1589801784-27b285c153a5a8be699d506a0f30354e (Technology 1 teacher's resource book), страница 7

Then set the exercise. The exercise can be done either individually orin pairs discussing the best answers.O-it 1 Before2 When3 As4 As/When5 When6 As7 before8 afterProblem-solving1 If necessary, ask students which sentence comes first and discuss it if thereis any difference of opinion. Then let them complete the task individually.O-it faedbcg2 Get students to discuss the question in pairs.O-it d3 Get students to discuss the question in pairs.O-it Possible answersAn efficient way of powering generatorsFuture carsPowering moving machinery in spacePairwork1 Get students to discuss the question in pairs. They should be able to workout from the diagram and their general knowledge that the device uses thesun ’s rays to distill pure water from dirty water through evaporation.2 Get students, in pairs, to ask each other questions until they understandhow the device works, and can label their own diagram completely.3 Q First get the pairs to discuss and agree how the device works.

Then getthem to listen to the recording. Ask them w hat new information (if any)they have learnt from the recording.Speaking1 Get students to do this individually.2 Make sure students are using the Useful language.PronunciationNumbers and quantitiesIF °r each item, get two or three students individually to read out theitem, then play the recording. Discuss any mistakes.

Get the whole class (orsmall groups) to repeat the item correctly. Then move on to the next item.IPlay all the items together and get students to write them down. Thenplay the items again and allow students to complete their work.O-itabcd-273.15°C95.8 MHz110V AC220efgh1,048,5761:816 mm0.01i 13.5%j 256 GBRefer students to the Symbols and characters table on p.114.♦ TipBrE an ti-clo ckw iseAmE co u n ter-clo ck w ise□ Additional activity(w eaker s tu d e n ts )Divide s t u d e n t s into g r o u p s o f a r o u n dfour. Write ou t a n u m b e r o f i n st r u c t io n son strips o f p a p er , o n e in s t r u c t io n perVocabularyDescribing motion1 Before they look at this exercise, ask students if they can remem ber anyadjectives describing direction of motion from the reading texts in this unit.If they mention any words, such as clockwise, ask them to show with theirhands what they mean.

Then set the exercise.strip. M a k e su r e t h e y are all s i m p lepractical a c t i o n s w h i c h s t u d e n t s c a n car ry(hr 1 F 2 E 3 C 4 D5B6 Aout. For e x a m p le : M o v e y o u r h a n d in arotary m o tio n a b o v e y o u r h e a d . M o v e y o u rleft leg fo r w a r d s a n d b a c k w a rd s. A ls o w r it e2 Get students to test each other in pairs.out the w o r d s as, b e fo re , a n d a ft e r , e a c hword on a s e p a r a t e strip. Give a b o u t sixinstruction strips, a n d o n e ea c h o f th e a s /before / a ft e r str ip s to e a c h m e m b e r o f th egroup. Each s t u d e n t in t u r n c h o o s e sanother s t u d e n t a n d r e a d s o u t a p a i r o finstructions, j o i n e d w i t h o n e o f th esequence w ord s.

For e x a m p l e : M o v e y o u rhand in a r o t a r y m o tio n a b o v e y o u r h e a d a s - y o u m o v e y o u r le ft leg f o r w a r d s a n dbackw ards. The oth e r s t u d e n t h a s to car ryout the d u a l i nstru ctio n.♦ TipPoint out th a t p u m p can be both noun andverb. Ask th em to give an e x a m p l e o f each.Point out th a t c h a rg e and e n g a g e (in thecontexts given here) can be both transitiveand intransitive. Exam ples : H e c h a rg e d th ebattery (tr). The b a tte ry is c h a rg in g (intr).The driver e n g a g e d f i r s t g e a r (tr).

The g e a rsengaged w ith a lo u d n o ise (in tr).Customer careExplaining the difference between productsPut students in pairs, Student A and Student B. The stronger student of thepair should be Student A (the Plant Hire Technician). Give them a little timeto prepare their part. Student B will mainly prepare questions, but also someanswers based on their needs. Student A will have to prepare questions tofind out what kind of generator the customer needs before recommendingthe best choice. When they have prepared their part, get them to do the roleplay.Key wordsGo through the list of words to check students' pronunciation andunderstanding.

Refer them to the Glossary if necessary.BackgroundTechnology is becoming very important in crime-fightingand security. At the sam e time, criminals are finding newways to use technology to commit crimes such as credit card fraud (stealing m oney from other people’s creditcards) and hacking (breaking into computer networks).The threat of terrorism has become greater in recentyears. To combat this, devices have been developed toprotect airports and other public places, and to checkidentities.The pictures on p.34 show the equipment carried by atypical police officer in the UK.

This special equipmentprovides protection against attack, and helps the officer tocarry out his or her duties. Handcuffs are used to restrainoffenders (prevent them from moving). Firearms or gunsare not normally carried in the UK. Instead police arearmed with non-lethal (non-deadly) weapons such as anextendable baton. This is m anufactured frompolycarbonate which can be used to produce very strongmouldings. Police m ay also use CS gas to incapacitate (orweaken) violent offenders. Some police forces areexperim enting with Taser guns which fire a dart attachedto electrical wires.

Tasers deliver a high voltage but lowcurrent shock to the offender, which causes temporaryparalysis but does not cause long-term harm.Personal Identification Numbers (PIN) in combinationwith electronic chips inserted in credit cards (chip andPIN) have reduced card fraud. Global Positioning Systems(GPS), which can accurately identify a location to within afew m etres using signals from earth-orbiting satellites,can be used to monitor the movement of a tag fastened toan offender's leg. This is much cheaper than sendingpeople to prison for certain offences.Other crime prevention m easures include the use ofremote sensors which can detect or m easure changes inthe environment, such as motion, shock, smoke, etc.

Highresolution cameras, like Flashcam, can be used to monitoran area continually. If the picture changes, the sensor (inthis case a camera) triggers an alarm. The cam eras can berotated (turned) and tilted (moved upwards anddownwards) by an operator, som etim es m any kilometresaway, using radio signals, so that a complete check of thesurroundings can be made.The science of biometrics, the ability to identify theindividual by some unique property such as voice or face,is behind the development of iris scanning (whichrecognizes som eone’s eyes) and dynamic grip recognition(which recognizes the shape of a gun-owner’s hand).

Irisscanning is used to identify frequent-flying passengerson airlines to speed up their passage through securitycontrols. The USA has introduced biometric passports toguard against identity fraud (the crime of stealinganother person’s identity).Robots are used, in security, either because they canperform tasks more cheaply or w ithout risk to hum an life.They are program m ed to perform an activity when theyreceive a signal. The signal m ay come from sensors insideor outside the robot. In the case of Rotundus, the sensors(cameras, microphones, heat detectors, and smokedetectors) are all internal.Switch onAsk students to attem pt to nam e items of the police officer’s equipmentfrom their general knowledge.O-ir torch, handcuffs, baton, radio, CS gas canister, knife vestJk TipListeningLo w -te ch (low tech nolo gy) refers to older,Crime-fighting equipments i m p l e r te c h n o lo g y such a s to r c h e s ,han dcuffs, b a t o n s , g u a r d s ,a n d d og s.H i-tech (high te ch nolo gy) refers to newer,more c o m p l ex tec h n o lo g y often usingelectr onics,su ch a s t a s e r s .1Play the complete recording once without pausing, while studentscomplete column A.

Discuss their answers and check that they have thecorrect items of equipment before doing the next exercise.2Play the complete text again while students complete column B.Ott A ItemB FunctionhandcuffsbatonCS gasknife-proof veststaserradionotebook♦ Tiprestrain m e a n s to tie s o m e o n e up(with rope, or handcu ffs) s o t h a t theycannot moverestrain someonekeep people at a safe distanceincapacitate a violent personbody armourgive a powerful electric shockcontact each other and police headquartersin ca pa cita te m e a n s to m ake so m e o n eunable to do any th ing d a n g e r o u s ,fo rexample by sp ray ing with g a s or firing astun gun.This should not kill or injure th eperson permanently.□ Additional activity(w ea ker s tu d e n ts )In sm a ll g r o u p s o f 4 - 6 , s t u d e n t s m a k e asmall pile o f o b je c t s o n a d e s k in th emiddle o f t h e gro u p .

T h e y s h o u l d p u t asm any t h i n g s a s t h e y c a n find, s u c h asprotractors, rulers, p e n c i l c a s e s, etc. Try tobring s o m e u n u s u a l o b je c t s into class, a n dgive a f e w to e a c h g ro u p . T h e n g e tLanguage spotDescribing functionRefer to the Grammar reference p.118 for a full explanation of the languagepoints in this unit. Discuss the exam ples with the class. Correct studentswho omit is or are in expressions such as handcuffs are used to restrainsomeone and a taser is used to stun someone. The form used as + noun iscommonly used when the noun (expressing the function) is slightlyunexpected.