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with eye movem ents or by pneum aticswitches, activated by sucking or blowing air.Ultracane, as the name suggests, uses ultrasound (soundabove the level of hum an hearing) to help blind peopledetect obstacles around them so that they can walk withmore confidence. It has been nicknamed the ‘batcane’ asbats also use ultrasound to navigate. (Finding yourlocation, as bats do, by echoes from sound waves is calledecholocation.) The robot doctor in Gadget box is anexperimental device on trial at St M ary’s Hospital inLondon.
Robot surgeons are also used for keyhole surgery.A robot's hand is slower than a surgeon’s hand, but it hasno vibration.Switch onGet students to discuss the diagram and questions in pairs, w ithout readingthe text. Do not correct their answers until after the reading exercise in 2.in d u ce s) an electric current in an oth e rnear by co il.T hefirst coil d o e s not to uch th ese cond.Ott 1Patients waiting for a transplant2 A hydraulic pump and valve3 The external battery powers the system.The internal battery hasenough powerto coverthe time needed to change external batteriesor to have a shower.By inductionTo decide the best heart rate at any time2 Get students to read the text and check their answers.
When they havefinished, discuss their answers with the whole class.♦ TipIf students can n o t g u e s s p n e u m a tic ,remind th e m th a t th e word w a s used inIt’s my job1 Get students to discuss the questions in pairs before they listen. Do notcorrect their answers until after the listening exercise in 2 .Unit 8 [p n e u m a tic s e n s o r). It is anadjective m e a n in g o p e ra te d b y a irO ttpressure (see G lo ssa ry ).12345Electronic Assistive TechnologyMoving their chin, blowing down atube,orspeakingMechanical, electronics, and software engineeringIt turns the pages of a book.By suckingor blowing down a tube2 (jj’J) Ask students to listen and check their answers.Language spotRelative clausesRefer to the Grammar reference on p.
120 for a full explanation of thislanguage point. There is extra information about non-defining relativeclauses but all the relative clauses in this Language spot are defining relativeclauses, that is, they give essential information which serves to define theperson or thing being described. They should not be preceded by a comma.Discuss the information and exam ples with the whole class.1 Do this orally as a whole class exercise.♦ Tipu ltra so u n d m e a n s so u n d w av es whichhave a higher frequ en cy th an th e h u m anearcan hear.□ Additional activity(w e a k e r s tu d e n ts )In s m a l l g r o u p s , a s k s t u d e n t s to p u t avariety o f o b je c t s o n th e d e s k in t h e centr eof th e gro u p .
You c a n a ls o a d d s o m eO tt 2 An X-ray technician is a person who specializes in taking andprocessing X-rays.3 An X-ray camera is a device which takes pictures of bones and organs inthe body.4 A lab technician is a person who works in a scientific laboratory.5 A kidney machine is a device which helps people with damaged kidneys.6 A personal alarm is a device which people can use to call for help in anemergency.7 A bioengineer is a person who applies engineering principles tomedical problems.8 A CAT scanner is a device which takes 3-D images of the brain and otherorgans.9 A pacemaker is a device which helps people with heart problems.10 A wheelchair is a device which helps people who cannot walk.sim ple obje cts, s u c h a s a calculato r, aprotractor, a ruler, a n d so on.
In tu r n s, ones tu d e n t h o l d s u p a n ob je c t a n d t h e n e x t2 Get students to discuss these questions about the Ultracane in pairs. Do notcheck their answers.stu d e n t h a s to m a k e a sh o r t d e f in itio nw ith o u t n a m i n g it. For e x a m p l e , S t u d e n t3 Get students to write the answers individually.A hold s u p a calc ulato r. S t u d e n t B: T h is is ad e vice w h ic h c a lc u la te s su m s . Write t h e s ew ord s o n t h e bo ard : d e v ic e , to o l, orin s tr u m e n t a n d tell t h e m to u s e t h e m intheir d efin itio n s.O tt1 w hof2 which e3which c4 which b5 which g6 whod7 whoa□ Additional activityGadget box(s t r o n g e r s t u d e n t s )In s m a l l g r o u p s , s t u d e n t s i m a g i n et h e y a r e d e s i g n e r s o f ro b o tic d e v ic e s ford i s a b l e d g r o u p s .
First a s k e a c h g r o u pto a g r e e o n o n e sp e cific d i s a b il it y (su cha s d e a f n e s s ) a n d t h e m tell t h e m tob r a i n s t o r m i d e a s for n e w robotic d ev ic esto h e lp t h e m . Later, g e t g r o u p le a d e r s tor e p o r t th e ir i d e a s to t h e w h o le class.Ask students whether they would like to be exam ined by the RP6 robotdoctor. Get them to jot down some advantages and disadvantages for a fewminutes, then discuss the topic with them.
(Some advantages: the patienthas access to the most expert doctors even if they are fa r away; it stops doctorsfrom wasting valuable time on travelling. Some disadvantages: patients mayfeel the doctor is not a real person; they may feel uneasy about being film ed;they may not talk freely to a camera.)Problem-solvingGet students to work individually at first, deciding on the best order. Thenin sm all groups compare their answers and try to agree on a single bestorder. Encourage them to use the Useful language when they are expressingagreement, disagreement, and persuasion.VocabularyOppositesThis exercise extends students vocabulary study by practising another wayto record and remember new words.
Encourage students to note downopposites, where appropriate, when they record vocabulary.O-ir a forwards2 clockwise3 internald outpute close/sh ut6 step-up gearg unwindCustomer careGiving clear instructions1 In pairs, get students to read the instructions and decide whether they areclear and easy to follow, and if so, why. Discuss this with the whole class andelicit these points: the use of numbered steps, the use of titles for groups ofsteps (such as Getting ready), and the use of simple imperative verbs such astake o ff, breathe, hold, count.2 Briefly discuss the battery-charging instructions with the class. Ask themhow they could improve the instructions to make them easier tounderstand.
Then get students to write a clearer set of instructions, usingnumbered steps.O-w Possible answers1 Whenyou see two red lights flashingatthetopofthejoystick,thismeans it istim etoch argeth e batteries.2 Choose a well-ventilated place to charge the batteries.3 Connect the charger to the chair and to the mains.4 When the charger is connected you will see a yellow light on thecontrol panel.5 Leave the charger connected until you see a green light.This means thebatteries are fully charged.3 Get students to exchange their instructions with one another to check theclarity and suggest improvements.Pronunciation*TipUnking wordsTop marginAsk st u d e n ts to think o f e x a m p le s o f newmedical tec h n o lo g y th a t m igh t beconsidered ‘m ira c u lo u s’, e.g. th e recent facetransplant perfo rm ed in France.1Discuss and play the example.
The linking of the final consonant of oneword to the vowel sound of the next helps a speaker to sound more fluentand clear.2 Get students to draw lines showing where a final consonant links with aninitial vowel. Then ask them to read the compound nouns aloud.O tt 1, 2,3 ,6, and 8 should be read with a clear link between final consonantand initial vowel3 Q Get students to listen and repeat where necessary.WritingShort description1 Set this as an individual writing task.O tt12345678make images of internal parts of the bodyprinterpiezoelectric crystalsproduce sound waves when current is applied across themprocesses the data from the transducer to produce an imagean LCD monitorstoresthe image along with patient details and other informationkeyboard2 Either individually or in small groups, get students to find out about CATscanners.
Tell students to write the description individually.Pairwork1 In pairs get students to discuss the topic and list their own ideas.2 Get students to work individually, noting in the table w hat they think eachdevice is for, and how it works. Then tell A and B to work together anddescribe their devices to each other.3 Get each pair to decide on the six m ost important devices (out of the twelve)to ensure a safe environment for an elderly person living alone. If there istime, have a short class discussion, in which pairs of students explain theirchoices to the rest of the class.Key wordsGo through the list of words to check students’ pronunciation andunderstanding.
Refer them to the Glossary if necessary.BackgroundThe entertainm ent industry is one of the fastest growingareas of technology. M anufacturers have developed arange of personal entertainm ent devices designed for useby people on the move as well as larger homeentertainm ent devices.
All of this hardware depends ondigital electronics.Personal devices (which are often small enough to behandheld) include music players like Apple’s iPod,portable m edia centres which can play video and audio,and portable gam es consoles such as Sony’s PlaystationPortable. Home entertainm ent devices include HD (highdefinition) televisions, home gam es consoles which areplugged into a television and have controllers for anumber of players to play against each other, anddom estic cinem as which combine DVD players with hi-fi(high-fidelity) sound system s and flat panel LCD (Liquidcrystal display) screens. Increasingly, devices combine anumber of functions.
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