1589801784-27b285c153a5a8be699d506a0f30354e (Technology 1 teacher's resource book), страница 2

Ask: Does this have a mainlypositive or negative effect on our lives? Encourage a short discussion, and getstudents to consider both sides, see example - Positive effect: spaceexploration, negative effect: nuclear missiles. Then get students to do thematching exercise.2 How d o e s tec h n o lo g y affe ct society?Here, e ffe c t is a noun an d a ffe c t is th erelated verb.PictureBCDEFPositiven54i12Negative610279Encourage stronger students to produce fuller answers.

For example:O ir Item1 rocketPositive effectsNegative effectsspace explorationsatellites launched forweather forecasting,global positioning,etc.nuclear deterrentnuclear weapons, armsrace, pollution in space,huge expenditure forlittle result* T ipInternet v intranetListeningI n t e r n e t - a world-wide c o m p u te r network.in tr a n e t - a c o m p u te r n etwork in a singleTechnology and workorganization.1 ( Before listening, discuss the m eaning of the following term s withstudents: Internet and intranet (see Tip).

Show a credit or debit card to elicitcredit card and debit card (see Tip).* T ipPlastic moneyPlay the whole recording through once and ask students to m atch thepeople to the jobs.C redit cards and d e b it ca rd s are often called‘p la stic ’ in everyday English.Ow 1 b* T ipSpelling rulesRuleSim pleCom parativequ ietquieterShort adjectives ending in eAdd -rw idethin4ctechnology is positive, or negative, or both.O tt Speaker1234widerShort adjectives ending in vowel + consonantDoublefinal3a2 (y) Tell students to listen again and decide if the speaker thinks theShort adjectivesAdd-er2 dthinnerletter and add -erPositiveVeraChristineGuptaAntonNegative///Short adjectives ending in yChange final -yheavyheavierto-/'and add -ergood, bad, fa rChange th e wordbetter3Play the recording of just the shop owner again, and put students inpairs to write down what he says.

Then let them check their answers withthe Listening script in the Student’s Book on p.124.(irregular)Long adjectivesUse m oreex pensive moreexpensive* T ipA tu rb o fa n is a je t en gineA N ew to n is a unit o f force* T ipLanguage spotComparisons with adjectives and adverbsCheck students understand the difference between adjectives and adverbs.Ask them to make simple sentences using fast, early, high, and late as bothadverbs and adjectives. For example: This is a fa s t train (adjective), and Thetrain goes veryfa s t (adverb).1 Before doing the exercise, ask students to say which adjectives will changetheir spelling according to the rules in Tip table {large, big, heavy).Numbers and units397,246.05kg is said as:th ree h u n d re d a n d n in ety -se ven th o u sa n dtw o h u n d re d a n d fo r t y - s ix p o in t o h f i v ekilogra m sPoint out:the c o m m a is not spokenthe dec im al point is said a s p o in tthe n u m b e rs after th e point are given asse p a ra te digits0 after the point can be said as oh or as zeroalth ou gh kg is written as singular, it isspoken a s pluralO tt 2345fasterlargerbiggerless heavy6789smallercheaperlowerbetter10 more sophisticated11 more efficiently2 Check students understand the information in the table.

Then get studentsto make some sentences orally comparing the two planes usingcomparative adjectives. Finally, set the exercise.O-ir 1 longer2 shorter3 heavier4 fasterfarther/furtherhigher7 more powerful8 more recently□ Additional activity3 If necessary do this orally first, then get students to write their sentences.(w e a k e r s tu d e n ts )Put w e a k e r s t u d e n t s into t w o g ro u p s.S t u d e n t s ta k e it in t u r n s to r e a d o u t th er a w d a ta . (This is a u s e f u l ch eck t h a t t h e yc a n ‘t r a n s l a t e ’ th e w r i t t e n n u m b e r s a n du n i t a b b r e v i a t i o n s in to words.) If as t u d e n t r e a d s it correctly, h e / sh e g e tso n e p oint.

If t h e o p p o s i t e g r o u p t h i n k th es t u d e n t h a s m a d e a m i s t a k e , a n d co rrectReadingBranches of technologyFirst check that students understand the following words in the newsstories (see Tip).O tt 1 a23b4c5 f6 d7 h8 eit, t h e y g e t t w o p oin ts.□ Additional activity(s t r o n g e r s t u d e n t s )E n c o u r a g e s t u d e n t s to p r o d u c e a d d i t i o n a ls e n t e n c e s u s i n g a w i d e r r a n g e ofstr u c tu r e s, for e x a m p l e :T h e B o e in g h a s a s m a lle r c a p a c it y th a nth e A irb u s .T h e A ir b u s h a s th e s a m e n u m b e r o fe n g in e s a s th e B o e in g .T h e A ir b u s is s lig h tly s lo w e r th a n th eVocabularyRecording new wordsThese tasks introduce students to two useful ways of learning andremembering key technical vocabulary: word sets and word cards.Encourage students to keep a record of new technical vocabulary in specialnotebooks and on word cards.1 Ask students to produce the word sets in pairs.2 Ask students to produce word cards individually, with a good dictionary.

If♦ Tipt e x t m e ssa g e - written w ord s sent viapossible, use this as an opportunity to encourage use of an English-Englishdictionary.m obile phone (also called SMS)m ic r o w a v e - a high-frequencyele c tr o m a g n e tic wave, used inm icrow av e ovensha ck - g a i n illegal a c c e ss to a c o m p u te rA p p l e - th e n a m e o f a c o m p u te r co m p an y♦ TipSensorsGadget boxOtt In corridors near bedroomsWhen students have completed Project: class survey ask them if they weresurprised that the smoke detector w as top of the UK survey list.

Ask themwhy they think it w as top (possible answer: It saves a lot o f lives and isfoundin many homes.)ionization-, giving an a to m anelectric ch argeo p tic a l: using light w avesd e te c t (v) = se n se (v)d e te c to r (n) = s e n so r (n)□ Additional activity( s t r o n g e r s tu d e n ts )Put s t u d e n t s in to g r o u p s to p r o d u c e ala r g e - sc a le s i m p l e d i a g r a m o f eith e r 1) th eo p tic a l d e te c to r s m o k e a la r m , or 2) th eio n i z a ti o n d e te c to r s m o k e a l a r m .

This c a nbe prepared as hom ew ork. They can thenp r e s e n t t h e ir d i a g r a m to th e c la s s a n d givea sh o r t oral e x p l a n a t i o n of h o w it wor ks.PronunciationWord stress([) Get students to listen to the words and mark the stressed syllables.Tell them to notice cases where the stress changes according to the part ofspeech. For example, in machine and machinery there is no change, but intechnical and technician the stressed syllable changes.O tt1234machinemachinerymechanicsmechanic5678mechanicaltechnicaltechniciantechnology9101112electronelectronicse lectricalelectricianVocabularyWord groupsThis exercise introduces students to another way of learning andremembering key technical vocabulary.Ott SubjectsmechanicselectronicstechnologyPeople and jobsThingsAdjectivesmechanicmechanismelectronmechanicalelectronictechnicalelectricaltechnicianelectricianelectricityPairworkBefore dividing students into pairs for this task, briefly discuss the headingsin the left-hand column of the table and check their understanding.

Payloadm eans paid cargo. Geostationary satellites orbit the Earth at the speed ofthe Earth’s rotation (and so appear stationary from Earth). There is moreinformation about satellites and orbit in Unit 13, p.96.♦ TipSome innovationsAB5 (A ntilock B rakin g System) - preven ts avehiclefrom skidding w hen you brake.a ir b a g - t h i s inflates w hen a car crashes,and protects the driver.Project: class survey1 Put students into small groups. Ask students to order the item s individuallyfirst, and then discuss with their group and agree a final order (seeWebquest key). Ask groups if they were surprised by the UK survey findings.Discuss the innovations briefly, and check that students understand all theterm s (see Tip).D N A - t h e material inside cells t h a t carriesgenetic information.la s e r- a narrow, inte nse b e a m o f lightwhich is powerful e n o u g h to cut things.2 Tell students they can choose some innovations from the list in 1 or choosedifferent ones.

Get each group to decide on four or five innovations, thenhave a class discussion to decide the top ten.WebquestSet this task as homework. Ask students to do their own research, and thencompare their answers with their group in the next class.Ott (Note: a number of answers are possible because some innovations havedifferent stages in theirdevelopment.)InnovationSmoke detectorMobile phoneMicrowave ovenDigital cameraDNA testingLaser eye surgeryAir bagsCredit cardsLong-life, low-energy light bulbsABS brakesOrder12345678910Year196919461 9 4 5 /4 6 /4 8198719851970searly 1970s1951unknownlate 1980s□ Additional activity(s tro n g e r s tu d e n ts )Ask s t u d e n t s to th in k o f w a y s o f g r o u p i n gs o m e of th e K e y w o rd s w i t h r e la te d w ord s.For e x a m p le : a f fe c t (v) w i t h e ffe c t (n);d o w n lo a d w i t h its o p p o s i t e upload-,e x p lo ra tio n (n) w i t h e x p lo r e (v);in n o v a tio n (n) w i t h in n o v a te (v);p o llu tio n (n) w i t h p o llu t e (v); t a k e - o ff (n)w ith ta k e o f f { v ) a n d its o p p o s i t e la n d (v).Key wordsGo through the list of words to check students’ pronunciation andunderstanding.

Refer them to the Glossary if necessary.BackgroundWhat is the difference between a technician, atechnologist, and an engineer? The m ain difference is inlevel of education and training. Engineers have the m ostadvanced training and normally hold university degrees.In everyday contexts, the titles technician and technologistare som etim es used interchangeably, m eaning aspecialist working in technology below the level ofengineer. In training contexts, technologist is normallyused for som eone at a higher level (usually trained for 2-3years) than a technician (usually trained for 1-2 years).You can progress from technician to technologist andthen to engineer by following courses at colleges anduniversities.

Colleges offer certificates and diplomas(a diplom a is a higher level qualification than acertificate). Universities offer degrees.As an example, in the UK system, most young people whow ant a career in technology start by studying at a collegeof further education or university. They would normallyfollow the route: HNC (Higher National Certificate) ->HND (Higher National Diploma) -> B.Eng /bi: endj/(Bachelor of Engineering degree). Some universities allowstudents to transfer to a degree course early, aftercompleting only one year of a diploma course.It is also possible for students to leave school at sixteenand work as an apprentice with a company.