The eco-city planned for Chongming Island, China, is ona large scale, but smaller developments built along thesame principles are becoming more and more prevalent.The UK government plans to build ten eco-towns by 2020.These towns will be carbon-neutral with energy comingfrom renewable sources similar to the communitydescribed in Unit 5.

* TipRecycling = reusing materials and objectsrather than throwing them away aswasteAlternative energy= energy from sourcesother than nuclear or fossil fuelsFlue gastreatment = the removal ofpollutants from gas emissions fromfactoriesSolid waste management = the removal anddisposal of household and factory rubb ishWater purification = the removal ofcontaminants from raw water to producedrinking waterRemediation = action to clean up anenvironmentally contaminated siteSewage treatment = a process to purifyhuman and other domestic waste

Switch on1 Get students to suggest answers. They may include ideas other than those

shown.

o-w Possible answersaircraft emissions fromburning fuel, discharge of oilon the sea,traffic exhausts, untreated effluent into a riveror sea,smoke fromfactory chimneys,agricultural chemicals going into thewatercourse, waste in landfill

2 Students should work in pairs to match.Quickly check answers with thewhole class .Get students to suggest what each topic is involved with andwhy it is important.

o-w 1 A 2 G 3 C 4 B 5 F 6 E 7 D

46 Unit 10

Language spotReported speech

Get st ude nts to read the introductio n.

1 Students should work individually to complete the rules and then com pareanswers in pa irs.

Go through the Grammar reference in class or set for homework.

o-w 1 Past Simple2 Past Perfect3 Past Perfect4 could

5 hadto6 the daybefore / the previous day7 that week8 the following month

2 Get students to work individually in class or set for homework.

o-w 1 The Engineer expla ined that they would improve efficiency.2 The Supervisor said th at Jon had te sted t he previous day's sampl es.3 The Inspector warned (us) th at we would be fined ifwe polluted

th e river.4 The Di rector announced th at their design team had won that year 's

prize for innovative tech nology.

Get students to read the rules.

3 Get studen ts to wo rk individua lly in class or set for home work.

o-w 1 do you apply2 spray the paint3 act ually reaches

4 is removed5 are absorbed6 Is thi s stored

7 settles8 has to be dispo sed of

VocabularyReporting verbs

1 (;) Get students to rea d the email before they list en.Play the recording asofte n as necessary and give st udents ti me to complete their notes.

2 Get students to compare what is rep orted w ith the actual words spoken .Check students underst and the verbs listed.To help w ith the meaning ofsome of the verbs,get stude nts to perform them,e.g.lvor,apologize to Frank.Mary, promise to doyour homework.

3 Remind students that the verbs have to be put into the correct tense (PastSimple).Stud ents should work ind ividu ally in class or set for homework.

~ Additional activity(all levels)Get students to choose five reportingverbs and then wri te short monologuesto describe a situa tion.They can then giveth eir monologues to a partner who ha s towrite a sho rt report using the appropriateverb. Students can then check theiranswers together.

o-w 1 reservoir2 have it cleared

o-w a askedb apologizedc que st ionedd reminded

3 report4 the next day

e agreedf offe redg compl ainedh recommended /advised / proposed / suggested

Environmenta lengi neering 47

PronunciationShowing disbelief

1 (;l Play the recording more than once if necessary.

C>-w D, because there is a heavy stress on saidand the intonation goes down.

2 Get students to read the sentences.Explain to students thatit doesn'tmatter which they choose.

3 Stud ents can have lots of fun doing this exercise.Remind students thatit's the job of the speaker to make their meaning clear in the st ress andintonat ion. Allow students to change partners and try their sentencesaga in .

Top marginGet students to read the glossary at thetop of the page before th ey begin readingabout Lutz.

It's my job1 Students should discuss possible answers.Explain that the work

Environmental Engineers do is wide-ranging.

2 Get students to read the text qu ietly and then write the an swers.

C>-w 1 Yes, he studied Civil engineering and then Environmental science.2 It did previously but no longer.3 He doesn 't mention it, but it would probably help as the job is quite

international.4 Yes5 He doesn't say,but probably.6 Lutzsays he's really interested in the environment. Hefeels he can

make a difference.

3 Get students to work individually and write the answers in class or set forhomework.

C>-w Environmental assessments,strategic assessments,contaminationassessments and waste management

2 Alarge engineering company3 He's really interested in the environment and enjoys feeling he can

make a difference. He likesworking with people who have similarfeel ings.

CiadgetboxAsk students why researchers would want to dev elop such a product andwhich countries in the world would find such a product useful. Explain thatthe Aerated Showerheadwas developed in Australia, a country facing everincreasing water shortages.

Thisproduct will not solve major water-shortages but it will helpsave waterand in a country such asAustralia every little helps.It also helps raisepeople'sawarenessofthe importance ofsaving water.

Pairwork1 Discus s with the class what they understand by the term fully- sustainable

eco-city (acity which does not need to buy inpower, water, materials,etc.from

48 Unit 10

~ Additional activity(aI/ levels)

Get students to discuss whether such acity would be possible in their country I

region.Ask them to decide on a suitablelocation,giving reasons.Ask them to writea letter I email to local officials to maketheir suggestion and offering to come andtalk to them.

* TipFurther information about Dongtan can befound on the web bytyping in Dongtan in asearch eng ine such as Google.

otherplaces because it is able to m eet the needs ojthe city in a susta inableway itself) .There are sim ila rit ies with the Project in Unit 5.Divide st udent sinto pairs to di scuss. At class level, ask individual students to explain whatthey have discussed.

o-.r Possible answersPublic transport: must use zero-carbon fuelsWater supply: methods of capturing water, recycling, reducingquantity requiredFood supplies: should be located locally to reduce transport costsWaste: should be prevented or recycled, rather than disposed of,organic waste can be composted and used as fertilizerBUildings:use local materials, well-insulated, low-energy useEnergy: should be renewable and not produce carbon

2 Before reading, get students to look at the picture and suggest some of theinformation they expect to read about in their texts .Students should shareinformation to complete the table in pairs.

o-.r Transport

Food supplyBuildingconstruction

Water supply

Waste

Energy

Cycling, walking, trams and buses usinghydrogen-fuel technology or battery power, solar­powered water taxisGrown locally. Fish caught locallyBUildings highly energy-efficient. Angled to .maximize sun's heat in winter and ventilation insummer. Local materials,traditional and moderndesign technologyRain water collected and recycled. Devices used tochannel and use water in water featuresOrganic waste composted and used as fertilizer.Sewage treated and used as fertilizer. No landfillsites, materials recycledProduced fully by renewable energy- biomass,wind,and solar

3 Remind students that in reading skills they have to use both theinformation in the text and their own knowledge in order to answer somequestions.

o-.r Possible answersSoil washed down by the river carries rich mineral deposits whichprovide rich alluvial depos its for fertile farm land .

2 It is self-contained. It won't grow beyond the limits ofthe island .atleast not for a long time.Wind can be easily captured for powergeneration, and the river provides fish.

3 Advantages: attracts tourists for income and employment. Providesgreen space.Disadvantages: it may be disturbed by development and increase inpopulation.

4 A lot of waste can be recycled or composted but there will still beproblems with electrical goods, some plastics, etc.

5 Tocapture maximum effect ofthe wind and to reduce noisein the city.

6 The surrounding agricultural area can grow enough biomass andthe rice industry produces large quantities of rice residue, whichwould otherwise have to be disposed of.

Environmental engin eering 49

=::= Additional activity(aI/levels)Give students the following list ofprocesses and ask th em for th e fun ctionof each: screening, aeration, coagulation,sedimentation,filtrat ion, disinfection.

ListeningCleaning water

1 (;l Ask students what they know about the water that comes out of the tapin their home / school.Ask Wh ere does it comefrom ?How is it t reated?Getstudents to look at the diagram while you play the recording the first time.Play the recording again so students can label the dia gram. Give studentst ime at the end to complete the labels. If nece ssary,play again.Get st udentsto check their answers in pairs.

0..... 1 microstra iner2 aerator3 flash mixers

4 sedimentation tank5 rapld sand filter6 disinfection tanks

c::= Additional activity(s trongerstudents)Get student s to find out about the supplyof fresh water in their area and wr ite areport or prepare a short presentat ion forthe rest of th e class.

=::= Additional activity(weakerstudents)Get students to use their labelle ddiagrams to wr ite a description of theprocess of water treatment. This could bedone for homework.

2 (;l Play the recording again .Encourage students to note as mu chinformation as possible, including what the equipment does. Allowstudents to check their answers with a partner.

0..... 1 removes rubbish, such as twigs and plastic bags2 provides good oxygen balance, releases trapped gases3 adds coagulents-alum,aluminium sulphate-which cause

particles to stick together4 large particles settle to bottom, removed and treated5 removes remaining organic compounds by passing water through

carbon or coal and layers of sand6 adds chem icals- chlorine or ozone-to disinfect water by killing

pathogens

3 Get students to research this for homework.

KeywordsGo through the list of words to che ck students ' pronunciation andunderst anding. Refer them to the Glossary if necessary.

50 Unit 11

Robots are increa singly found in the workplace,the home,outer space, and even the battlefield. They are no longerseen as replacements for human workers. They are stillused for rout ine tasks but they can now perform tasksimpossible for humans.Some of the robot s in Switchonprovide good examples of the components of a variety ofrobot s and their capabilities.

The snake-arm robot is used for assembly and inspectionta sks and can penetrate difficult -to-reach places. It can beprogrammed to perform those ta sks without continuoushuman guidance.

ASIMO is a humanoid robot which is capable of intelligentbehavior. It can recognize objects and gestures, calculatedistances and the direction of movement of severalobjects. ASIMO has advanced engineering and controlsystems to allow it to walk naturally and translate visualinformation into actions.

The Mars Rover must navigate over complex terrains,thinking several steps ahead. It has to be able towork independently from ground control becausecommunication delays and interruptions in space areunavoidable.

The robotic mower may look simple but it has a guidancesystem that keeps it within the lawn and makes sure itcuts in perfe ctly straight lines.

Engineers working on the design of robots must haveadvanced knowledge of Mechanical, Electrical, andElectronic engineering.They mu st understand howcomputers can be used to control movements usingelectric motors,pneumatics,and hydraulics.Allrobot shave a sensory system which replicates some or all ofthehuman senses such as sight,smell, and touch.They havea processor to interpret those signals and make a decisionto act autonomously or feed back the signals to a remotehuman controller.

Bomb and mine dispo sal are dangerous jobs thatrequire expertise and involve considerable risk toanyone involved. The solution is to send in machinery.Comet IIIis an example of a robot specifically designedfor a single task.

There are many robotics competitions that challengeent rants to devise a robot to overcome a variety ofproblems.Some of these are purely for entertainmentsuch as the Robot Wars that was shown on television.Others have a more serious scientific or educationalside such as the one run by Dean Kamen,the inventor ofthe Segway,an innovative two-wheeled, self-balancinghuman transporter. Others, like the robot car race, willgenerate research with an immediate commercial use.

c::= Additional activity(aI/levels)Students should choose one robot fromthe list and write a paragraph explainingits funct ion and importance in today'ssociety.

Switch onStudents should first work in small groups to discus s.Then ask two pair sto work together to compare answers.Remind students that they shouldprovide reasons.Ask individual students to present their group's ideas tothe rest of the class .

0,.. PossibleanswersA exploring other planetsB handling radioactive materialsC demonstrations and entertainmentD domestic helpE producing large quantities of medicinesF reachingintotightspacesG mowing lawns

Discuss with the class the importance of these robots, asking students tojustify their ideas .

Robotics 51

ReadingHow robots work

Ask students Why are textsdivided intopa ragraphs?(to make textmanageable) What should eachparagraph introduce?(one m ain idea)

1 Explain to students that by reading only the first sentence in eachparagraph they should have a general idea about the topic of eachparagraph.Get students to work in pairs to anticipate what the paragraphwill cover.

* TipWriters use paragr aphs to divide t extinto manageabl e chunks. Each paragraphintro duces one main ide a. This idea isgiven in the topic (key) sent ence andfurther sentences in the paragraph providesupport ing deta ils.The topic sentence ofte nappea rs at the beg innin g of the pa ragraph.One way of skimming through a te xt is tolook at th e beginn ing of each paragraph inorder to ide nt ify the topic sent ence, w hichusually sums upthe ma in idea (gist ) of th eparagraph.

c::= Additional activity(aI/levels)

Cut out two sho rt articles from amagazine or newspaper. Give one articleto each student. Get st udent s to underlinethe topic sentence in each paragraphwhich gives the main idea and to cop yout the topi c sentences as in Read ing . Getstudent s t o give this t o a partner to pred ictth e conte nt. Stu de nts ca n then com parethei r answ ers w ith th e original t ext .

,

2

3

4

5

First sentenceRobots have five basic components:a movable structure, a motor, apower source, a sensory system,and a processor.The motor provides the physicalpower to move the structure.Inthe same way that humansdepend on sight, hearing, taste,smell, and touch to make sense ofthe world, robots require a sensorysystem in order to function.Heat sensors may be importantfor robots working in extremeconditions.The brain of a robot is the processor.

Possible topicsOne or more of thesecomponents.

How robots move.ORTypesof robot motors.The sensory system.ORTypesof sensors.

Heat sensors andpossibly other specialistsensors.What the processor does .

2 Explain that students need to use their anticipation skills here .Using thekey sentences in 1and their own knowledge,they should try to work outthe answers.Get students to work individually and then in small gro ups tocompare their answers.

o-w legs,wheels,or caterpillar tracks - some robots move only one part ,such as an arm

2 electric, pneumatic, heat engine3 battery, compressed air,possibly biological fuel in future4 feeds information to the processor5 cont rols the operation of the robot

3 Get students to read the te xt individually and then check their predictionsand answe rs. Once they have finished,discuss the reading skills that theyhave used in this exercise.Explain that when they have to read textbooks ornewspaper articles, it is im portant to be able to skim a text in order to locaterelevant informat ion or find an article of inte rest.

Problem-solving1 Students should work in pa irs to discuss .If necessary refer st udents back to

the reading text to identify some sorts of senso rs.

o-w dimension sensors, object sensors, cliffsensors,wall sensors,dirtsensors

2 <C""il Get st udent s to list en for just one sensor. Ask st ronge r students to listenfor the dirt sensor which is more difficult. It may be necessary to play therecording more than once.

3 Get students to work in groups of five so they can sh are the informati onand complete the table.

4 <C""il Play the recording again so students can check their answers .

52 Unit 11

=::= Additional activity(aI/levels)Get students to use their notes to write aparagraph about one of the sensors.

o-w Sensorsdimensionsensorsobjectsensorscliff sensors

wall sensorsdirt sensors

Ciadgetbox

NotesDetermine size of room .Walls reflect infrared

signals. Processor calculates room dimensions.Bumper pressed in on impact with object .

Processor cha nges direction of clea ner.Infra red signa Is project downwa rds.Sudden

change causes robotto move away.Cleanerfollows closely but nottouching.Dirt hits acoustic impact plate causing vibrations.

Processor makes cleaner clean area again .

Discuss the milking system.

More free time.It's very difficultfor dairyfarmers to leave the [armfor verylong as the cows have to be milked up to three times a day. It also provides thefarmer with accurate data.

Language spotCausing, preventing, and enabling links: cause to, make,prevent, stop, allow to, enable to, let

Get students to read the rules. Go through the Grammar reference or set itfor homework.

1 Remind students that some of the verbs will require -ing or -s endings.Students should work individually,

o-w 1 prevent / stop2 letting3 enabling / allowing4 prevent / stop

5 enable / allow6 lets7 enabling / allowing8 causes

9 make10 prevents / stops11 let12 allow / enable

2 Get students to write the sentences in clas s or for homework.

o-w Possible answers1 The power sensor reports low battery current to the processor,

which prevents the robot from moving.2 The bumper is pressed in,which makes the object sensor report an

obstacle to the processor.3 The sensors detect a cliff, causing the robot to reverse .4 Infrared signals from the robot are reflected by a wall,which causes

the robot to change direction and move parallel to the wall.5 Dirt hits the acoustic impact sensor plates, making the plates

vibrate.6 The sensors detect the vibration and pass a signal to the processor,

which makes the robot clean the area again.

Robotics 53

*TipContamination =process whe rebysubstances maketh ings impure,unclean,or dangerousDiabetics = people suffering from a medicalcondit ion caused bya lackof insulin,wh ichleads to high level s of glucose (sugar) in thebloodR&D (research and development) =thedepartm ent ina company responsiblefor improving exist ing products anddeveloping new products

=:= Additional activity(aI/levels)Get students to find out about HenryFord'sassembly lines and car productionlines today.They should wr ite a shortessay comparing the changes intechnology.

* TipIfstudents choose to simplyread the setexts, their pronunciation will be weakand it willbe difficultfor th e listener tounderstan d.These te xts were written to beread not spoken.Duringa presentation itis important to behave as though you arespeaking to t he audience not reading tothem. Soit is important for the st udentsto make notes which they can then talkaround.

=:= Additional activity(aI/ levels)Get students wh o are int erested tovisit one of the websites and join in thecompetit ions.

It's my job1 Stude nt s should discuss questions in pairs then discuss briefly with the

whole class.

2 (;l Play the recording once .Students should check their answers in pairs . Ifthere are any difficulties,play the recording again.

0-,.. Developingall new processes and process automation formanufacturing his company'sproducts

2 Asensor which involvesa living substance- in this case enzymes3 Mechanization isusing machines to speed up production .

Automation is using machines with intelligence .

3 <Ol Get students to read the questions before they listen again. Encouragestudents to note only key words while listening.

0-,.. Mechanical engineering with one year of Electrical and electronicengineering

2 Because production increased enormously-went 'through the roof'3 Measures sugar in the blood4 Onlymachines can do it without the riskof contamination, with

absolute accuracy,and at the speed required to produce hugevolumes.

SpeakingAssessing explanations

Explain that students will all have an opportunity to present informationbut that they are going to work in small groups.

1 Students should read their text then prepare a set of notes which they canuse during their presentation. Stress the importance of noting key word sonly. Help students with any problems with vocabulary.

2 While student Ais making his / her presentation, student Bmust try totake notes.Bmay need to interrupt in order to clarify a point or ask forrepetition. Remind students of how to do this politely.Excuse m e, could yourepeat that,plea se?Excuse me, could you repeat the number, please?Excuseme! Did you say ... I'm sorry, I didn't understand that.

3 Students should now change roles.

4 Allow the students time to reflect on the activity and discu ss how theycould improve.Draw the class tog ether and ask groups to make commentson what they found easy / difficult.

WebquestStudents should do the research in class time or for homework.Dependingon the size of the class,you may decide to ask each group to investigatea different competition and then pre sent their findings to the rest of theclass or ask groups to investigate every competition.Ask them to makenotes so they can explain what they have found out to the rest of theclass.For homework, ask them to write a short essay describing one of thecompetitions.

54 Unit 11

Top marginGet students to discuss the stateme nt andto discuss what human level int elligencereally means.

Make your pointParts of a presentation

1 Students should work in pairs to order the phrases.Allow them to practisesaying them, making sure they are using the reduced form s effectively.

o-.r 1 h

2 d3 all4 all

5 m/f

6 m/f

7 e/j8 e/j

9 c/g/k10 c/g/k

11 c/g/k 1312 b

c::= Additional activity(aI/ levels)Get students to write an email to a robotmanufacturer introducing th eir ideas ,explaining how it works,and asking for ameeting to discuss it further.See Writingbank p.52.

2 Students should choose a topic which interests them. Allow them te nminutes to prepare what they want to say and then ask them to work insmall group s. Students who are listening to a presentation should listencarefully to see how many of the phrases given have been used correctly.Askone or two of the st ronger students to make their presentation to thewhole class.

Project1 In their groups,get students to decide first which robot they would like to

design and spend some time discu ssing the questions posed .

2 Each group should plan their presentation and be able to explain why theyhave made certain decisions. Explain that they will have to convinc e theothers that they have com e up with the best solution.Encourage them touse each person in the group to make the presentation.Remind them touse the phrases from Makeyour point. Encourage other student s to askquestions.

J Allow each group time to discuss the other proposals and to consider which.they think is the best and why. Ask them to consider using different partsfrom different solutions to find the perfect answer. Explain that they arenot competing against each other but working as a team to find the bestsolution. Then discus s as a class.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit 12 55

Kitchen furniture usually comes in fli t packs for assemblyby the purchaser. It is produced in high volumes fromresin-bonded wood chip material finished with a plasticcoating, or MDF(medium density fibre board) ,an artificialmaterial used instead of wood. The pieces are cut to sizeusing the latest CNC (computer numerically cont rolled)machinery. Resin-bonded materials,unlike wood, arevery stable, so they can be assembled easily into a well­finished product.

The customer is given the choice of different finishes anddesigns for the visible parts of the furniture su ch as doors .Those items may be manufactured from real wood,suchas oak, or from a low cost material with an expensiveveneer or paint finish.Because MDFis made up of fineparticles it can be painted to produce a smooth surface. Itcan be cut ,drilled ,machined, and filed without damagingthe surface.Paints,varnishes,ven eers, and laminates maybe used to finish MDF

The carcasses,the basic boxes which form wall cupboardsor support the work tops,are hidden behind the doors andunder worktops so can be made from white melaminecovered chipboard. They are common through a rangeofkitchen designs so can be produced at low cost due totheir high volumes.Worktops,the surface where foodis prepared, need to be easily clean ed and resistant to

scratching and damage from knife cuts and droppedkitchen utensils.

Fridges and other common household appliances oftenhave a lot of technology inside. Fridges use compressionand evaporation in order to change the temperatureof the refrigerant and cool the inside of the fridge. Airconditioning systems use the same technique to coollarger areas.

The Kitchen Designer describes some of the innovationsthat she includes in her kitchen designs.Theseinnovations include not only newer versions of existingappliances,but also entertainment systems and smartappliances.

Energy-saving devices for the home are incr easinglypopular. The Pairwork texts include:a water-poweredcalculator using completely recyclabl e H20 batteries,energy-saving light bulbs,the Watt son device to showenergy consumpt ion,and the ECO kettle,which only boilsthe exact amount of water required.

The Watt son uses electroluminescence to produce coloursto ind icate power used. Electroluminescence is an optica land electrical phenomenon where a material emits lightin response to an electric current passed through it.

*TipHousehold appliance = a machine or piece

of equipment designed to do a particularjob in the home

Switch on1 Treat this as a quiz .Get students to work in pairs and write down as many

app liances as they can in two minutes. Each pair in turn should show theirlist to the other groups.Students should defend their choice of items but theteacher must decide if entries are correct. The group with the longest list ofcorrect items is the winner.

o-.r Possible answersmicrowave oven, oven, fridge, telephone, iron,wash ing machine,ha irdryer, electric kettle,food processor,vacuum c1ea ner,air conditioning unit,television ,coffee maker, toaster, dishwa sher

2 Get students to work individually to complete the task. Ask themwhichwords helped them make their choice.

o-.r 1 refrigerator (fridge)2 iron

3 microwave oven4 electric kettle

5 vacuum cleaner6 hairdryer

56 Unit 12

ReadingMaking kitchens

1 Students should discuss in pairs .

2 This is an exercise in looking for specific information in the text. Explain tostudents that they should not try to read every word or study the text. Theyshould try allowing their eye to run over the text searching for the wordsgiven.Once they find them,they should read around the word to find thename of the m aterial used.

c::= Additional activity(a/llevels)Put the following words on the board andget students to find them in the text:1 grooves,2 denibbed, 3 weldedRead out the following defin itions foreach wordand get students to choosewhichis correct .1 a long narrow cuts

b wooden knobs2a washed

b sanded3a joined with screws

b joined by heating and pressingtogether

o-w 1 worktop2 handle3 hinge4 knob

Componentcarcassdoorsworktops

AbbreviationCNCMDF

5 tap6 panel7 sink8 drawer

Materials usedmelamine-faced chipboardsolid wood , board material ,MDFmetaminecoated chipboard, manmade materials,e.g. corian, stone (granite, slate, marble)Meaningcomputer numerical controlmedium density fibreboard

3 Explain that students now have an opportunity to read the text in moredetail in order to complete the flow-chart .

o-w 1 slab2 edgebanding3 carving4 acryllic-coating /

Vinyl-wrapping / lacquering

5 assembly6 spraying7 denibbing8 spraying9 drying

Top marginAskstudents if they can find any otherinventions which were invented byaccident. Other examples includesaccharin,heart pacemakers,and Post-itnotes.

~ Additional activity(a/llevels)Collect pictures of single objects(catalogues are very useful) or write thenames of objects on separate pieces ofcard.Get students to work in groups offour or five.Giveone student a picture.The others have to ask yes/ no questions toguess what it is.

Language spotQuestion review

1 Get students to give you an example of a yes / no question. Write it onthe board and ask them if they can explain how we construct this type ofquestion.Students should do the exercise individually and then check theiranswers in pairs.

o-w 1 How many boxes of screws have you ordered?2 Didyou see the edgebander working?3 Have they got any computerized machines?4 What (material) do they use?5 Where did he study?

2 In pairs,get students to practise the questions .Get students to read the sample sentences.

3 Students should complete the task individually or set for homework.

o-w Avariety of answers are possible. Teachers should encourage studentsto try to ask each question in a different way.

Household tech nology 57

c:= Additional activity(aI/levels)

Get students to work in pairs and lookatthe Massachusetts Institut e ofTechnologywebsite (www.media.mit.edu/ci/).Getstudents to find a research project thatinterests them. Theyshould preparea short presentati on or write about itfor homework.Theclass should thendiscussthe future of these inventions andsuggest other inventions which couldbedevelopedfor use in the kitchen. EnteringMIT kitchen technology into a searchengine such as Googlewill bring up othersites that discuss the technology.

It's myjob1 (;) Get students to work in pairs and make a list of all the different parts of

a kitchen which a Designerwould have to think about, e.g.appliances,units,worktop,jlooring .Look at the headings and ask students what they expectto hear. Play the recording and get students to make notes .

o-w Qualifications Cabinet making, graduate in Wood technologyand Business

Job title Managing DirectorOvens Self-cleaning;catalytic converter changes food

residue and fat into water and carbon dioxideHobs Magnetic induction hobs heat metal pot base,

savingelectricity, safer and quicker to heat food,on lywork with steel pots

Flat screens flip-down screens for TV, internet access,watching security cameras

2 Get students to practise asking and answering questions about Asma usingthe structures learned in Languagespot.

Gadget boxGet students to read the text.Ask how many have seen or own a device likethis.Get students to discuss the question in groups.

Photography is nowfar more democratic.Peoplecan afford to take a largenumber ofphotos and get better results than before.

PronunciationPolite requests

1 (;) Play the recording more than onc e if necessary.Get students to repeatthe two sentences.

o-w A RudeB Polite

2 (;) Play the recording, several times if necessary.

o-w lP 2R 3P 4P SR 6R 7P 8P

Responding to requestsPractise saying this politely with the students.

3 (;) Play the recording, stopping after each request to allow students toreply politely.

4 Get students to look at the Listeningscripton p.129.They should decidethemselves whether to make the requests polite or not. They can extend theexercise to make up their own requests.

58 Unit12

*TipGlobal warm ing is a lsocalled clima techange. Some people believe th at thi s is abetter te rm as not all areas of the globe willwa rm, some willget significant ly colder.

Pairwork1 Give st udents five minutes to discuss. The n ask a few pairs t o report what

they have discussed to the rest of the class.

o-w Global warming is the increase in the temperature ofthe earth'satmosphere. This is caused by the increase in particular gases,especially carbon dioxide , which trap the heat ofthe sun.To combat global warming. people should try to reducethe amountof carbon diox ide they produce by using less electricity and fossil fuels,recycling, reducing the amount ofwaste produced. etc.

1 Students should work in dividu ally and then com pare answers in pairs.

5 Get students to make a few notes. Get a few pairs t o explain theirideas to the rest of the cla ss and encour age a clas s discussion.

VocabularyVerbsn1ake,do,have, and take

2 St udents should di scuss in pairs.Don't give them answers at this stage.

3 Students should first read their articles and complete half of the table.

4 Students should share information in order to com plete the table.

Incandescentlight bulb

Dial on theelectricity meter

Conventionalelectric kettles

Theconventionaltechnology itreplacesConventionalbatteries orelectricity

How it works

Water battery usingspecial alloy electrodesthat produce electricityin water.There are two chambers- inner reservoir andouter boiling chamber.Only the requiredamountofwater isreleased from reservoirinto chamber to beboiled.Clip on the electricitycable transmitsinformation wirefreeto the device. Deviceglows blue (lot ofenergy being used) ,red (less energy beingused).Electrical dischargethrough mercuryvapour makes ultra­violet light. This makescoating on inside oftube glow brightly.

Measureand displaythe amountof electricitybeing usedin the house

Providelight

Boilingwater

What it'sused for

To performcalculations

Wattson

Eco-kettle

Compactfluorescentbulbs

o-wNameoftheproductWater­poweredcalculator

=::= Additional activity(all levels)Write each of the phrases in 1on separatecards (without the verb).Place these cardsface down in the middle of the table andget students to take one.They have to saywhich verb to use with the phrase andthen make a simple sentence with it. Ifthe y are successfu l they can keep the card,but if not, they mu st replace the phrasecard somewhe re in the pack.Cont inueuntil all the cards have been used up.

=::= Additional activity(weaker students)Get students to look at all the texts andanswer these questions:Wattson - Wha t two pieces ofequipm entare needed to ma ke it work?Whe re wouldyou place th ese two com ponents in thehou se?CFLs - Wh ich eleme nt inside the lightbulbis dangerous?How have th e bulbs becomesmaller? '

Water-powered calculat or - What is thismade of? What m ust y ou do to make surethes e cont inue to work?Eco-ket tle - Why does thi s kettle have twocham bers?Why will it reduce the amountof electricity we use?

Household tech nology 59

o-.r makea mistakesomething

work wella noisea decisionan impactprogress

doEngineering at

universitywellthe jobresearchsomeone a

favoursomething

about it

havea resta machine ona conferencea good effecta machine

repairedan interesting

timean impacta seat

takea seata longtimeactiona photographsomeone's advice2,000 litresa decisionEngineering at

universitya rest

Z Remind students that they should use the correct tense.

o-.r 1 have, on2 have an effect / make an impact3 take / make a decision ortake advice4 take 2,000 litres5 do something about it / make a decision / have the machine repaired6 had an interesting time / took photographs7 have repaired

Z Get students to work in pairs.Check answers with the class.

4 (;l Play the recording as often as ne cessary.

o-.r lb 2c 3d 4a

3 !(;) Play the recording once without stopping. Then give students time tocomplete as much of the diagram as they can. Play the recording again. Getstudents to check their answers in pairs

3 expansion valve4 heat-exchange pipes

o-.r 1 compressor2 heat-exchange coils

o-.r Compressor-compresses refrigerant» increases temperature andpressureHeat exchange coils- heat lost - , gas condenses to liquidExpa nsion vaIve - reduces pressure - , refrigerant expands and evaporatesHeat-exchange pipes - absorb heat - , space feels coldFrost-free - heating coil beside freezer coilsTimer - , switches heater coil onSensor - , switches heater coil off

ListeningRefrigerator

1 Ask student s if they can simply explain the similar ity.

o-.r They both cool air bytra nsferri ng heat from the inside to the outside.They use the principle of evaporating and condensing a refrigerant.

*TipInorderto understandthe principleoftherefrigerator, st udents needto understandthese basic processes. Ifsome studentsdon't know, askthe strongerstudents toexplain andgive examples.Evaporate = this happenswhenwater boilsandchanges tosteamAbsorb = a towelabsorbswaterwhenyoudryyourselfCompress = compressedair is squeezedintoa smallerspace soit isat a higherpressureCondense = water vapourinthe aircools asit rises andthen condenses to form cloudsin the sky

c::= Additional activity(aI/ levels)

Getstudents to research another pieceofequipment (vaccum cleaner,airconditioner,microwaveoven)in pairs.Aswellas usingbooksin their library,there are severalwebsiteswhich wouldbe useful. Getstudents to make notesand then prepare a short presentation toexplainto others.

5 Students should work in pairs and practise expl ain ing the process.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding. Refer them to the Glossary if necessary.

60 Unit13

The use of technology in the defence industry raisesethical questions.Many people believe that the powerand influence of defence firms would be better usedin non-military technologies which could address avariety of global problems.However , many technologicaldevelopments for the military have been adapted topeaceful purposes and the opposite is equally true.

Stealth is the name given to the technology developed tomake planes and ships difficult to detect and, if detected,to present a signal that will confuse the enemy intothinking they are something that they are not. Visby isa stealth warship incorporating the latest technologicaladvances to prevent detection by as many defensivemeasures as possible. It should be in action before, oreven without, being detected. Visby is fitted with bowthrusters for manoeuvrability particularly when docking.Bowthrusters allow the captain·to turn the ship to port orstarboard without using the ships main propulsion unitwhich requires some forward momentum to be effective.

Modern weapons such as bombs and missiles are veryexpensive to produce and military commanders wantto be certain that they hit their target. Smart weaponstechnology involves embedding high-performancecomputing inside traditional weapons such as missiles,bombs, and torpedoes.These weapons are equipped with

sensors. The computing unit in the weapon processes thesensor input for targeting and control, which can be fromcommand centres many miles away from the target. Theaccuracy of the targeting allows it to minimize collateraldamage,which can be the killing of non-combatants anddestruction of their property or the accidental killing offriendly forces .

In future battle situations information on the enemywill be gathered by robotic sensors and robots, such asTalon, capable of carrying out reconnaissance, or attackoperations in the mo st adverse conditions. DefenceAnalysts wonder ifthe military computer network willbe able to cope with the amount of information receivedfrom such appliances. The transfer rate of 100Megabytesper second required is equivalent to the informationcontained in one metre of shelved books being transferredper second.

Awide range of non-lethal weapons have been developedfor situations where the user may wish to defendthemselves, stop aggressors, or protect assets. These rangefrom low tech rub ber bullets to high-tech systems usingmicrowave energy to cause skin burning and laser light tocause temporary blindness.

3 Students should work individually and then in pairs.Discuss as a class.

Switch on

0,.. Possible answersradar,the jet engine, blood banks

2 Students should work in pairs for no more than three minutes. Discuss anyideas as a class.

C amphibious craft

D movable bridge

0,.. A stealth plane

B uncrewed aerial vehicle

1 Get students to suggest answers.Allow discussion of suggestions.

0,.. All developed for military purposes or for use in conflict situations.

* TipStealth = designed in a way that makes itdifficult to be detected by radarAmphibious = suitable for use on land orwater

c::= Additional activity(aI/ levels)

Write these words on the boa rd.thenget students to use an English-Englishdictionary to check the meanings.stealth, detect, detection,crew, aerial,

reconnaissance, sonar, temporary,

amphibious

Get students to write a sentence todescribe the items in 3, using these words.Stealth planes have been designed to avoid

radar detection .

Defence technology 61

ReadingVisby: a stealth warship

1 Students should work in pairs to compare the two ships.Ask selectedindividuals to explain their ideas to the rest of the class .

o-w 1 cleaner, lower outline, no visible gun , nothing above deck

4 Students should share information in order to complete the diagram.

o-.r 1 57mm multi-purpose gun 2 Combat Information Centre3 Carbon fibre reinforced plastic (CFRP)

o-w A FrancisHodgesmilitary strength dependent on computer networksinformation fed in from robots and sensorscombat troops and command linkedto the network

5 Remind students that they must use their reading skills.This means usinginformation from different parts of the text, as well as their own knowledgeto anticipate the answer. Being a skilled reader also means being able todecide quickly that the information sought is not in the text. Informationon radio transmissions is not included in the text.

Counter-measuressmooth outline,camouflage paintexhausts close to water levelsoundproofed engines

carbon-fibre reinforced plastichullshaped to produce low radarreflectionnot includedlight-weight

radio transmissionspressure on the water

o-w Waysof detecting shipsoptical (bysight)infrared (by heat emissions)acoustic (bysound above andbelow water)magnetically-from anyferrous metalsradar

ListeningThe future of defence

2 Get students to make a list of the methods of detection and then discussways of preventing this.

3 Get students to work in groups of three and to decide who is A,B,and Cbefore reading.They should then complete as much of the diagram as theycan.

1 Allow students five minutes to discuss in pairs.Then invite some studentsto tell the rest of the class what they have thought of.

2 How will this be recorded? Students should work with two sets of listeningequipment if possible - a group of Astudents and a group of Bstudents.Asthey listen they should make notes writing down only key words. They mayneed to listen more than once. Allow all students to compare notes so thestronger students can help the weaker ones.

* TipThe prefix counter-means against .Countermeasures = actions that are tak ento protect again st something that isdangerous or badOther examples:Counter-attack, counterclockwise,counter­intelligence, counter-terrorism

c::= Additional activity(all levels)Once students have fini shed Reading,use the text to develop vocabulary.Getstudents to find words in the text thatmean the following:A particularquality (signature (n))To make something explode (detonate (v))Thefront of a ship (bow(n))To move easily into different positions(manoeuvre (v))Equipment to drive somethingforward(propulsors (n))Themain body of the ship (hull (n))

* TipIfyou do not have the facilit ies to divideyour class and have them listen to differentrecordings, treat the Listening as a normallistening activity. In3 have a general classdiscussion about what wa s said in therecording.

c::= Additional activity(weakerstudents)Get st udents to read the whole te xt oncemore. Ask them the following questions:What is the hull made of? Why can Visbytravelfaster than steelships?Where arethe gas turbine exhaust outlets located?Why?Howcan the Visby be moved easilyin harbour? Why is the Visbyfairly quiet?Why is the Visby not easily recognizedasa warship? What areROVs usedfor ?Whatis the stealth advantage? How is stealthadvantage represented in the picture?

62 Unit13

Topmarg inAsk students if they are surprised by thisnumber. Ask them what effect this willhave on the USmilitary.

hardware sm aller and light erunm an ned vehiclescamouflage paint whichca n chan ge its coloursma rt programmed wea ponsless collateral damage

B Giles Wigg-Smithhigh -tech syste ms have problemsvery complex electronics ca n failtran sfer rat e is greater t han anything availablenetworks are vulnerable to hacker s and virusesno prot ection aga inst low-tech we aponsmany conflict s today a re policing operationscan 't fight together as a unified force if systems not shared but

coun t ries won 't share technica lsecrets

1 Get students to fill in the blanks individually and then com pare theiranswers with a partner. Explain to them that this exe rcise uses prepositionsof place.

3 Stude nt s should work in their original A / B pairs t o sh are ideas then discussthe viewpoints of th e two analysts .Get students to dec ide which analystt he y ag ree with.

Language spotPrepositions review

Get stud ents to read the example sentence s an d deci de on the typeof pre positions being used. Ask them to rea d t he table of prepos itionsand complete t he table .Go through the Grammar reference or set it forhomework.

o-w Time: befo re, untilPlace: between,on the backof,above

9 beside10 below

7 on8 Nextto

Movement: intoOther: without

5 Atthetop6 at the side

o-w 1 at the front 3 Above2 At the end 4 At the back

c::= Additional activity(a I/levels)Tellthe students you have hidden animaginary object somewhere and theyhave to guess where.They must useYes I No questions :Is it near the door?Is it in a drawer?You can extend this to locati ons outsidethe classroom and allow students to playin small groups.Isit in town?

c::= Additional activity(stronger students)Ask stronger students to prepare a shortpres entation of their views on futuredefence technology.Try to get two orthree students to support each argument.Carry out a class debate by invit ing thesestudents to put their points of view andthen en courage a class debate on theissues.

2 Students should complet e the exercise individually in class or forhomework.

Get students to read and discuss the question .

The roun d hea d and ears are intended to be reassurinqfor th e woundedsoldiers.

c::= Additional activity(aI/levels)Collect som e pictures of simple scenes.Students should work in pairs.Give onestudent a copy of a pictur e and ask him /her to describe it to hi s / her partner. Thepartner should not see the picture buttry to draw it from the descriptio n given.Expla in that this is not an art test butrather an oppo rtunity to locat e th ing s ona page using prepositional phrases.in the top right-hand corner, in the centre,on the left- hand-sideat the bottom

1 through2 between3 outside4 for

Ciadgetbox

5 into6 out of7 at8 across

9 along10 past11 up12 over

13 between14 at15 down16 to

17 at18 onto19 at

Defence technology 63

c:= Additional activity(weaker students)

Get students to answer these questions onthe text they read.A What effect does Silent Guardian have onthe skin?Can it kill people?What would a target person feel?What would happen if it were usedformore than four minutes?Why are infrared scanners included?Where could it be used?B What effect does Laser Dissuader have onpeople?Why would the police want to combine itwith blue laser light?In what way is Veiling Glare Laserdifferent?Why is Pulsed Energy Projectile the mostdangerous laser system?What can it be used for?

* TipWhen doing research, students should beaware of how old material is.Theyshouldcheckthe publication date of books.Evenon the Internet, documents can be out ofdate. Encouragestudents to use a range ofsources.

Pairwork1 Get students to discuss in pairs and make a list. Ask different pairs to

quickly give their ideas to the rest of the class. Ask the class in whichsituations this technology is most effective.

o-w lasers, high-decibel sound (LRAD ~ long range acoust icdevice),microwave, water cannon, rubber bullets, chemical sprays, stun guns,non -lethal land mines

2 Students should read and make notes by writing down key words.

3 Get students to close their books and use only their notes when describingtheir weapon. They should discuss and be prepared to present their ideas tothe rest of the class. Choose a few pairs to do this.

Problem-solvingExplain to the students that a lot of the technology we use in everyday lifewas originally developed for military use. Ask students as a class to look at 1.Get students to give you one example of civilian use and discuss in the class.Get students to work in small groups to discuss one of the categories given.Ask each group in turn to tell their ideas to the rest of the class.

o-w Possible answers1 unmanned vehicles and aircraft

Policealready use UAVs for surveillance and searching for lostchildren. Archaeologists could use them for low cost aerialphotography of sites. Fireservices could use them to spot forestfires. Unmanned vehicle technology in future could be used forpublic transport.

2 stealth technologyto reduce noise levels in aircraft and ships, to camouflage uglystructures, to streamline vehicles, for police surveillance

3 weapons guidance systemsto improve automatic landing for planes

4 robot soldiersrescue robots like Bear,robots which can work in dangerousenviro nments

5 sonar devicessonar devices for fishing boats to detect fish and show the depth ofwater below the boat

WebquestExplain to students that they will need the information they find for Makeyourpoint.

1 Get students to choose a topic that interests them. This may be a topic theyhave studied or something they know nothing about but would like to findout about. Ideally, students should work individually; but if you feel weakerstudents would benefit from working together with another student, theycould work in pairs.

64 Unit 13

*TipThis activity provides an excellentopportunity for students to practisespeaking English in a realistic conte xt .Explaining their poster is motivating and byrepeating it several times they get fluencypractice.

2 Allow students sufficient time to research their chosen topic .Some of theresearch could be done for homework. Get students to bring notes, pictures,etc.to the lesson.

Make your pointGiving a poster presentation

Students should read the ideas from LeeAvatar. Ask students about thepurpose of a poster (it's a large notice to advertise something in a publicplace).Ask them to summarize to you how they can make their poster mosteffective.

1 Students can work in pairs or small groups, but be aware of weaker studentsnot participating. Insist that everyone contributes. This stage is similar tothe preparation for a presentation - they must decide on the content.

2 Students should now work on their posters.

3 Divide the class into two groups. One group should stand beside theirposters and be prepared to explain them while the others walk roundviewing.Then groups should change.When all the posters have beenviewed,discuss with the class which posters have been the most successfuland why.

KeywordsGothrough the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

Unit 14 65

Electronics is at th e heart of twenty-first centurytechnology. Without electronics there would be nocomputers,televisions, radios, mp3 players ,mobilephones,cinemas,video games, and almost all dome sticappliances.Cars would not start ,hospital equipmentwould not work, and planes would not fly.Most electroniccircuit s use low voltage and low current so tiny portableentertainment devices are now commonplace.

Allelectronics depends on the movement of electronsround a circuit. Circuits diagrams are drawn usingstandard symbols .Switch on presents the symbols forsome ofthe most common electronic components.In addition to symbols,electronic components arelabelled using abbreviat ions such as Sw for a switch,Rfor a resistor, and Cfor a capacitor. The value of eachcomponent is also shown using standard abbreviations,for example pFis picoFarads .

Relays are electromagneti c switches.They consist of aniron core with a copper coil wound round it. When currentflows through the coil,the core becomes a ma gnet andpulls a movable contact arm towards it .This can make orbreak circuit s just like a switch.

Transformers can step up or step down an ac (alternatingcurrent) voltage.They consist of thin metal plat es withcopper coils wound round them.When a voltage flowsthrough the primary coil it induces a voltage in the

secondary coil.Whether the induced voltage is higher orlower depends on the number ofturns in the coil.

Potentiometers, variable resistors ,are used to changethe resistan ce in a circuit easily.They are used in volum econtrols, light dimmers, and other appli cations.

Fixed resistors have sta ndard value s.Thermistors vary inresistance according to te mp erature.

Capacitors store electrical en ergy.They can be chargedand discharged very quickly. They are particularlyimportant in high frequency devices such as radios .Electrolytic capacitors are usually larger.They can beconnected in one way only and are used to store electricityand to smooth out pulsating signals,for example in powersupplies.

Diodes allow current to flow through in one directiononly.Alight emitt ing diode (LED)produce s light when acurrent flows through it.

Transistors contain tiny chips of semic onductormaterials .They can be used as sw itches,as amplifiers, andas oscillators.

Logicgates are integrated circuits which provide thebasic logic functions used in computers and other deviceswhich use digital elect ronics.Signa ls in digital circuits areeither on (1) or off (0).Basic logic gates include AND,OR,NAND,and NOR.

=::= Additional activity(st ronge r students)Ask th e st ronger students in the class toexplain what the different sym bols meanto the others.

=::= Additional activity(all levels)In order to pract ise the pronunciation ofthe terms in this exercise.Get students tocover the answers and to practise te st ingeach other on th e symbols.What is sy m bol l?It's a potentiometer.Which is th e symbolfor a diode?It's number 8.

Switch onGet students to wor k in pairs.Check the an swers with the whol e class.

o-w 1 E 2 D 3 G 4 C 5 J 6 I 7 H 8 B 9 F 10 A

ReadingElectronic alarm circuits

1 Get students to th ink of as many examples of electronic alarms as they can.

66 Unit14

2 Students should work in pairs to complete the table.

o-.r Component Type

Triggertemperature rising above zerosomeone opening a window or doorrising waterleaving the lights on

smoke in the airheat and/or smoke

o-.r Possible answers

Alarmfreezerburglarfloodcar lights

smokefire

UA741

Value / referencenumber15k/ FX22Y

lOOklOk

lOk

270k

4.7klk

IN4148BC107B

thermistorpotentiometerfixed resistorfixed resistorfixed resistorfixed resistorfixed resistor

diodenpn transistorsingle-pole single-throwswitch

operational amplifier

Rl

R2

R3

R4

RSR6R7Dl

Ql

SWl

c::= Additional activity(weakerstudents)Tohe lp students locate the ne cess aryinform at ion. ask them these que st ion s:When is the alarm triggered?What isthe main component? When does theresistance ojRl rise?What is UA74l? Whatdoesit do?When doescurrentflow throughthe collector-emittercircuit? What is theresultoj this?

c::= Additional activity(strongerstudents)Using only the dia gram on p.98, getstudent s to explain how th e frost alar mworks to the rest of the clas s.

3 Students should read the text and complete the exercise individually andthen check their answers with a partner.

o-.r 1f 2d 3g 4c 5b 6a 7e

* TipEncourage stu den ts to use complexsentences wh en writing . When you mar kth eirwritten work, highlight simplesente nces which cou ld be forme d into morecomple x sente nces and askthem to rewritethese part s.

Language spotComplex sentence review

Explain to students that when we join two or more short sentencestogether to form a longer senten ce, we have to use some sort of linkingdevice. The newly-formed longer sentence is know n as a complex sentence.A complex sentence is made up of two or more clauses. Ask students if theycan suggest ways of forming complex sentences.

Get students to read the sample sentences. Go through the Grammarreference or set for homework.

1 Go through the example with students. Ask them to notice what haschanged in making a complex sentence (the su bject It has been removedand replaced by which, and commas have been used to separate the relativeclause). Make sure stu dent s underst and that the relative pronoun whichor who (or that) must follow the noun it refers to . Get stu dents to workindividually.

o-.r Digital electronics, wh ich is used in everything from watches tocomputers, is concerned with electrical systems made up of a seriesof sw itches.

2 Waiter Brattain, who worked at Bell Laboratories, was one ofthree inventors of the transistor.

Electronics 67

3 Abit,which is short for binary digit, isa single unit of information .4 Lithium batteries,which are often used in cameras,can providea

highe rcurrent than ordinary batteries.5 LEDs,which means light-emitting diodes,are used in watches and

many electronic displays.6 Ohm,Volta,and Ampere,who were pioneers in the study of

electricity,are remembered in the basic units of electricity.

2 Get students to work individually in class or set for homework .

o-.r 1 Amilliammeter isa device which measures very small currents.2 Aresidual current device trips when an excess current passes

through a circuit.3 Lightstrikes the solar cell,generating a voltage .4 Ifan elect rolyticcapacitor is connected wrongly, it will be damaged.5 Beforeyou touch memory chips,make sure you are earthed.6 D-typeconnectors,which are widely used for linkingdevices to

computers,come in a variety of sizes.7 Arelayisan electro-mechanicalswitch which uses an electromagnet.8 Ifthe input signal to an inverter is1, the output signal will be O.9 Aftera signal isdetected, it is amplified:

la Alogic probe is a test instrument which provides an easy way ofchecking simple logiccircuits.

c::= Additional activity(all levels)

Discuss what makes a good int erview.Divide t he class into two groups.Onegroup should try to note down a fewpoint s of best practice for interviewerswhile the other group should wr itehelpful hints for interv iewees. Ask eachgroup to present thei r ideas to the othergroup.In pairs students should tryinterviewing each other.

It's my job1 Get students to work in pairs to answer the que stions.Then discuss the

different possible answers with the whole class.

o-.r PossibleanswersDC and AC circuits,Solidstate devices, Digitalelectronics,Appliedmaths, Computer programming, Linearelectronics

2 Possible answersInsta lIation and maintena nce of electron icequ ipment, SoundTech nician,assembly and testi ng of electron icdevices,Telecommunication s Technician

3 Automated lighthou ses contain equ ipment which is monitoredelectron icaIly.

2 (I) Get students to read the que stions and to guess wh at the an swers couldbe.Explain to students that while they are listening, they should onlynote down key words.Play the recording once and give students a minuteaft erw ards to compl ete their notes from the liste ning.If any an swers aremissing ,play the recording again. QUickly check the an swers.

o-.r He was in an electronics club at school and he made tran smitter sand receiversfor radio-controlled model aircraft .

2 He liked the practical side of his course.3 The priceof electronic goods fell so it was cheaper to buy new than

to repair.4 Global Differential Positioning System,combine s GPS and land­

based signals to provideveryaccurate information on a ship'slocation. It is import ant in busy shipping lanes.

5 To repair electronic equipment in automated lighthouses.6 He likes hisjob too much to move.

68 Unit14

3 (;) Play the recording again stopping after ea ch question to allow thestudents to write it down.

4 Encourage students to work together to get the questions correct. In pairsthey should practise the interview and then swap roles and repeat. Ask oneor two strong pairs to act out their interview for the whole class.

5 (;l Play the recording again. Discuss any differences with the students.

CiadgetboxGet students to read the text and discuss the que stion.

The batteries could be used in smart credit cards, medical equipment, ortopower digital paper.

PronunciationReading component values

1 Get students to work in pairs and identify the components.

<nr a ten microfarad electrolytic capacitora five hundred picofarad variable capacitora ten kilohm variable resistora nine volt batterya one milliamp milliammetera sixty microhenries inductora six volt sixty milliamp bulb

:z .(1) In pairs,students sh ould listen to the recording and note the values. Theanswers are above .

3 Get students to practise saying the component values.

4 (I) Play the recording again, this time stopping after each value so studentscan repeat. Allow students to practise reading the values in pairs again.

c:= Additional activity(aI/levels)In pairs,get students to test each other onthe words listed at the beginning of 3 byasking questions, e.g.What word means tostart some thing working?(activate) Whatdoyou cal/ a device which sto res ene rgy?(battery) What word do we use to describethe m ovement of electricity? (flow)

Problem-solving1 Divide the class into two, A and Bstudents. If it is a large class make several

A and Bgroups.Tellthe A group(s) to study circuit A an d the Bgroup(sJ,circuit B.In their groups students should work out what the circuit is usedfor and the details of how it works. See 3for answers.

:z One A and one Bstudent should pair up and explain their circuits to eachother.

3 Check that students understand the words listed.Get students to completethe texts individually.

<nr A 1 thermistor 4 on 7 collector 10 rises2 temoperature 5 value 8 activates 11 switch3 circuit 6 current 9 contacts 12 off

B 1 transistor 3 resistor 5 probes 7 conduct 9 light2 diode 4 battery 6 If 8 flow 10 buzzer

Electronics 69

TopmarginDiscuss the fact. Ask students t o resea rchsimilar surprising facts.

VocabularyCollocations in electronics

1 Get students to work individually and then check their an swer s in pairs.Explain that the nouns can be used more than once and that some of theverbs collocate with more than one noun.

o-w actuate a relayadjust a controlamplify a signal / a voltageboost a signalcha nge freq uencycharge a capacitorcomplete a circuitdetect a signaldischarge a capacitorenergize a relaygenerate a current / a signal / a frequency / a voltageinduce a voltagemodulate a signal / a frequencyproduce an output / a signal/ a voltagestep down / up a voltage

2 Get students to work individually in class or set for homework.

o-.r 1 steps down2 adjust3 produce

4 discharges5 induces6 change

7 completes8 energized9 detects

10 amplified

Make your pointEvaluating a presentation

Quickly brainstorm the elements of a good presentation with the students.This is now revision as they have covered presentations in several units inth e book.

1 Get stude nts to read Lee's checklist. Discuss any ideas students have.

2 Give students time to prepare their pre sentations,perhaps for homework.Remind them of the need to organize their ideas carefully.Ask them to lookback through the Student's Book and remind themselves of appropriatelanguage for presentations.

Encourage students to be positive in their comments of each other'spresentations and constructive in any criticism. Also,encourage students tonotic e good practice in other's presentati ons which they could incorporateinto their presentations in the future.

KeywordsGo through the list of words to check students' pronunciation andunders ta nd ing.Refer them to the Glossary if necessary.

70 Unit 15

Technology is the key to so many enterprises that thereare innumerable career paths available. We live in a globalsociety competing on innovation,clever thinking, andcreativity. There is a challenging career in technology forthe brightest people.

Sami Hassan is a good example of someone who startedhis career at a fairly low level but was identified as apotential talent and was given support and training. Thisallowed him to rise up through his company until he got ajob as a Project Manager. With technology playing such animportant part in any company,staff with backgroundsin technology are increasingly being promoted to seniorpositions.

Companies seeking to recruit new graduates frequentlytake part in the "Milk round H . This means they visituniversities and colleges, invite students to attendpresentations, and conduct interviews with those who areinterested in employment. There is competition to recruitthe most able students. The "virtual milk round" is wherethis system of recruitment is carried out over the Internet.

Yourcurriculum vitae (CV) is one of the most importantdocuments presented to a potential employer. It listsacademic achievements and work experience along withrelevant personal information.It must be clear and well­written to hold the employer's attention and provide theessential information.Employers often ask applicants to

supply a covering letter along with their cv. This allowsthe applicant to go into more detail as to why they aresuitable for the job and they have the opportunity toaddress the employer on a more personal level.

Short-listed candidates for a post will be interviewed.Interviews are about selling yourself and presentationskills are most important. Practising these skills andpreparing before attending an interview can improveone's chance of getting the job. Second interviews oftenask candidates to carry out more practical tasks so that theinterviewers can really assess how a candidate performsunder pressure.

In a highly competitive job market it is important to gainthe necessary qualifications and take opportunities toacquire additional work experience such as participatingin exchange programmes organized by colleges,universities, and employers. Two examples of UKtechnical qualifications are NVQs (National VocationalQualifications) and BTECs (TheBusiness and TechnologyEducation Council). NVQs are vocational awards achievedthrough assessment and training. They are practicalqualifications based on being able to do the job.Thereare five levels from Level1, which focuses on basic workactivities,to Level5for senior management. BTECs arevocational qualifications to prepare students both foremployment and for progression to higher education.

c::= Additional activity(all levels)Get students to write a paragraph abouttheir career path so far and their hopesfor the future. Provide them with thefollowing sentence starters. Youmayhave to vary these to suit your students'circumstances.Remind students to usethe appropriate tense.I left school when .Following that, I .When I was 19years old, I ...Atthe age of . l started .By the end of .I hope to .Eventually, [would like to ...

Switch onGet students to work in pairs.

o-.r A doing school exams (Maths / Physics)B climbing telegraph polesC working in a telephone exchangeD designing networks on the computer and studyirigE graduating from universityF giving a presentation to a large audience

ListeningInterview with a Network Designer

1 ~ Play the recording once. Get students to note key words only. Play therecording again to allow students to check their answers and add anymissing information.Allow them to check their answers in pairs.

Career development 71

o-w 16

1718

20

23

25

sitting exams at school(working as a) ServiceTechnician / apprentice with BTData and Networks Technicianjoined the Networ k Design Department / studiedgraduated and became Network Designe rProject Manager

2 (;l Get stude nts to read the qu estions and to note the answers to anyquestion s they feel they can already answer.Then play the recording an dget stud ents to complete their notes and check answers while listening.

o-w 1 Maths and Physics2 climbs poles and fixes lines3 cha nges, opportu nities to study4 forthe exchange switch and transmission5 BTEC and NVQ6 how to design andplan networks and use modelling techniques to

predict future growth and trends7 Computer and network engineering8 different skillsand how to prioritize

c::= Additional activity(all levels)Students should write a sim ple list of thethings they have done in thei r lives, thenin pa irs inte rview each other. Then askthem to w rite a sho rt summary of theperso n the y have interviewed.

3 Student s should roleplay the interview.Sugg est to the stu dents that this isa job interview so they should t ry the ir best to be positive and communicateeffecti vely.

Language spotFuture review

2 Get students to work in dividually in class or set for homework.

o-w a 3 b1 c 2

o-w . E goingio check,Le attending,11 probably take,~gQ]ng to aQPly,'m moving

1 Get students to read the exa mple sentences and identify the three differentforms used to express the future .Students should wor k individually thenread the Grammar reference on p.123 .

4 Areyou going to discuss5 will introduce6 'm meeting, 're going to discuss

o-w 1 're starting2 's going to look3 will be

* TipWhen a sentence has tw o parts,we use t hePresent Simple te nse aft er when,before, if,after, assoon as,untila nd willor be going toin the ot he r part.Ann's going to complete thefo rm assoon asshereceivesit.The Present Simple tense can also be usedwith a time phrase to expre ss th e fut urewhen we a re talking about a t imetable,usually a public timetabl e.The train leaves at 8 o'clock.

3 This exercise practi ses the Present Continuous tense and the going to form.Explain to student s that they must make their sentences reali stic or theirpartner will know instantly when the y are lying.

4 Allow students to move round the room and read their sente nces todifferent students .

5 This exercise pract ises will. Get student s to choose two or three topics todiscu ss. Set a tim e limit of five mi nutes and the n ask selected studen ts totell the rest of the class what they have discussed. Encourage discuss ionfrom other students .

72 Unit 15

~ Additional activity(alllevels)Get students to work in pairs andmake a list of the things which give jobsatisfaction. After a few minutes,drawthe class together and com pile a liston the board.Then, again in pairs, askthe students to choose the three mostimportant things for them .Ask a fewstronger students to tell th e class th eirthree points an d to exp lain why.

* TipYou may decide to get students to work ingroups of three.Twost udents t ake turnsat asking the questions,while a third isthe interviewee.This tend s to put morepressure on the inter viewee an d th ereforecreates a more realist ic sit uat ion.

~ Additional activity(wea kerstudent s)Ask students these que st ions:lsAngloTelecom a British company?Ifyou apply,willyou replace someone whois leavinq the company?What willyou have to do in the job?Which personalskillsarenecessary?Must the candidate have experienceofworkingwith peoplef rom othercultures?

VocabularyKeyskillsWith the class,brainstorm the qualities an employer looks for in anemployee and the skills that they sh ould have.

1 Students sho uld work individually to comp lete the task.

o-.r A B

a good attendance recordtechnical ability

have good communication skillsan industry background

a good team workera good decision maker

be well organizedgood at multitask ing

promotion opportunitieswork experience

want job sat isfactionflexible working hours

2 Get students to think of people who could be described using the phrases.They sh ould write at least eight sentences.This could be set for homework.

Make your pointPreparing for an interview

1 Get students to close their books .Read the que stion to them.Encouragethem to th ink of pre paring mentally as we ll as physically.

2 Get students to compare their lists with LeeAvatar's.

3 Discuss any additional points made by students which are not included inLee's list.

4 Get students to work individually.They should note down a few key pointsto each question.

S Get students to move th eir chairs so that they are facing each other beforebeginning.Remind them of good body language and eye contact as well asan swering the questions well.

ReadingJobad and covering letter

Get students to read the introduction. QUickly discuss where they would belikely to find advertisem ents for the type of job they would like to do.

1 Students should work individually and then compare answers in pairs.

o-.r 1 Network Engineer for 21 st ·cent urydevelopment project2 People with a university qualificat ion inTelecommunications

eng ineering or similar and experience in SWitchingandtransm ission.Alsosomeone with good communication skillsand agood teamworker

Career development 73

Ask students why companies areinterested in doing this.Ask if any of thestudents have experienced this, and if so,how they feel about it.

3 Send a CV and covering letter to DominikAbraham at AngloTelecom.

2 Before reading the letter, ask students what an applicant should include inthe covering letter. Remind them that a CV should be enclo sed too. (Theymust focus on the requirements of the job and the qualities they have tome et these requirements. They shouldn' t repeat everything from their CV.)

0-,.. 1 reference2 response

3 application4 experience

5 responsibility6 team

7 ability8 opportunity

*TipThe covering letter should be no longert han a page. AHuman Resources Man agerin a company may receive hundreds ofapplicat ions and cannot spend timereading long letters.The lett er should focuson the most relevant point s for the job inquestion .

Writing bankWr iting a CV see p.57.

* TipWhen correcti ng the st udents' letters, focuson t he relevance of the content first of all.Once st udents have got that right,youcan unde rline grammar and vocabul aryproblems and encourage student s tocorrect t hese t hemselves.

(aI/ levels)Get students to prepare a prese nt at ion ofthe imp ort an ce of health and safety in theworkplace.Sim ilar to 1,do not allow themto research the topic.They should drawon their own knowled ge and experience.Give them 20 minutes to prepare andmater ials to produce overheads or post ersfor th eir talk. They should again imaginethat this is an interview situation anduse the checklist to give feedback to ea chother.

3 Get students to discuss the questions in pairs.

0-,.. Anna has an NVQ.This is not a degree but it is a universityqualification.

2 Hewill probably be interested in Anna,even though she has not gota degree,she does have some of the other things he is lookingfor,i.e.she has relevant experience,she has worked in a team,she hasexperience of working with different cultures (Sweden).

WebquestAllow students to use phrases from the covering letter in Readin g.Theycould write the letter in class or for homework.

SpeakingSecond interview task

Get students to read the introduction.

1 Provide each student with a large piece of paper (approx 80 x 60 cm),somepencils, erasers, coloured pens, crayons,or pencils.Students should make aposter of an ironing board. Students should not carry out any research butshould draw it from their own exper ience.

2 Explain to students that this task te st s their personal skills as well as theirtechnical skills.They should try to use everything they have learned aboutgiving presentations and about communication skills.

3 Choose one or two stronger students.Discuss the element s of thepresentations which make them su ccessful.

Technology GameThe game work s best if students can work in pairs.Try to pair a strongstudent with a weak student. Three pairs should work together using oneboard (book).Supply each group of six with a dice (die) and three counters.Get students to read the rules. Help clarify any points student s are uncl earabout. Make sure the students understand the rule s before they start.

KeywordsGo through the list of words to check students' pronunciation andunderstanding.Refer them to the Glossary if necessary.

74 Instructionsfor communication activities

Instructions for communication activities

Unit 11 Make one photocopy per student.

2 Explain that the students have to find someoneto an swer each of the questions. If possible, theyshould find a different student for each question.They must write down the person's name and theinformation required.

3 Explain that they need to think of how to form thequestions. Youcould do the first one as an example.Did you study Business studies at school? Askdifferent students until you get a positive answerand then write their name.Then ask, Why did youstudy Business studies?and note the answer below.

4 Tellstudents to move round the room and intervieweach other. Set a time limit of fifteen minutes.

5 Once students have returned to their seats, go overthe questions as a class. Follow up by carrying out aclass survey by asking how many students studiedBusiness studies, etc. Present the results as a graph.

Unit 2Stronger students1 Divide the class into pairs. Photocopy the sheet

and cut it in half so that each pair has two copies ofCrossword Aor two copies of Crossword B.Do notgive stronger students the Clues.

2 In pairs ,students discus s and write clues for all thewords in their crossword.

3 When they have finished ,tell students withCrosswordAto work with students with Crossword B.

4 They shouldn't show each other their crosswords. Intheir new pairs , students should take turns askingeach other the clues for the missing words in theircrosswords. B What's 1 down ?A The noun fromlong. Ifthey have problems thinking of the answer,their partner should help by giving more clues .

5 When they have finished, students should look ateach other's crosswords to check their answers.

Weaker studentsGivegroups Aand Bthe Clues.

Unit 3Make one copy of the Questions on the left-handside of the page for each student and one Answercard for each student.

2 Tellstudents to work individually and matchtheir answers with the correct question. Then pairstudents so that they are working with a studentwith a different Answer card and, working together,to match their partner's answers with their questions.

3 When they have don e all they can ,they should thenmove around the classroom,asking other studentsthe questions and trying to find the correct answers.They should write down the answer.

4 When all the students have finished,go over thequestions and check that the answers are correct.

Extension activityAsk students to work in pairs to write anotherquestion. They should write the question and an sweron two separate pieces of paper. Divide the class intotwo groups Aand B. Givef:\.s questions to Band B'squestions to A. Each group should lay the questions outon a table or stick them to the board.Giveeach groupthe answers and ask them to match them with theappropriate questions. The first group to finish is thewinner.

Unit4Divide the class into pair s.Photocopy the sheet andcut it in half so that each pair has two copies of CardAor two copies of Card B.

2 In pairs students discuss their roles.Allowthem touse a dictionary for any words they are not sure of.Check they understand their roles.

3 When they have finished tell students with CardAto work with students with Card Bto carry outthe role-play.At the end, you may wish to ask thebest pair to perform in front of the class if they arewilling.

Unit 5Divide the class into pairs. Photocopy the sheet andcut it in half so that each pair has two copies of CardAor two copies of Card B.

2 Explain that students have to prepare apresentation of their product in order to obtainfunding.They should work together to considerthe main advantages and also consider thedisadvantages of their project so that they cananswer any questions and reassure possibleinvestors.Remind students that these are examplesof alternative energy and they should think of theoverall advantages of alternative energy too.Theyhave to persuade investors that this is the future!

3 Two pairs should now sit together. One pair shouldlisten while the other gives their presentation.Thelisteners should ask questions. Then the other pairshould give their presentations.

4 Once all the students have finished, encourage aclass discussion on which project should obtainfunding.

Instructions for communication activities 75

Extension activityAsk students to prepare sketches or pictures and to beprepared to explain them during their presentations.

If students have access to PCsthey could prepare slidesfor their presentations.Students may access websitesfor additional information:

www.awsocean.com

www.oceanRowertechnoloies.com

Unit 6Make a copy of the table for each student. Copy theData cards so there is one for each student.

2 If necessary, revise the language for checking detailscovered in Make your point.

3 Introduce the subject of satellites. Ask studentswhat they know about satellites, their function, theway they move ,what they look like,etc. Make surestudents understand the words orbit and launch.Tellstudents that not all the cards have the sameset of information.

4 Give each student a table and distribute the Datacards .Ask students to complete the table withinformation from their Data card. They should thenmake telephone calls to other students to ask fordata on other satellites. If possible, place studentsback-to-back to make the phone calls so thatthey can't see each others' cards .They should useappropriate language for checking details.

5 Once all the tables have been completed, askstudents to check with one another that the datathey have written down is correct.

Unit 71 Divide the class into groups of three,four, or five.

Make one copy of the sheet for each group and cutup the People cards .Laythe Object board in thecentre ofthe table.

2 Tointroduce the game to the whole class, point tothe picture of the raft and ask students who woulduse one of these and why. Ask them what materialit is made of and why that material has been usedfor this purpose.Ask them if they can think of anyother uses it could be put to other than floating onwater, e.g. carrying an injured person, upside down asprotection in a rain storm, can be pulled like a sledgeon snow, etc .Students should be creative.

3 Laythe People cards in a pile face down beside theObject board. Students should take turns to turnover the top card .They should lay it on the table faceup and tell the others what it says. They should thenchoose an object to give to that person. They mustexplain to the others in the group why this personwould be able to use the object. The others can ask

questions or disagree. The group must decide if theexplanation is convincing.If they are convinced,the student can lay the people card beside her / himand cross out the object on the board. The crossedout objects cannot be used again. lfthe group decidethat the explanation is not good enough, the card isplaced at the bottom of the pile and the next studentcontinues. Play continues until all the cards havebeen used up. The winner is the person with themost cards.

UnitS1 Make one copy of the sheet for each student.

2 Ask the class why each of these points may be arequirement for a mass transportation system.

EXAMPLE

Why should transport systems befuel efficient?

To reduce pollution and also reduce costs and to stop

wasting valuable resources.

Why should they be cheap to construct?That way more transport systems can be built and

fewer people will use their cars.

3 Ask students to work in pairs. Tellthem to choosewhat they think are the ten most im portantfeatures from the list and to put them in rank order1-10. One person should write them down.Set atime limit of fifteen minutes.

4 Ask each pair to get together with another pair andcompare their list. As a group of four, they shouldnow compile a new list of the ten most importantfeatures, again in rank order. Set a time limit of tenminutes.

5 Ask each group to appoint a presenter. Thepresenters should come to the board, write theirgroup's list and explain their list, to the rest oftheclass explaining why they have chosen the featuresin that specific order. Others in the class may askquestions.

Unit9Ask students to look back through Unit 9 in theStudent's Book and remind themselves of thevocabulary they learned there.Ask them to cometo the board in turns and write one or two words.Quickly ask the class what these words mean.Explain they're going to play a game where theywill have to explain the meaning of some of thesewords. Remove the words from the board.

2 Copy the sheet and cut up into individual cards.There are two different games students can playwith these cards.

76 Instructions for communication activities

4 aeration tanks5 sand beds6 disinfectant

Game A

Dividethe class into groups.Eachgroup should haveabout six members. Giveeach group a pile of cardsplaced face down on the table. Explain to the studentsthat this is a race.In turns,they have to lift a card andexplain the meaning to the others in the group withoutusing the word on the card.The others must try to guesswhat is written on the card.

Givean example .This material isf ound below theearth 'ssurface.It is extracted and refined and used tomakefuel and other products which we use every day.Petroleum.If necessary you will have to continue theexplanation until someone guesses correctly.

Ifa student doesn't know the word,he / she shouldplace it somewhere in the pile and take the next one.Assoon as a correct guess is made,the next studentpicks up the next card and the game continues. Thewinning group is the group which finishes first.

GameB

Mix the cards. Ask one student to choose one card atrandom and to read it to himself / he rself. The otherstudents in the group can now ask 20 questions to findout what the word is on the card. They can only askyes / no questions. The person who guesses correctlygets the card and is allowed to choose the next card .The game continues until all the cards are used up.Thewinner is the student with the most cards.

Unit 101 Copy the diagram and the paragraph strips.You

willneed one diagram for each student and one setofparagraph strips per four students.Cut up theparagraph st rips and mix them in sets.

2 Introduce the topic of sewage treatment by askingstudents to tell you about water treatment whichthey learned about in the Student's Book.

Provideeach student with a copy of the diag ram of asewage treatment works .Explain that this is wherewaste water is treated and ask them what theyknow about this process .

4 Dividethe class into groups of four .Giveeachstudent two paragraph strips.

Students should work together to work out theprocess by putting their strips into the correct order(A,H, E, B,F,C,l,G,D, I).

6 Once they have the process in order , as a groupstudents should label the diagram.

Suggested labels

1 sewers2 metal grids3 digester tanks

Unit 111 Explain to the students that this is a game but that

first they have to write the questions for the game.

2 Introduce students to different types of que stionsthey could ask.Forexample:What is the opposite of (expensive)?Give the noun / adjective / verb from _

(detect).What's the Past Simple of (rise)?What is the word for a (device) which

detects heat / movement / pressure?Say the word (parallelogram).Put the word (prevent) in a sentence.Name 2 different types of (sensors).

Give a definition of-----Introduce yourself/ Greet your audience / Invitequestions.

3 Provide cut up slips of paper or card for them towrite their questions, one on each card. Allowstudents to work in pairs to write questions. Insistthat they write different types of questions and thatthey should be based on classwork over the last fewweeks. Each pair should write about 8-10 cards .

4 Youwill need a copy of the game board and a die(dice)for each group of five or six students and acounter or coin for each student.Collect the cardsand mix them before laying them in a pile facedown on the table. If it is a large class, divide thestudents into two or more groups,giving each groupthe cards from a different group.

5 The first student should lift the top card, read thequestion aloud and answer it. If the others agree thatthe answer is satisfactory,the first student shouldthrow the die and move the set number of spaces.Ifthey cannot answer, they must put the card to thebottom of the pile and miss their turn. If they land atthe beginning or end of an arrow, they should followthe arrow up or down to its end. The next studentcan now take a card. The game continues. Thewinner is the first person to reach the finish .

Unit 12Make enough copies of the sheet so that eachstudent has a Customer card or a Manufacturer card.

2 On the board write glass, cardboard, wood, steeland underneath write flexible, can be coloured /patterned, biodegradable, hygienic, versatile,durable, expensive / cheap.flame retardant, strong,waterproof, can be recycled, lightweight / heavyattractive appearance, interesting and ask thestudents to describe pieces of furniture madefrom the materials using the words.

Instructions for communication activities 77

3 Explain that some of the students aremanufacturers who make tables and chairs in thesematerials, while others are customers who want tobuy tables and chairs. Giveout the cards .Studentscan work in pairs if there are more than eightstudents. If there are fewer than eight, remove onecustomer and one manufacturer card.

4 Customers should think about the qualities theyrequire, while the manufacturers should thinkabout the qualities of their materials .Set a timelimit of two minutes.

5 Customers now have a meeting with each ofthe manufacturers to discuss their needs.Themanufacturers must try to sell their products. Seta time limit of three minutes for each meeting andthen tell customers to move round so that eachcustomer meets each manufacturer.

6 Tellcustomers to decide who they will buy from andto shake their hands.

7 Discuss who has won the most contracts and why.

Unit 13Make one copy ofthe table for each student andenough copies of the Devices so each student hasone. Explain they are at a trade fair for securitydevices and should collect information about fourdevices. They should read about their device andenter the information in the first column of thetable.Tellthem to leave the final line empty for themoment. Then they should move around askingothers for information about other devices andentering the information in the table.As they do,tell them to discuss other possible uses , military orcivilian, with others and to enter ideas in the finalline.

2 Once they have gathered all the information, askstudents to discuss which one they like best andwhy. Discuss the different uses they have suggestedand decide which is the most interesting.

Unit 14Copythe sheet and cut into cards. Explain to thestudents that they have to guess the true definition of aword from three possible ones. This is the only occasionwhere you want them to lie!

Put the word skip on the board. Then give the followingthree explanations for the word. Try to explain them asfully as possible ,without reading the words.Repeat ifnecessary.a It's an electrical switch which cuts an electrical circuit

when it is overloaded. Nowadays, most houses have

these to prevent eleciricalfi res.

b It's a large open container which is usedfor puttingbuilding waste and rubbish in. When it'sfull it's

taken away on a truck and emptied.c It's a small water channel which carries away excess

water after heavy rain. You can see these along the

sides offields .

Students should work in groups of three to discussthe three options.Set a time limit of two minutes.Explain that if they guess correctly, they get10 points, but if they guess incorrectly, you get20 points.

2 Ask each group in turn to tell you their chosendefinition. Count the different choices on the boardbut don't tell them which is correct until they haveall given their answers. Then, tell them the correctanswer (in bold) and add up the points on the board.

3 Giveeach group one of the first six words.Explainthat the definition in bold is the correct answer.One other false definition is given and they mustthink of a third false definition. Allow them to usedictionaries if they wish but explain that theymustn't read their definitions or the others willquickly guess which is correct.They are not allowedto read when they present their definition.

4 Ask each group in turn to write their word on theboard and each member of the group to present onedefinition. Proceed as before.

5 Continue the game,using the other words whereonly the correct definition is given .They shoulddesign two false definitions.They should beprepared to explain all three meanings in theirown words.

Unit 15Make one copy of the questionnaire for eachstudent. Ask students to work in pairs .Studentsare going to write questions to try to find out whatpeople think about the future. 1 has been done as anexample. Each pair should write a question undereach heading giving three possible answers (a,b,or c)to choose from and a follow-up, open-endedquestion.

2 Once they have finished writing the questions, askstudents to work individually.They should findfour different people in the class (ifpossible) toanswer their questionnaire. They should read theirquestions and make a note of the responses .

3 Ask students to compare their answers with theiroriginal partner. Do most people agree about thefuture or are there big differences?

4 Draw the class together.Compare some of thequestions students wrote and ask them to report ontheir findings. Ask some students to report on themost interesting findings .

5 You could ask students to write a report on attitudesto the future.

78 Photocopiable © Oxford University Press

1 Grammar test

1 Complete the sentences with the to infinitive or -inq form of the verbs inbrackets.

1 Last year he decided (leave) school and (do)anapprent iceship in Electrical engineering.

2 At school, Aaron enjoyed (do) technical drawings so he chose_ _ _ _ (study) Computer-aided draughting at college.

3 We must avoid (waste) valuable raw materials.

4 They worked hard at night school because they wanted (apply)for a Civilengineering course at university.

5 He's responsible for (check) all the safety systems before theaircraft is allowed to take off.

6 This new project aims (reduce) design time in the aero spaceindustry.

7 During the course, students will study ways of (find) faults inequipment.

8 When you apply for a course, remember (include) yourqualifications in English!

2 Complete the second sentences so that they have similar meanings to the first.

EXAMPLE 'Iwent to university but first I completed a two-yearapprenticeship.'Roger said he went to university after completing a two-yearapprenticeship.

1 'Kalik is a good designer.'

John says Kalik is good at _

2 'I'll send an application form .'

The administrator promised _

3 'I've applied to do the course in Music technology.'Naomi intends _

4 'Ian has done very well as Manager of the project so he should continue.'

The boss says that Ian should keep on _

5 'It would be good to earn money but I think it's better to get a qualificationfirst.'

Amy would prefer before

6 'I'd like to study Aeronautical engineering.'

The student is interested in _

7 'I'm interested in learning another language.I think I'll st art French inSeptember.'Tea would like to start _

8 'If you are interested in working in Engineering, it would be a good idea tovisit Ralph Construction.'

His tutor suggested _

Photocop iab le © Oxford University Press 79

1 CommunicationFind someone who ...

Name1 studied Busine ss studies at school.

( )Why:

2 wants to become an Electrical Engine er.( )Why:

3 knows what a Civil Engineer does.( )Answer:

4 has done some wo rk-based learning.( )What :

5 can speak two foreign languages. ( )Languages:

6 knows which branch of technology a Ship Design er would study. ( )Which :

7 knows which syllabl e is unstressed in p hotograp hy and photographic. ( )Answer:

8 would like to work in another country. ( )Where:

9 has an unusual hobby. ( )What :

10 has sta rte d or is going to start an apprentices hip. ( )Wher e:

11 would like a job where they had to work shifts. ( )Why:

would like to do research.12 ( )Why:

80 Photocopia ble © Oxford University Press

Z Grammar test

1 Complete the sentences with the Present Perfect Continuous or Present PerfectSimple, Active or Passive, form of the verbs in brackets.

1 They (harvest) grapes. They (work) since early thismorning.

2 He (produce) a soil map of the field. This is the first time he _(use) this equipment.

3 Scientists (try) to develop plants which will survive well in dry parts ofthe world. They (develop) a number of species successfully.

4 Mechanical harvesting machines (use) since Cyrus McCormickinvented the reaper in 1831. Although the principle is the same, there _(be) many changes in the technology.

5 People in Bangladesh (use) the treadle pump to lift water since it wasintroduced in the early 1980s. Over one million pumps (sell).

2 Underline and correct the ten mistakes in the job application letter. The first one hasbeen done as an example.

Dear Mr Pandya,lUCl.5

I am writing to apply for the job of Agricultural Technician which has been advertised inthe Farmers Weekly on 16th March.

Iwas born and brought up on my parents' farm in Poland where we have grown mainlyvegetable crops. At that time I have became interested in farming technology, especiallyplanting and harvesting fruit and vegetables. In 2007, I come to Britain and has lived hereever since. At first I have done mainly seasonal work on a farm in the South-East, workingin the hop gardens and in the apple and pear orchards. For the last two years I have beenbeing a student at Writtle Agricultural College. I just completed a two-year foundationdegree in Agriculture. During these two years, I have gained important practicalexperience working on a number of farms in the area.

I speak fluent Polish and German and Ihad been working hard to improve my Englishsince coming to Britain. In my free time I enjoy playing the guitar and Iwas become amember of the local football team.

Ihope you will consider my application favourably.

Yours sincerely,

Bazyli Rutecki

3 Complete the sentences with the Present Perfect Simple or Past Simple form of theverbs in brackets.

1 We (build) a new dairy last year but we (not be) able to useit yet.

2 Before modern farming equipment was invented, farmers (use) horsesto pull implements.

3 In 1930 General Motors together with DuPont (invent) Freon, arefrigerant, and soon millions of households (have) a refrigerator.

4 What George Washington Carver (1864-1943) (do)?

5 We (introduce) computer technology to produce soil maps in 2005 andsince then crop yields (increase) significantly.

Photocopiable © Oxford University Press 81

ZCommunication

Food and agriculture crossword

A ~L

r-r-r- .E

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N2

G

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4D E H

5y D R A T I a N I

- -65 E N

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f-- -8B

9

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A X- - - Hr C T a lR IC p R A'-- - -

T Er- f-- - f--

E Nr- f-- - 12

R 5f-- f-- -I I

f-- ~ - If E R 1Iz IEIRIA V T I L~ '--

E'--

B ~

-

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2

I R R I G A T I a N'3C

4 5 a ID Y

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5-

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8B

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f-- -A R B D E N

f-- 'j()~

U E Hf-- r---- r---- IT I IC Af-- r---- f--

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I Vf-- r---- f-- v-a w E E D 5- f-- -

N 5- ~ - 13 I I I IT- -

-

Clues

-------~--------------+-----------------------~Student AAcross

4 a method of preserving food by removin g water

6 t hisdevice detects conditions on t he grou nd andtransmit s it to a computer

11 a machine usedon farms to pull implement s

13 a substance applied to fields t o make plants growbetter

Down

1 the noun f rom long

8 these organismscan causedisease

9 the adjective from expense

Student BAcross

2 a system of supplying wate r t o farmlands

8 a ty pe of wi re

12 plant sthat farmersand gardenersdon't wantgrowing on t heir land

Down

3 a plant grown in Egypt or India,fo r examp le.andusedto make clot h

4 the noun f rom destroy

5 the amount collected from the fie lds

7 ripe f ruit taste s _

10 t o cut and collect the crops wh en they are ripe

~-----------------------~-----------------------

82 Photocopia ble © Oxford UniversityPress

3 Grammar test

1 _Rewrite the sent ences using the Passive.Only use the agent ifnece ssary.

EXAMPLE Engineers must design bridges to carry heavy loads.Bridges must be designed to carry heavy loads.

1 Many thousands of years ago people built simple log bridges across streams.

2 People made the first long bridge s by joining logs together to ma ke beams.

3 People had to make bridges out of stone to last a long ti me.

4 The Romans built stone arch bridges 2,000 years ago.

S Engineers first used iron to build bridges at the beginning of the 19thcentury.

6 Bythe end of the 19th century Engineers could create large beam bridgesbecause they could use ste el.

7 Today,Engineers build most bridges of concrete and steel.

8 Builders use concrete because t hey can pour it into mould s and set it intoshapes.

9 In the future Engine ers will have to use lighter and st ronge r materials tobuild longe r bridges.

10 Engineers will probably use carbon fibre and Kevlarfor the deck and cables.

2 Complete the information about The Great Belt East Bridge with the correctform of the verbs in the box,Active or Passive,Past or Present.

complete decide beg in cross t ransport make (X2) take

For more than 100 years, people and vehicles 1 across the Great

Belt in Denmark by ferries, but in 1986 the decision to construct the Great

Belt East Bridge 2. It 3 to construct a gravity-anchored

suspension bridge. Work 4 in 1991 and the bridge 5 in

1998. The cables and deck 6 of steel while the pylon s 7 of

reinforced concrete. In 2006,27,600 cars 8 the bridge each day.

J Underline and correct the mistake in each ofthe sentences.

1 Parking fees needn't to be paid if driver s show an official visitor's card.

2 Hard hats must be wearing on site .

3 Ear protectors can obtained from the Fore~an.

4 Visitors may be entered this area only if accompanied by a member of staff.

S Alldrawings should be return to the office.

Photocopiable © Oxford University Press 83

J CommunicationFind the correct answer

Questions

r----------------~------------------------------

What do you call the distance between bridge supports?

II Why do we build bridges?II

cA:How long is the longest bridge span (Akashi KaikyoBridge)?

What is the name for a temporary dam which stopswater flowing in during construction?

What is the name of the part ofa bridge on which traffictravels ?

What is the simplest bridge design?

What do we call concrete that is strengthened withsteel?

Which type of bridge is suspended from cables that aresupported by tall towers?

What is the first stage in construct ing a bridge?

What is the word forthe vertical support halfway alonga bridge ?

Why must steel bridges be painted regularly?

On a pontoon bridge, what are pontoons?

What is an aqueduct?

The George Washington bridge is the busiest bridge.How many vehicles use it every day?

What is the name for the structure that spreads theweight of the bridge and the traffic on it into the ground?

How long is the longest trans-ocean ic bridge (HangzhouBayBridge in China)?

Answers A

Tomake transport more efficient

Beam bridge

1,991 metres

36km

~-----------------------~

Answers B

The deck

Thespan

Flat-bottomed boats

Suspension bridge

L J

AnswersC

A bridge that carries a water chan neI,

e.g.acanal

Pier

Tostop corrosion

Reinforced

r------------------------Answers 0

Holes for the foundations

100,000,000

Foundat ions

Cofferdam

84 Photocopiable © OxfordUnivers ity Press

4 Grammar test

1 Underline and correct the mistake in each of the sente nces.

1 They were at the plant all day but the Engineers couldn't to repair the machine .

2 Are Scient ists able manufacture pla stics that decompose?

3 Manufacturers can 't make plastics to a high st andard of quality before theystarted to use oil.

4 Soon we 'll can make plastics from any kind of plant material.

5 Plastics can be able to mould more easily if plasticizers are added.

6 Casein became one of the first leading materials for making items such asbuttons and buckles because it is able can be coloured.

7 Plastics can to be used to make medical devices for surg ery.

8 Byusing light-emitting plastic film, manufacturers can be made wallcoverings that light up.

Z Complete the conver sation with the correct form of can or able (to) , positiveor negative.

Boris Hello, Ben. How are you? I'm sorry I 1 come to the me etingyesterday.

Ben Don't worry.We 2 to complete the report because we_____3 to get the test results until next Tuesday.

Boris Right! Iwas working on the new machinery. We had some problemswith the injection moulding machine.We thought we 4 fix itourselves but we 5, so we called the engineers.They foundthe fault but they 6 to get spare parts.We still 7

use the machine but Ihope we 8 to get back into productiontomorrow.

Ben

Boris

_____9 you come to the meeting on Tuesday next week?

Yes, I 10 to come then.

3 Complete the sentences to express ability to do things in the past, present,or future .

EXAMPLE Byapplying thermal insulation coatings to window glazing,energy can be saved (save).

1 Hard discs have thin magnetic coatings so they (store) largeamounts of data.

2 Soon we (use) new light-emitti ng plastic film to make wallcoverings that light up.

3 Ten years ago,drivers (not prevent) car windows icing up in coldweather.

4 In the 1950s,manufacturers (apply) thin coatings ofPTFE tocooking pots to prevent food from sticking.

5 Light-emitting plastic film (use) in safety applications.

6 In the future it (save) money and increase efficiency by usingsmart coatings on manufacturing components.

Photocopiable © Oxford UniversityPress 85

4 Communication

CardAYouare a Project Leader working in a specialist packaging company producingEPS mouldings.Youhave a meeting with a potential customer who wants yourcompany to produce mouldings to cushion a product in shipment. Find outwhat the customer wants and use the flow diagram to explain to the customerhow you would proceed.

The time scale:Design and prototype mouldings in six weeksManufacture in twenty weeks

Quantity: 500 sets per month delivered on a just-in-time basis.

Firstmeeting to discuss shape, material, decoration,weight, measurements, budget; and time

•3-Ddesign of product

Prototype produced

Manufacturing process

Workingsample produced

Manufacture of parts

ModifY

____t

Safety

___t

~------------------------------------------------Card BYou are a Product Engineer working on the design of a new medical ultrasoundscanner. You require packaging to allow you to ship the product safely. Thefirst customer shipment is in 26 weeks. Youhave arranged a meeting with theProject Leader at a company specializing in the design and manufacture ofEPS mouldings to discuss how the project would proceed. Ask the projectmanager to explain each step. Yourequire a set of mouldings to cushion andprotect a delicate piece of medical ultrasound equipment.

The external surfaces ofthe equipment are irregular andthe cushions will have to be shaped to protect it.

The equipment weighs 18 kg and measures 30 x 40 x 20 ems .

The mouldings must provide protection from a vertical drop of one metreand from the shock and vibrations associated with road, rail, and airtransport.

• The mouldings should be anti-static and flame retardant.

The mouldings should be carefully designed to meet the requirements ofpackaging waste regulations.

86 Photocopiable © Oxford UniversityPress

5 Grammar test

1 Complete the sentences with the Past Simple or Past Continuous,Active orPassive, form of the verbs in brackets.

1 While Andrew (visit) the island, he (see)construction workers erecting wind turbines.

2 Alarge wave (destroy) the gully wave generator whenEngineers (run) tests.

3 While some companies (develop) alternative energy, others____ (continue) to use fossil fuels.

4 As soon as oil prices (begin) to rise, Scientists _(begin) to develop alternative fuel for cars .

5 While they (build) the dam,a number of problems _(come) up.

6 Solar cells (develop) when American Space Scientists____ (look)for ways to power satellites and space probes.

7 In 1990 when a Dutch company (build) a new coal powerstation,they (plant) trees in Indonesia to help reduce theamount of CO2 produced.

8 While the company (develop) new solar technology, students_____ (invite) to suggest new uses for the new solar cells.

Z Complete Frank 's diary with one appropriate word in each space.

My plane 1 at the airport at 8.45 in the morning.MrBahjef was 2 for me. Outside, the sun 3

shining and a light wind was 4. Our first visit wasto the hydroelectric power station.Three giant turbines were____5 electricity. We 6 to the Chief Engineer,who 7 sitting in his office.

Aswe 8 through town, we stopped at a housingdevelopment site. Engineers were 9 solar panels onthe roofs and builders 10 connecting the rain watercollection system. However ,we 11 have much timeso 12 stay long.

When we 13 to the wind farm overlooking thetown, the wind was 14 strongly and the blades onthe turbines were 15 quickly.But three turbines____16 not working.

Photocopiable © Oxford University Press 87

5 Communication

Card A

AWS Ocean Energy Wave energy converter

Technology : cylinder shaped buoy fixed t o th e seabed.Cylind ersarecompr essed by the we ight of the w ave and th en released by t helower pressure of the trough.Movement converted to electricityusing a hydraulic system and motor generator.Power ta ken onshore via und erwater powe r cables.50 megawatt farm wil l cover2.5 km2 of sea bed and supp ly electricity for 25,000 homes.

Location :where ocean swe lls greatest - west coastsof Europe40-100 metresdepth of water (away from shipping lanes)secure electricity gr id on shoreseabed suita ble for power cables to shore

Maintenance: using remote operation vehicle s (ROVs) which canoperate in rough we ather

Advantages:below sea surface,so avoids sto rm damag esim ple -only one moving partvisual im pact is zeroenvironmenta l im pact negligi blelow maintenance so low cost of energy product ion

Pressureincrea ses

under wave

~- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Card B

Ocean Power Technologies Powerbuoy

Technology: buoy moves freely up and down on the waves.Mechanical stro king isconverted to drive an electricalgenerator.Power taken on shore via underw at er power cables.10 megawatt OPT farm w ill cover 0.125 km 2 of sea bed, enoughfor 5,000 home s.Sensors monitor equipment and oceanconditi ons.1n storm, system automat icalIy ceases prod uction.

Location :

• off coasts• 30-50 metres w ater dept h• secure electricity grid on shore• seabed suita ble fo r pow er cables to shore

Ma intenance: existi ng marine vessels

Advant ages:• strong sim ple st eel const ruction• no environmental im pact - no pollution ,noise, exhaust , fuel• min ima l visual impa ct - much smaller t han wi nd turb ines,

hardly visible fr om shore• minimal impact on seabed - act as reefs for sea life

88 Photocopiable © Oxford UniversityPress

6 Grammar test

1 Match a sentence in Awith a sentence in Band make sentences starting with if.EXAMPLE If they build the SAX-40, it won 't make commercialflights until 2030.

A

1 They may build the SAX-40.

2 Designers might use a blended wing design.

3 Perhaps there's a course in Aeronauticalengineering at the local university.

4 The new A380 may land at this airport.

5 It can happen that a pilot loses his / her way.

6 There may not be enough interest in the newaircraft.

7 There might be a problem with the fuel lines .

8 The film studio is thinking of hiring a blimp.

B

a Then ,he / she has to ask the Air TrafficController for help .

b In that case I'll apply.

c It won't makecommercialflights unti/2030.

d Then they'll be able to film from the air.

e The aircraft cannot take off.

f In that case, they'll have to make airportalterations.

g They won't build it.

h Blended wings produce less turbulent airflow.

2 Complete the sentences with if, unless, as soon as, before, or when. Use each word once only.

1 There's a green light and a red light. Youcan operate the machine the green lightis illuminated.

2 This is the emergency warning bell. it sounds, everyone must leave the building.

3 We won't be able to complete the project we get more funding.

4 The alarms must be activated.The last person to leave should check they're all switched on____they lock the doors and leave the building.

5 the inventor can get permission to fly,he will put his M200G flying car on sale .

3 Decide if the sentences should be First or Second Conditional and complete them with thecorrect form of the verb in brackets.Questions 6 and 8 are Passive!

1 More people would be able to afford to travel into space if we (can) lower the cost.

2 Ifforecasts about the number of British air passengers in the future are correct, the number____ (increa se) to 465 million by 2030.

3 Ifoil were spilled on the runway, it (be) a major hazard to landing aircraft.

4 He'll go to university as long as he (not fail) his exams.

5 Ifthe technicians (not follow) the instructions carefully, it could lead to serioustechnical problems.

6 When the report (publish), we'll study it very carefully.

7 If the manufacturers used carbon-fibre reinforced plastic, the whole aircraft (be)lighter.

8 Tests (not carry out) unless safety procedures are improved.

Photocopiabl e © Oxford University Press 89

6 Communication

Data cardsr------------------------------------------------II

~Weather and Climate Satellite

Name Orbiting Carbon ObservatoryDate oflaunch 2008Orbitlevel 700 kilometres above the EarthMovement covers most of the Earth 's surface atleast once every 16 daysEquipment atmospheric infrared sounderinstrumentFunction to measure atmospheric carbondioxide ,to track retreating polar ice, to monitorwinds and rainfall

Emergency communicationssatellites

Name Iridium group of 66 satellitesDate oflaunch 1998

Orbit level 800 kilometres above the EarthMovement orbit from pole to pole once every 100minutesFunction worldwide voice and datacommunication

II-------------------------------------------------

Space exploration

Name lames Webb space telescopeDate oflaunch 2013Orbitlevel 1.6 million kilometres above the EarthEquipment infra-red technology; 6m mirrorFunction to search for the first galaxies that formedafter the BigBang

Earth observation

Name TopSatDate oflaunch 2006Orbit level 700 kilometres above the EarthMovement circles the Earth once everyhour and 38.5 minutesFunction takes and stores high definitionphotographs of the Earth

You need information about four different satellites in orbit around the earth.Complete the first column withinformation about your satellite. Then phone your friends to ask for data on the others.

Type of satellite

Name

Date of launch

Orbit level

Movement

Equipment

Function

90 Photocop iable © Oxford University Press

7 Grammar test

1 Choose the best senten ce to describe the signs.

1 a You rnustn't enter the site . 5 a The public mustn't pa rk her e.b You don't have to enter the site . b Youhave to park private cars here.

DangerConstruction site

Keep out

PrivateCarPark

2 a You have to drink the water.b You don't have to drink the water but you can.

6 a Youmustn't wa sh your hands here.b Youmustn't use this are a for washing dishes.

Drinkingwater

3 a Yournustri't wear a hat or boots or work here. 7 a This door has to be kept shut.b Youmu st wear a hat and boots to work here. b This door doesn't have to be opened.

NO HATSNO BOOTS •;.. - ,

NO JOB!

4 a Ifthere is a fire you don 't have to use the stairs. 8 a Youmu stn't run.b If there is a fire,you mustn't use the lift . b Youdon't have to run.

In case of fire ~

DO NOT use:lift

Use the stairs

BCG

HB

BCO

HB

BCO

HB

BCO

2 Complete the dialogue between a Building Control Officer (BCO) anda house builder (HB) with the correct form of have to,don't have to,or mustn 'i.

Well,first of all you 1 investigate the site.Are there anytrees nearby?

Yes, there are. 2 cut them down?

No,you 3 cut them down, but you 4 calculatethe depth of the foundations carefully. Remember that you_ _ _ _ 5 cut down large tre es without permission. Who is goingto draw your plans?

I'd like to do them myself. 6 get an architectto do them?

No,you 7 use an architect, but you 8 prep arealocat ion plan, a block plan, cross-sections, and elevations.

When can I start building?

You 9 start build ing before you get permission .Once youget permission,you 10 remember to inform the BuildingControl Officer at various stages of the wor k.

Someone who uses awheelchair

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7 Communication

People

r---------~--------4F--------,---------~I Acolleague who is I I II Afriendwho often goes goingtoworkinrural I Oblect board I II hill walking Africa for two years I J I II I I I I

~---------I---------T---------~--------~" Afriend who is going ~I Aperson who lives m a I t d t f I ~g6 '-:t' I Ion a s u your 0 000I dry desert area I A t et' I ~ cOC I II n ar rea ~ _' I

r--------~---------L---------~--------,I Someone who is work ing : Afriend who ha s : ",0 . ...., ;;;;;; : ~ II on a six-month project I decided to emi grate I I J II in Spain I to Australia I I r I

~-------------------------------------~I I II Afriend wh o enjoys I A fri d h I ~ I ~ II travelling to remot e I 1 n en d

W0 . I I I

I ' oves ga gets IregIons of the world I I 0 0 I

L I ~---------~--------~

I I rllfJ II A colleague who isAfriend who is building I I

I a new house very t raditional and " ~"~ II I doesn't like change I I , , ~ I

r- - - - - - - - - _1- - - - - - - - - ~ - - - - - - - - - '- - - - - - - - - ,

I I Ateacherwho is I • I~ u·' II

Afnend who wor ks on I t ki f I I I I I , ' .. . ........ ' J

ff h '1' I a mg a group 0 , ....,. Ian 0 -S ore Ol ng I . _ ' I ,'" .:I I students to London - I. ,,--,,'" I

I I--------------------------------------~I I I IAcolleagu e who is going I I I Ito work in New York I Agrandparent I I I

I I I I

---------~---------~---------~---------IAfriend who drives a I~ I OJL=Jtransport lorry across I I ~ :

I Europe I I ~ I

---------~---------~--------~---------,I I I eQIIJ1 I

Afriend who enjoys I Afriend who has a I rill I I

~a:n~ ,: ~~j~u:e:t~w:k__ L llu L :I I I

Afriend who want, to I Afri end who never I lJ!] I ~ Ibe rich I wants to spend money I + I _ .~ I

I I I .......... I_________ J L L I

: .~.~ : ~ :I ~~ I ~ I1 :.. .J ..

92 Photocopiable © Oxford University Press

8 Grammar test

1 Complete the sentences with the comparative or the superlative form of theadjectives in the box.

affordable

empty

short

slow

convenient

long

popular

fuel efficient

erwironmentally friendly

quiet

big

EXAMPLE Engineers dream of an aircraft that will be faster and moreenvironmentallyfriendly.

1 Ships with new combined gas and steam turbine electric engines are_____ than those with conventional engines.

2 At S9.39m, the Airbus A340-200 is plane in the Airbus range.

3 Prices have fallen, so for most people, air travel has become andthey can enjoy holidays abroad.

4 For many people in the city,buse s are form of transport.

S Gas powered buses have become in recent years because oftheir low emissions.

6 On American roads, car sharing lanes for cars with two or more people are_____than other lanes.So,people have journey times.

7 Most people believe that of all forms of transport, roads have _impact on the environment.

8 Moving goods on canal boats is than by road or rail, but peopleand wildlife benefit because it is also _

4.03.79

3.5

3.0

2.5E

.::<:C:.8-;;; 2.0E~

<.9

1.5

1.0

0.5

0.0

+ Air - 6727 200 1,200 kms

~ Road - medium-sized truck

Jh.····nr Cargo ship 2,000-8,000dwf

2 Lookat the graph and decide if the sentences below aretrue or false. Correct the false ones.

EXAMPLE Road transport is responsible for slightlyless carbon monoxide than air travel.F Road transport is responsible for a great

deal less carbon monoxide than air travel .

1 You can see that air travel produces far less pollutionthan other forms of transport.

2 Trucks produce slightly less sulphur dioxide thancargo ships .

3 There 's a large difference in the amount ofhydrocarbons released by trucks and ships.

4 Cargo ships produce a good deal more nitrogenoxides than trucks.

S Overall, cargo ships release far fewer exhaust gasesthan other forms of transport.

6 Road transport accounts for the smallest amountsof carbon monoxide but the highest amounts ofparticulates.

Nitrogen Hydro- Particulates Carbon Sulphuroxides carbons monoxide dioxide

Photocopiable © Oxford UniversityPress 93

8 Communication

What are the most important features for future mass transportation systemsin towns and cities?

Mass transportation systems for the future should

be fuel efficient.

be cheap to construct.

be cheap to maintain.

be comfortable.

be safe.

cause no pollution.

use alternative fuels .

operate only on demand.

look attractive.

be affordable for everyone.

be fast.

be quiet.

provide private personal space (individual/small groupcompartments).

be lightweight.

be powered by electricity.

have a low impact on the environment (take up little space) .

be aerodynamic.

be automated (no driver).

travel on a dedicated network (own rails or road or corridor).

use only human body power.

94 Photocopiable © Oxford University Press

9 Grammar test

1 Complete the sentences with the Present Simple or Present Continuous, Activeor Passive, form of the verbs in brackets.

1 We can't continue drilling.We (wait) for the results to comeback from the last core sample.

2 Geologists (use) the readings from seismic surveys to makecharts showing where oil or gas may be found.

3 We (erect) the derrick at the moment and we (hope)to start drilling in the morning if everything goes well.

4 Lou (work) as a Roughneck until he has earned enough moneyto start his own business.

5 We all (believe) there (be) oil here, but sometimesas many as ten test wells (drill) before any oil (find).

6 Everyone on the rig (understand) how dangerous it can be .Safety precautions (enforced) strictly at all times.

2 Choose the best sentences from the box to follow on from sentences 1-7 below.

These workers will stay on the rig for ten weeks.

They also check the pipelines for any corrosion or damage.

They bring food and water,which are essential.

He's looking forward to going back to his land-based job.

They'll have to stop if the wind increases.

He's applied for a new job.

Other v<'orkers Oft the oil rig prepare food.

They're working hard to fix the kelly before the end of their shift.

EXAMPLE The crew operate the machinery which controls the flow ofgas and oil.

Other workerson the oil rigpreparefood .

1 The crew are working on the drilling equipment.

2 Helicopters transport personnel and provisions to the rig.

3 The helicopter is t ransport ing the new crew.

4 Tony isn't enjoying working off-shore.

5 Mark doesn't enjoy working on the rigs.

6 Roustabouts have to regularly remove rust and repaint the rig.

7 Roustabouts are removing rust from one of the legs.

Photocopiable © Oxford University Press 95

9 Communicationr - - - - - - - ~- - - - - - 'I' - - - - - - - - - - - - - - - +--"------------'II I I II I I I

: tyre : crude oil : borehole :U I I I

o1J I I I

~---------------+---------------+---------------~

mud bit kelly

~---------------+---------------+---------------~

helicopter offshore paint

~---------------~---------------~---------------~I I I II I I I

: refine : oil well : platform leg :I I I II I I I

~---------------+---------------+---------------~

gasoline lubricants bitumen

~---------------+---------------+---------------~

sea bed aviation fuel pipeline

~---------------+---------------+---------------~

derrick Roughneck blowout

~---------------+---------------+---------------~

hydrocarbons chemicals plastics

~---------------+---------------+---------------~

Geologist Roustabout rig

~---------------~---------------~---------------~

96 Photocopiable © Oxford UniversityPress

10 Grammar test

1 Use reported speech to complete what the people said.

EXAMPLE 'We have increased waste recycling by 5%over the last year .'TheEngineerexplained that they had increasedwaste recycling by5% overthe previousyear.

1 'The water treatment works will be completed in three months' time.'

The Site Manager assured us that _

2 'The water supply has been contaminated by agricultural chemicals.'

The Water Engineer warned the public that _

3 'I hope to get involved in projects in rural areas of India.'

The Environmental Scientist told us that _

4 'I'm working on an environmental assessment report for a bridge to the island.'

The Engineer mentioned that

5 'We're looking forward to completing the sustainability report by the end ofthis week.'

The Engineer said that _

6 'Paul and John inspected the site yesterday.'

The Foreman reported that _

2 Read the description of an interview for a new position in a company.

First of all he asked me why Iwas applying for the job. Then he wanted toknow why I thought Iwas the right person for the job. He asked me whenIhad joined the company and what I liked about it. Then he asked me whatI knew about industrial processes and if Ihad ever been in a plastics factory.He asked if Iwas interested in doing a degree at university and if I could copewith the extra workload.

Now complete the interviewer's questions.

___________1?

Ifeel I'd like new challenges and to learn more about the environment.

___________2 ?

I have worked very hard since coming to the company. I have good communicationand organizational skills and Ican work independently.

___________3 ?

Ijoined eighteen months ago.

___________4?

I enjoy the variety of activities and the people Iwork with.

___________5 ?

Ilearned a bit at school and I've learned some since coming here.

___________6 ?

No,I've never been in a plastics factory.

___________7 ?

Yes, Iwould appreciate the opportunity of going to university.

___________8 ?

I know it will be hard to combine study and work but Iwill do my best.

Photocopiable © Oxford UniversityPress 97

10 Communication

r------~---------~-----~-----------------------~III

~

A Sewage is water that is flushed from our toilets andsinks.It contains solids (such as paper,plastic, dirt andsoil),chemicals (forexample detergents and bleachesfrom washing up and cleaning), and disease carryingpathogens.Sewage is collected in a network of pipescalled sewers and drained into the sewage treatmentworks .

F The thick sludge is sprinkled onto large circularbeds about 2 meters deep that are filled with stonesor clinker. Through a proces s known as biologicalfiltration, bacteria break down the waste into carbondioxide ,water, and nitrogen-containing compounds.

~-----------------------+-----------------------~B The waste water is then pumped into largesedimentation tanks where solid organic matter sinksto the bottom to form a thick sludge.

G Meanwhile, the waste water containingdissolved organic matter is taken from the top of thesedimentation tanks to aeration tanks. As organicmatter decays, it uses up oxygen and aerationreplenishes this oxygen.

~-----------------------+-----------------------~I C From here, the sludge is moved to digester tanks: where it is thickened and bacteria break down theI organic matter further.

I H On arrival, large metal grids screen it for large: objects such as wood, cans , and plastic.

I

~-----------------------+-----------------------~I D The treated water enters a final filtration in large: circular sand beds.

I I Disinfectant may be added to kill any remaining germs I

: before the water is discharged into a nearby river. :

~-----------------------+-----------------------~I E Grit and sand settle out as water flows along deep,: wide channels.This material is taken to landfill sites.

I J The sludge is taken by tankers to be used as a: fertilizer on fields or burnt to produce energy.

~-----------------------~----------------------_.

98 Photocopiable © Oxford University Press

11 Grammar test

1 Underline and correct the six mistakes in this report on a robot designed foragricultural purposes.

Unwanted plants or weeds absorb many of the nutrients in the soil,preventing crops from develop fully. Now,an experimental solar-poweredrobot ha s been developed at the University of Illinois.An on-boardcomputer enables the robot distinguish between plants and weeds.Therobot can place chemicals directly on the stems of the weeds and thi s stopsfarmers to wasting weed killers.

Tobegin with, Scientists used a battery to power the robot but it had tobe changed every two hours which prevented the robot to work for longperiods of time. Now,they have built a curved solar panel over the robotwhich lets it to convert the heat of the sun into energy.

In the future, Scientists intend to use different sensors and cameras onthe robotic arms to allow them gaining information about soil propertiesand plant conditions.

2 Complete the sentences with the correct form of the words in brackets. Addprepositions or articles where nece ssary.

EXAMPLE The oil pressure sensor detects low oil pressure which causes ared light to shine / causing a red light to shine (cause / red light /shine) on the instrument panel.

1 The driver-condition-detection sensor shakes the driver's seat, which_ ____ _ _ _ _ _ _ (prevent / driver / fall / asleep).

2 The road -surface sensor detects the road is iCY, which_ _ _ _ ______ _ (cause / an ice warning / appear)on theinstrument panel.

3 When the pneumatic sensor notices the air pressure in a tyre has fallen, ared light appears, (let / driver / know) whichtyre has a problem.

4 The distance-to-vehicle-ahead sensor creates an audible warning sound___________ (enable / the driver / see) if he / she is gettingtoo close to another vehicle.

5 If the speed sensor detects the car is travelling faster than 250 km/h.thefuel supply to the engine is reduced,which _(make / the car / slow down).

6 If the fuel sensor detects the fuel is contaminated,the supply to the engineis cut ,which (stop / the engine / work).

7 If the door sensor detects a door is not closed properly,a light appears on thedisplay panel (allow / the driver / see) whichdoor it is.

8 The seatbelt sensor detects the driver has not fastened his / her seatbelt,___________ (prevent / the car / start).

Photocopiable © Oxford Univers ity Press 99

11 Communication

21

201917 18

2425

16

27 26114 15

42 43 44 45 46 47 .'{\\S'0~\

141 40 38 37 36 35

128 30 31 32 33 34

13 12 11

12

10 9

3 4

8

5

7

6

100 Photocopiable © Oxford University Press

12 Grammar test

1 Make polite requests to get the information in the sentences,There are threepossible structures you can use.

EXAMPLE Youwant to know the height ofthe refrigerator

Iwonder ifyou could tell me / Couldyou tell me / I'dlike to knowthe height ofthe refrigerator.

1 Youneed a replacem ent thermostat for the refrigerator but don't knowwhere to get it.

2 Youwant to know what type of hinges they use.

3 Someone should find you the name of a worktop supplier.

4 Youneed someone to explain to you how energy saving bulbs work.

5 You've just seen a Wattson but don't know what it is,

6 Youwant to find out if a guarantee for parts is included.

2 Underline and correct the mistake in each of the sentences,

1 Could you sending me the latest catalogue, please?

2 I wonder if you could tell me can cardboard be used to make furniture?

3 I like to know if the glass has been toughened.

4 Would you mind to confirm the measurements by return?

5 I'd like you work in the machining department next week.

6 I wondering if you could find a replacement screen?

3 Complete the dialogues by writing the questions.

A I've bought a new microwave oven. It's very useful but how does it work?

B Well, microwaves make the water molecules in food rotate, whichgenerates heat.

A Aren 't microwaves dangerous?Can I?

B No,they can't escape,The oven is very well insulated to prevent that.

A Why 2?

B The plate turns to make sure the food cooks evenly.

A What 3?

B The fan allows cold air to circulate inside the oven.

e Inside the toaster the wires glow red hot.Wh~ 4?

D They're made of a special mixture of metal, often nichrome.

e Why s?

D They glow red hot because this special metal slows down the movementof electrons and as a result the metal becomes hot.

e How 6?

D It contains a small timer which stops the toaster toasting.

Photocopiable © Oxford UniversityPress 101

12 Communication

Customer cardsr - - - - - - - - - - - -~ - - - - - - - - - -1- - - - - - - - - - - - - - - - - - - - - - - - 'I

I II You need a table and a set of twelve new cha irs for the I

You need some new tables and chairs for theI company boardroom.The Directors of the company I

company coffee room.It's a busy place where people

);;1 meet regularly, and Managers use the room for grou p 11

chat,ofte n about work issues.meetings,too.

I I

~-----------------------+-----------------------~

You need some new furnitu re for th e reception areaof your company.This area provides a first impr essionof the company,but people don 't wait here for long.

You need some new furniture for the visitors' roomat the company headqu arters .Visitors use this roomwhile they are waiting for their appo intment.

IIIIII

.. - - - - - - - - - - - - - - - - - - - - - - - _1- .I

Manufacturer cards

r-----------~----------7-----------------------~II You manufacture furniture in glass.Think of all theI advantages of us ing glass. It can be toughened to

~ prevent it break,in_g_. --....

Youmanufacture furn iture in cardboard.Think of allthe advantages of using cardboard. It can be coate dand printed.

~-----------------------+-----------------------~You ma nufacture furniture in wood.Think of all theadvantages of using wood.

Youmanufacture furniture in metal (aluminium andsteel). Think of all the advantages of using metal.

-----------------------~----------------------_.1

102 Photocopiable © Oxford UniversityPress

13 Grammar test

1 Complete the sentences with the prepositions of place or movement from thebox. Use each one once only.

in past along near to outside at below on

1 They didn 't want to walk the road where they'd be easily seen.

2 The ship's crew are leaving today.They're going South America.

3 There were a larg e number of people demonst rating the policestation.

4 The tank was so well camouflage d that severa l peop le walked _without noticing it.

S The satellite station has been built top of the hill.

6 They detected the submarine the coast. It was only a fewmetres away.

7 They're working difficult condit ions. The temperature hasfallen zero.

8 Riot police fired wat er cannon the protesters in the city cent re.

2 Complete the text with prepositions of time. Ifno preposition is requ ired,write-.

The incident took place -Iast Friday 16 September. The local police

received a phone call 220.00.The caller said that a group of men

had been st anding at the corner of the road 3 two hours .They'd

been there 418.00.The police attended the scene

ten minutes later. 6 that time,the group had increased in size.The

group became violent towards the police, so they called for reinforcements. A

full-scale riot broke out and 720 .30 and 22.30, a number of people

were hurt.The police decided to use rubber bullets and shortly _

the crowd began to move away.The police waited 9 everyone had

gone 10 returning to the police station.

3 Look at the picture and complete the sentence with the correct prepositions.

He wa s standing 1 the hallway, 2 the foot of the stairs,

_____ 3 the lift, 4 the main entrance door, 5 the

clock, 61S.00 "Saturday ZuApril 82007.

Photocopiable © Oxford University Press 103

13 Communication

Devices

r----------~_-----------------------------------~III

~

Implantable Radio Frequency Identification TagThis dev ice is known as an RFI D tag. RFID tags are

used in sup ermarkets to t ag expen sive it em s.Ami niatu re tran sm itter sends out a sequence of radio

frequency pulses t hat represent a unique number,

usually 10 - 16 digi ts long. It cons ists of a mi crochipand a metal coi l,

which act s as anantenna .When the

coi l is near an RFID

reade r,a voltage is

created. It has no

battery and requiresno maintenance. This

one is abou t th e size

of a grain of rice and

can be im plant ed

under t he skin .

ASENDROASENDRO is a m odu lar robot t hat can be adapted for

use in a variety of sit uat ions. It can be equipped witha man ip ulator arm and various sensors.These sensors

relay signa is to the mission control centre .

ASEI\I DRO is relatively light and small so can fit into

the boot of a car.

It is 40 cm wi de.

60 cm long,and

weig hs 45 kg.

ASENDRO can

detect and defuse

bo m bs and,due

to its high t opspeed - 10 km /h

- it can also be

used for milita ry

reconna issance.

r----------------------- J - - - - - - - - - - - - - - - - - - - - - - - -

EntomopterThi s is a micro air vehicle. it ean fly, craw l,and swi m.

It s length and wi ng span are both about 15 cm. It

we ighs SOg.A chemica I energy sou rce ma kes t he

wi ngs beat automat ica lly like an insect.Thi s is called

Reciproacting Chemica l M uscle (RCM). RCM produces

small amounts

of electricity t o

power the fl ight

controls and

t he on-boa rd

sensor. It can

enter a buildingt hrough an open

window and take

phot ographs.

Keystroke loggerThis small device.abo ut 5 cm long,can be plugged into

the back of any pc. It records every keystroke made by

the user.Norma l antivirus softwa re won't detect it

because it is hardware. It is simple and effective and

can be used to record criminal int ernet activity.

~-----------------------~------------------------tName

Size

Wh at it doe s

One use

other uses

104 Photocopiable © Oxford University Press

14 Grammar test

1 Complete the text with who, which, when, or if.

Jack Kilby, 1 was born in 1923, worked for Texas Instruments

in America. He discovered how to make more than one transistor in

a material 2 was called germanium. He found he could

connect transistors without wires 3 he 'grew ' them together

at the same time.Robert Noyce, 4 wa s working for Fairchild

Semiconductors at the same time,made a similar microchip from silicon,

_____5 became the standard material for making microchips.

The first microprocessor chip , 6 had 2300 transistors,

was small, but chips 7 are made today can have more than

30 million.

People 8 make and test microchips have to work in dust -free

rooms. Air contains impurities, 9 could damage the microchip,

so microchips are made in a vacuum. 10 the microchip works

when it is tested, it can be soldered onto a circuit board.

2 Join each of the two sentences into one complex sentence.Use the clue inbrackets to help you.

EXAMPLE Alessandro Volta developed the first chemical battery. Volta'sbattery was made of zinc and silver. (relat ive clause)Alessandro Volta developed thefirst chemical battery, which was

made ofzinc and silver.

1 Resistors are som etimes made of a length of nichrome wire.Resistors canbe used to reduce the current in a circuit. (relative clause)

2 Potentiometers are used in radios as volume controls and tone controls.Potentiometers are often circular. (relative clause)

3 More current flows.The thermistor gets hotter. (time)

4 Alamp is marked 60W.This means it is converting electricity to heat andlight at the rate of 60 joules per second. (condition)

5 X-rays were discovered by Rontgen in 1895.X-rays can be used in industryto inspect metal castings. (relative clause)

6 Radios and computers could be damaged. The power supply is connectedthe wrong way round. (condition)

7 Special diodes called LEDs give out light. Current passes through LEDs.(condition)

8 LEDs are often used as indicator lamps. LEDs are small, reliable, and needonly a small current. (relative clause)

9 Light shines on a semi-conducto r.Asemi-conductor conducts electricitymore easily. (time)

10 A reed switch is often used in electronic circuits. It consists of a glass tubewith two iron reeds sealed in it. (relative clause)

Photocopiable © Oxford UniversityPress 105

14 Communication

r----------------~-----~-----------------------~IIII

~Buzzera A mechanical device which holds electrical wires

securely in place.

b An electrical device that produces a sound.

c A device which

Galvanometera An instrument which is used for measuring small

amounts of electrical current.

b An instrument which is used for measuring theresistance of a metal.

c An instrument which is used for measuring

~-----------------------+-----------------------~

Jacka A device which is used to lift heavy objects off the

ground.

b Amachine which is used to cut circular pieces ofwood or metal.

c A which is used to

Orbitera Part of a motor that is designed to spin round and

generate electric current.

b Aspacecraft that is designed to travel round aplanet or moon.

c Atool that is designed to round

~-----------------------+-----------------------~

A bogiea The wheels under a railway carriage are attached

to the bogie. It lets the train travel round bendsmore easily.

b You wear a bogie on your head if you want to play agame in the virtual world . It's a headset.

c In electronics, _

Ergonomicsa When you study Ergonomics. you study the surface

of the Earth,e.g.hills, valleys, rivers, lakes,etc.

b When you study Ergonomics, you study workingconditions to find the most effective way forpeople to work.

c When you study Ergonomics,you study

~-----------------------+-----------------------~TheodoliteAn instrument that is used by surveyors. It's used tomeasure angles between different points.

ThrottleA pedal that allows more fuel to flow into an internalcombustion engine (=accelerator).

~-----------------------+-----------------------~ApertureAn opening which allows light to reach a lens, e.g. ina camera.

RipsawA saw which is used to cut wood across the grain.

~-----------------------+-----------------------~Dyke :Abarrier which is designed to stop or control the flow :of water, e.g. to stop a river flooding. I

DenominatorThe number which appears below the line in afraction, e.g. 4 in %.

~-----------------------~-----------------------~

106 Photocopiable © OxfordUniversityPress

15 Grammar test

1 Complete the dialogues with the Present Continuous or will form of the verbsin brackets.

1 A Here 's an interesting job advertised in this magazine. It's for aMechanical Engineer.

B Oh,yes! I've got the right qualifications. Ithink I (apply) for it.

2 A Didyou do anything about that job we read about last week?

B Yes, Isent off the application form on Monday and Ihope to hear fromthem soon .They (carry) out the interviews in London at theend of the month. If I get invited, I (have to) stay in Londonfor two nights.

3 A Have you seen this new spacecraft for taking tourists into space?

B Yes, but I've heard that flights (probably cost) $200,000. I'msure there (be) some people who (pay) the price,but Idon't think I (ever go).

4 A Congratulations on the new job! When do you start?

B Thanks.The job begins in three weeks' time and I've been given a plan

for the first month. During the first three weeks, I (work) in

the packing department. Then the Technical Director (take)

me to the trade fair in Paris. I'm really excited. I know it (be)

hard work ,but I'm sure it (be) interesting.

2 Write sentences to describe future arrangements with the Present Continuousform of the verbs in brackets.

EXAMPLE Marc has got a new job at Times Engineering, beginning onMonday morning. (start)Marc is starting a newjob at Times Engineering on Mondaymorning.

1 The Manager has invited Claire to an interview at 2 p.m. (interview)

2 Bernard has arranged to see his team leader at 9 a.m. tomorrow. (meet)

3 Gail has just bought a flight ticket to Moscow dated 10 September. (fly)

4 The timetable for the conference in Rome shows Anna's presentation is at11.45. (give)

5 Tom is on his way to the railway station. The President's train is due to arriveat 10.30 a.m.(meet)

6 John 's final day at college is Thursday next week. (leave)

3 Underline and correct the mistake in each of the sentences.

1 I'm going to Berlin on bus iness next week, but there not be any time forshopping.

2 I've promised to help Rosiewith the report, but I not write it for her.

3 Mr Karkalas has cancelled the meeting, so I shall not go to London onMonday.

4 Ifeel tired. I go to get a cup of coffee.

5 I've got the interview tomorrow.What do they ask me?

Photocopiable © Oxford University Press 107

15 Communication

What will the world be like in 20S0? Find out what people think.

1 Food productionFarmers are responsible for producing the food we eat.How muc h of a farm er's work will be done by robotsand computers?a aJlof itb most of itc some of itWhat jobs will robots do? _

3 Sources of energy

5 Air travel

7 City transport

2 Materials usedto make clothes

4 Building materials

6 Inside our homes

8 Protection of the environment

108 Grammartests key

Unit1 Unit 31 1 to leave,do 5 checking 1 1 Many thousands of years ago simple log brid ges

2 doing ,to study 6 to reduce were built across streams.

3 wasting 7 finding 2 The first long bridges were made by joining logs

4 to apply 8 to includetogether to make beams.

23 Bridges had to be made of stone to last a long time.

1 designing4 Stone arch bridges were built by the Romans

2 to send an application form 2,000 years ago.3 to do / doing the course in Music technology 5 Iron was first used to build bridges by Engineers4 managing the project at the beginning of the 19th century.

5 to get a qualification / earning money 6 Bythe end of the 19th century large beam bridges

6 studying Aeronautical engineering could be created because steel could be used.

7 learning / to learn French in September 7 Today, most bridges are built of concrete and steel.

8 visiting Ralph Construction 8 Concrete is used because it can be poured intomoulds and set into shapes.

Unit 29 In the future lighter and stronger materials will

have to be used to build longer bridges.

1 1 have been harvesting,have been working 10 Carbon fibre and Kevlarwill probably be used for

2 has produced, has usedthe deck and cables .

3 have been trying, have developed 2 1 were transported 5 was completed

4 have been used, have been 2 was taken 6 are made

5 have been using, have been sold 3 was decided 7 are made

2 2 have rown grew4 began 8 crossed

3 have became became :I 1 needn't to be Raid needn't be paid

4 come came 2 must be wearing must be worn

5 ha~ have lived 3 can obtained can be obtained

6 have done did 4 may be entered may enter

7 have been being have been 5 shoulc;! be return should be returned

8 Ijust completed Ihave just completed

9 had been working have been working Unit 410 was become have become 1 1 couldn't to repair couldn't repair

:I 1 built, have not been 2 Are scientists able manufacture Are scientists

2 used able to manufacture

3 invented,had 3 can 't make couldn't make

4 did,do 4 we'll can make we'll be able to make

5 introduced,have increased 5 can be able to mould can be moulded

6 is able can be coloured could be coloured

7 can to be used to make can be used to make

8 can be made can make

Grammartests key 109

UnitS

3 1 can store

2 will be able to use

3 couldn't / were not able to prevent

4 were able to apply

5 can be used

6 will be possible to save

1 1 was visiting, saw

2 destroyed,were running

3 were developing,were continuing / continued

4 began,began

5 were building, came

6 were developed, were looking

7 was bu ilding, planted

8 was developing,were invited

1 2 h Ifdesigners use a blended wing design, it willproduce less turbulent airflow.

3 b Ifthere's a course in Aeronautical engineeringat the local university, I'll apply.

4 f If the new A380 lands at this airport, they'llhave to make airport alterations.

5 a If a pilot loses his / her way,he / she has to askthe AirTraffic Controller for help.

6 g Ifthere isn't enough interest in the newaircraft, they won't build it.

7 e If there's a problem with the fuel lines,theaircraft cannot take off.

8 d If the film studio hires a blimp, they'll be able tofilm from the air.

5 didn't follow

6 is pub lished

7 would be

8 will not be carried out

4 before

5 If

6 Do Ihave to

7 don 't have to

8 have to

9 mustn't

10 haveto

4 b 5 a 6 b 7 a 8 a

2 T

3 F There 's a small difference in the amount ofhydrocarbons released by trucks and ships.

4 F Cargo ships produce a little fewer nitrogenoxides than trucks.

UnitS

5 T

6 F Cargo ships account for the smallest amountsof carbon monoxide,but road transportaccounts for the highest amounts ofparticulates.

Unit 7l 1 a 2b 3b

2 1 have to

2 Do Ihave to

3 don't have to

4 haveto

5 mustri 't

2 1 when

2 Assoon as

3 unless

1 1 more fuel efficient

2 the longest

3 more affordable

4 the most convenient

5 more popular

6 emptier, shorter

7 the biggest

8 slower, quieter

2 Suggested corrections

1 F You can see that air t ravel produces a great dealmo re pollution than othe r forms of transport.

3 1 could

2 will increas e

3 would be

4 doesn't fail

9 fitting / installing

10 were

11 didn't

12 didn't

13 went / got

14 blowing

15 turning / rotating

16 were

6 aren't able / weren't able

7 can' t

8 will be able

9 Can

10 will be ab le

2 1 arrived / landed

2 waiting

3 was

4 blowing

5 generating / producing

6 spoke

7 was

8 passed / drove / went

Unit 6

2 1 couldn't

2 weren't able

3 won't be able

4 could

5 couldn't

110 Grammartests key

Unit 9 Unit 111 1 're waiting 1 1 develo]2 developing

2 use 2 distin uish to distinguish

3 're erecting, 're hoping / hop e 3 to wasting wa sting

4 is working 4 to work from working

5 believe, 's, are drilled, is found 5 to convert convert

6 understands,are enforced 6 gaining to gain

:z 1 They're work ing hard to fix the kelly before the :z 1 prevents the driver (from) falling asleepend oftheir shift . 2 causes an ice warning to appear

2 They bring food and water,whi ch are essent ial. 3 letting the driver know3 These workers will stay on the rig for ten weeks. 4 en abling the driver to see4 He's looking forward to going back to his land- 5 makes the car slow down

based job.6 stops the engine working

5 He's applied for a new job.7 allowing the driver to see

6 They also check the pipelines for any corrosion or8 preventing the car (from) starting

damage.

7 They'll have to stop if the wind increases.Unit 12

Unit 10 1 Iwonder if you could tell me / Could you tell me / I'dlike to know ...

1 1 the water treatment works would be completed1 ... where to get a replacement thermostat for the

in three months' timerefrigerator.

2 the water supply had been contaminated by2 ... the type of hinges you use.

agricultural chemicals3 ...the name of a worktop supplier.

3 he hoped to get involved in projects in rural are asofIndia 4 ...how energy saving bulbs work.

4 he was wor king on an environmental assessment 5 ... what a Wattson is.

report for a bridge to the island 6 ... if a guarantee for parts is included.

5 they were looking forward to completing the :z 1 Could you sending Could you sendsustainability report by the end of that week

2 could you tell me can cardboard be used could tell6 Paul and John had inspected the site the previous me if cardboard can be used

day3 I like to know I'd like to know

:z 1 Why are you applying for the job? 4 to confirm confirming2 Why do you think you are the right per son for the 5 I'd like you work I'd like you to work

job?6 Iwondering Iwonder

3 When did you join the comp any ?3 1 ... they escape from the oven?

4 What do you like about it?2 ... does the plate inside the oven turn?

5 What do you know about industrial processes?3 ...does the fan do?

6 Have you ever been in a plastics factory?4 ... are they made of?

7 Areyou interested in doing a degree at university?5 ... do they glow red hot?

8 Will you be able to cope with the extra worklo ad ?6 ... does the toaster stop toasting?

Grammartests key 111

Unit 131 1 along 5 on

2 to 6 near

3 outside 7 in.below

4 past 8 at

2 1 - 6 By

2 at 7 between

3 for 8 after

4 since 9 until

5 - 10 before

3 1 in 5 below

2 at 6 at

3 beside / near 7 on

4 opposite 8 in

Unit 141 1 who 6 which

2 which 7 which

3 when 8 who

4 who 9 which

5 which 10 If

2 1 Resistors,which are sometimes made of a lengthof nichrome wire, can be used to reduce thecurrent in a circuit.

Or

Resistors, which can be used to reduce the currentin a circuit, are sometimes made of a length ofnichrome w ire.

2 Potentiometers, which are used in radios asvolume controls and tone controls,are oftencircular.

Or

Potentiometers,which are often circular, are usedin radios as volume controls and tone controls.

3 When / As more current flows, the thermistor getshotter.

4 If a lamp is marked 60W,it means it is convertingelectricity to heat and light at the rate of 60 joulesper second.

5 X-rays, which were discovered by Rontgen in1895,can be used in industry to inspect metalcastings.

Or

X-rays,which can be used in industry to inspectmetal castings, were discovered by Rontgen in l S9, .

6 Radios and computers could be damaged ifthepower supply is connected the wrong way round.

7 Special diodes called LEDs give out light if currentpa sses through them.

8 LEDs, which are often used as indicator lamps, aresmall, reliable, and need only a small current.

Or

LEDs, which are small, reliable, and need only asmall current, are often used as indicator lamps.

9 When light shines on a semi-conductor, itconducts electricity more easily.

10 A reed sw itch, which is often used in electroniccircuits, con sists of a glass tube with two ironreeds sealed in it.

Or

A reed switch, which consists of a glas s tubewith two iron reeds sealed in it, is often used inelectronic circuits.

Unit 151 1 '11 / will apply

2 're / are carrying, '11 / will have to stay

3 will probably cost ,will be,will pay, '11 / will ever go

4 'm / am working, 's / is taking, will be,will be

2 1 The manager is interviewing Claire at 2 p.m.

2 Bemard is meeting his team leader at 9 a.m.tomorrow.

3 Gail is flying to Moscow on 10 September.

4 Anna is giving a presentation at the conference inRome at 11.45.

5 Tom is meeting the President at 10.30 a.m.

6 John is leaving college on Thursday next week.

3 1 there not be any t ime there won't be any time

2 Inot write it I'm not going to write it

3 I shall not go I'm not going

4 Lgoto et I'm going to get

5 Whatdothe ask me? What are they going toask me?