1589801784-27b285c153a5a8be699d506a0f30354e (Technology 1 teacher's resource book)

¥mfTTTSOXFORD ENGLISH FOR CAREERSwr■David BonamyTeacher's Resource BookOXFORDvIntroduction p.4Background, teaching notes, tips, and additional activities1 Technology and society p.69 High living: skyscrapers p.382 Studying technology p.io1 0 Medical technology p.423 Design p.141 1 Personal entertainment p.464 Technology in sport p.181 2 Information technology p.505 Appropriate technology p.221 3 Telecommunications p.556 Crime-fighting and security p.261 4 Careers in technology p.597 Manufacturing p.301 5 The future of technology p.628 Transport p.34Grammar tests and communication activitiesInstructions for communication activities p.661 Technology and society p.709 High living:skyscrapers p.862 Studying technology p.721 0 Medical technology p.883 Design p.741 1 Personal entertainment p.904 Technology in sport p.761 2 Information technology p.925 Appropriate technology p.781 3 Telecommunications p.946 Crime-fighting and security p.801 4 Careers in technology p.967 Manufacturing p.821 5 The future of technology p.988 Transport p.84Grammar tests key p.100Technology is aim ed at preparing students who intend toget 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 onThis 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 my jobThese 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 m inim al tasks. Students will readabout a variety of young people in different technologyenvironments and gain insight into the skills required.General focus questions for It’s my job are: What do youthink his / her job involves? What skills and experience doesh e/sh e need? Would you like to do it?As an ongoing project, encourage the class to build up aportfolio of other It's my job features. For example, ifstudents know som eone who works in technology, theycan write their own It's my job article or interview, withphotos.Customer careIncreasingly in technology, it is not enough to havetechnical skills, qualifications, and knowledge of the field.The ability to write clearly and present ideas in speech isalso important.

A high proportion of communication willbe with fellow specialists, but there will be tim es whenstudents will have to communicate about technicalm atters with non-specialists such as clients, visitors, andcustomers. This can be much more demanding. TheCustomer care feature gives students practice in thisim portant 'soft skill’.stim ulate discussion, and often involves ranking exercisesor evaluating the practicality of a variety of solutions to aparticular problem.Top marginThis 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 students aresurprised 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 you totake 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 sam e page. (Words or phrases in the text arehighlighted in bold.)VocabularyStudents 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 listsunderstanding the context of vocabulary and whetherit is a key word needed for production or forcomprehensionchecking and learning the pronunciation of a wordor phrase.Language spotThis focuses on the gram m ar that is generated by thetopic of the unit and concentrates on its practicalapplication.Problem-solvingIf your students need revision after completing theLanguage spot, direct them to the Grammar reference,which provides a handy check.This encourages students to work together to solve aproblem - a key skill in technology.

It is designed toThere is also one photocopiable Grammar test for eachunit in this Teacher’s Resource Book.Listening, Reading,Speaking / Pairwork, WritingThese activities give realistic and communicative practiceof language skills needed in technology.In the listening activities students are exposed tosituations related to technology, including dialogues,technical explanations, and interviews.

They also hear avariety of English accents, both native-speaker and non­native speaker.In the reading sections students meet a variety oftechnology-based texts (see Reading bank).In the speaking and pairwork sections, try to ensure useof English during activities, particularly those involvingsome discussion. Encourage this by teaching or revisingany functional language students m ay need.

There is alsoone photocopiable Communication activity for each unitin this Teacher’s Resource Book.Writing practice in the units is designed asconsolidation and extension of the topic with structured,meaningful writing tasks.appears in the Glossary. You should 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.

Inaddition to encouraging students to build their ownpersonal vocabulary, this activity encourages them toreflect.Reading bankThis is in the middle of the book and gives specific skillspractice in reading. The ability to read and understandtexts in English has never been more im portant intechnology than it is today with the am ount of writteninformation available on the Internet, the m ajority ofwhich is in English. The reading texts are accompanied bypre-reading tasks and comprehension questions. They canbe used throughout the course, either in class, or as self­study or homework. There is also an Answer key in theStudent’s Book to encourage students to check their work.PronunciationThis practises aspects of pronunciation which are ofmaximum importance for intelligibility.You can repeat the recordings in the Pronunciation asoften as you like until you and your students feelconfident they have mastered a particular sound or feature.Project / WebquestThese encourage students to take an active role in thelearning process, both in term s of their English languagework and the subject of technology itself.Projects can be set as homework assignm ents, but it isworth spending time in class preparing students for thetask.

In Webquests students are usually required to usesearch engines such as www.google.com to findinformation, as well as websites dedicated totechnological issues. Help can also be given bybrainstorming some standard places where they cangather information.Pairwork activitiesThis section contains one or more parts of the informationgap activities from the m ain units (see Speaking /Pairwork).Grammar referenceThis can be used together with the Language spot, as ahandy check or revision. It shows the form of a particulargram m ar point, briefly explains its use, and providesexample sentences as well as indicating likely studenterrors.Listening scriptsThis 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.ChecklistGlossaryThis allows students to check their own progress. You maywant to get students to grade or assess how well they canperform each of the ‘Can do’ statem ents, e.g.

‘easily’, ‘withdifficulty', or ‘not at all’. They can also test each other inpairs, by giving exam ples from the unit of each of the 'Cando’ statements.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.Key wordsThese are the m ain items of technology vocabularyintroduced in the unit. A definition of each of these wordsThe section begins with a phonetic chart, with anexample word from technology to illustrate each of thesounds.BackgroundThe purpose of technology is to produce applicationswhich improve our m aterial environment. The peoplewho design, test, and make these applications are calledtechnicians, technologists, and engineers. They work inareas such as civil, mechanical, electrical, electronic, andm arine engineering, and in newer fields such asinformation technology (IT).

They use scientificknowledge and technological experience in their work.They often adapt older existing technology (e.g. radiowaves) to create new applications (e.g. mobile phones).Technology is all around us and affects every aspect of ourlives. Here are some examples:transport - road, sea, and air travel; space explorationtelecom m unications - mobile phones, fibre-optics,internet, satellitestrade - credit and debit cards, bank ATM machines,Business-to-business (B2B) internet tradework efficiency - w ashing machines, microwave ovens,computer softwarepower - heating, lighting, air conditioningpersonal entertainm ent - DVDs, iPods, digital TVs,digital camerashealth - lasers in eye surgery, medicinessafety and security - ABS brakes, air bags, sensors,smoke detectorsfood - food processing, agricultureinform ation m anagem ent - computer databases,search engines, business softwareinfrastructure - roads, buildings, sewerage, w astedisposal, water supplym anufacturing - robotics in m ass production(manufacturing an item in very large numbers)Because technology is so important in society,technicians, technologists, and engineers always have tothink about values, that is, whether som ething is good orbad.

Unfortunately, some technology has both positiveand negative effects on society. Using minerals such as oil,coal, iron, and uranium improves our standard of living,but can also pollute the air, water, and ground. The sam erockets that allow space exploration can carry nuclearweapons. Road vehicles and planes allow fast travel butalso cause accidental deaths and create global warming.The challenge for technology is how to increase thepositive effects on society but reduce or eliminate thenegative effects.Switch onEncourage a short discussion about each picture, and how the technologyaffects our lives.* T ipeffect v affectTh ese se n te n c e s m e an th e sa m e :1 W hat is th e ef fe ct o f tec h n olog y onsociety?Refer students again to Picture A, the rocket.