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A W h e n d id y o u d o th a t?B I d iv e d f r o m a f i s h i n g b o a t tw o y e a r s ag o.*TipTop marginSpeakingMobile phonesGet A and B to ask each other questions and complete the table. When theyhave both completed the task, let them look at each other’s information tocheck their answers.Discuss th e q u o te s . Ask s t u d e n t s toresearch o th er firsts, such as radio and TVprogram m esReadingVoIP phone systems1 In pairs, get students to discuss the questions before looking at the text.□ Additional activity(stro n g e r s tu d e n t s )In pairs, g e t s t u d e n t s to role-pla y a VoIPs a le s m a n e x p l a i n i n g to a c u s t o m e r h o wOtt 1 Voice over Internet Protocol2 Bits of compressed digital data sent via the Internet3 A place near which you can make and receive calls with a VoIP headsetVoIP w o r k s u s i n g t h e i n f o r m a t i o n inR ea d in g 1 a n d 2, b u t w i t h o u t lo o k in g at2 Get students to do this individually.the S t u d e n t ’s Book.
Get th e c u s t o m e r toact as if h e / s h e k n o w s v e r y little a b o u t it,O-w 2 b3 f4a5 g6 d7cand to k e e p a s k i n g q u e s t i o n s to cla rifypoints.* T ipBrE spelling is a n a lo g u eAmE spelling is a n a lo gThe tw o re c o m m e n d e d w e b s i t e s areAmerican and so th e American spelling o fanalog is given in th e exercise.Customer careExplaining in simple termsSet this exercise before the lesson, and ask each student to search forinformation on the device or process they have been given. Then in thelesson, get them to explain it to each other in pairs.(pi Play the recording twice, and ask students to make notes, as follows:first, make notes about content; second, note down useful words andphrases. Ask students to read out their notes, and give them some feedbackon what they have noticed.♦ TipG e o s ta tio n a ry o rb it m o v e s at th e sa m esp e e d a s th e Earth’s rotation, so t h a t ita p p e a r s t o be stationary at th e s a m elocation ab o v e th e Earth.
C o vera g e m e a n sth e a rea o f th e Earth’s su rfa ce which canreceive a signal fro m th e satellite. G lo b a lco v e ra g e m e a n s th a t th e w h ole o f th eEarth’s s u r face receives th e signal. Asks t u d e n t s for e x a m p l e s o f oth er w ord s withth e prefixge o-, m e a n i n g th e Earth (g e o lo g yg e o g ra p h y , g e o m e try ).WebquestSatellite communications systemsGet students to study the diagram s and answer the questions. Get weakerstudents to do this task in small groups. Check that weaker students knowthe m eaning of orbit.ot t123424 hoursThreeIt is easierto launch them intotheirorbiting position around the Equator.TV, radio, telephony, broadband services, military communications,video-conferencing, etc.2 Get students to read the text and the table.
Check that they understand thedifference between geostationary (see Tip) and geosynchronous (explainedin the Student’s Book).3 Get students to choose one of the system s m entioned and complete theform in the sam e way. Stronger students can do all three system s. Weakerstudents can work in small groups, checking different web sites andsharing the information.Ott SystemSES AstraUsed forDigital TV and radioNumber of satellites TwelveAltitude36,OOOkmgeostationaryOrbitCoverageglobalSystemUsed forEutelsatTV and radio, broadband, businessTV, videoconferencingNumber of satellites 24AltitudeOrbitgeosynchronousCoverageEurope, Middle East, Africa, India, parts of Asia andthe AmericasSystemWorldSpaceUsed forradio,telephonyNumber of satellites TwoAltitude41,200 kmOrbitgeosynchronousCoverageAfrica, most of Asia and EuropeKeywordsGo through the list of words to check students’ pronunciation andunderstanding.
Refer them to the Glossary if necessary.BackgroundThe jobs described in this unit are types of engineers andtechnicians. The difference between an engineer and atechnician (see Unit 2) relates to qualifications andresponsibilities. Engineers should have a betterunderstanding of the principles and theories behind theirdiscipline, and are more likely to be involved in design andproject m anagem ent, or running an industrial complex.Technicians require a practical understanding of theirspecialism, and have the practical skills andunderstanding of equipment to convert the engineers’theoretical design ideas into working solutions.Most engineers will work as a member of a teamincluding engineers from other disciplines. This is whyemployers try to recruit people who are good team playersand have good communication skills, in addition to theirengineering skills and qualifications.
Each engineer willhave technicians working for them to make parts orassemblies, conduct tests, and perform other tasks as partof the team. Here are some exam ples of engineering andtechnician jobs:Environmental Engineers who work in am anufacturing industry will know what conditions (orenvironment) a product will have to survive andoperate in, for exam ple the extremes of temperatureand humidity that it will be exposed to. They m ust alsobe able to devise tests that will ensure that the productwill be safe for use.
They m ust make sure that theproduct and its parts can be recycled or safely disposedof after they are no longer in use. The termEnvironmental Engineer can also refer to an engineerwho works directly in environmental protection, usingtechnology to prevent or reduce pollution and otherdangers to the life or health of humans, plants, and animals.Petroleum Engineers specialize in the exploration andproduction activities of oil companies. They have toimplement high technology plans in often verydangerous conditions, ranging from Arctic to deserttemperatures, and from land to the deep ocean.Sound Technicians have a working knowledge of manydisciplines including electrical engineering, electronics,and sound recording equipment studios.Aerospace Engineers apply engineering principles tospace craft, aircraft, satellites, and rockets. Their workinvolves the control of flight, aerodynamics, jet engines,etc.Agricultural Engineers design agricultural machineryand equipment.
They are concerned with w ays toimprove the processing of agricultural products andwith conserving soil and water.Biomedical Engineers apply engineering principles tothe development of prosthetic (artificial) devices, toreplace or support dam aged organs or limbs. They alsodevelop diagnostic and treatm ent devices such asscanners.Chemical Engineers apply chemistry (combined withm aths and economics) to the process of convertingm aterials or chemicals to more useful or valuable forms,for example, converting natural gas into a range of plastics.Switch on1 Ask students to work individually for a few minutes, choosing jobs from the list.2 In small groups, get students to tell each other which jobs they have chosen,and the reasons for their choice.*Tipjo b t i t l e - th e title (or description) o f th eperson d oing th e job, for e x a m p l e C ivilEn g in ee r.areas c o v e r e d - all th e technical su b je c ts orfields which th e perso n will work in.forex a m p le c o n s tru c tio n , tra n sp o rt, an d p o w e rre q u ire m e n ts - t h e qualific ations, skills, andex perience which an appli cant m u s t have,such a s d ip lo m a or g o o d te a m w o rk e rReadingJob descriptionsIn groups of three, get each student to choose a different job description, readit, and make notes about the job using the four points given.
When they havefinished making their notes, tell them to take turns to describe their job to thegroup. Check that they are reading from their own notes, and not directlyfrom the texts.Language spotJob requirementsRefer back to the texts from Reading. Ask students if they know thedifference between essential and desirable requirements for a job. (Essential- applicants who do not have them will not get the job. Desirable applicants who have them are more likely to get the job.) Explain that mustis used for essential or necessary requirements, and should is used fordesirable or preferred requirements. Point out the negative form: Youm ustn’t be colour-blind = It’s a requirement not to be colour-blind.1 Get students to do this exercise individually in writing.Ott 1 You must have a diploma in engineering.You must be a good team player.You should have good communication skills.You should be physically fit.You mustn’t be afraid of heights.You mustn’t be colour-blind.2 You must have a certificate or diploma in engineering.You must have good mathematical and computing skills.You should be willing to travel.You should be able to explain complex requirements in clear terms.3 You must have a diploma ordegree in petroleum engineering.You must be willing to travel.You must be willing to spend long periods in difficult environments.You should be a good communicator.You should be able to supervise others.♦TipTop marginDiscu ss th e salaries.
Ask st u d e n t s if theyw ould like to earn th is a m o u n t of money,an d als o to consider th e life o f an OffshoreP etroleum Engineer.♦ TipThings to do w h en h u n ti n g fo r a job:sc an jo b a d v e rtise m e n ts in n ew sp a p ers,m a g a z in e s, and th e Internetco m p l e te a CVwrite a le tte r o f a p p lica tio nob ta in th e a g r e e m e n t o f one or morere fe re e sIf you are s h o r t lis te d (selected as a su ita blec an d id ate),y o u can e x p e c t to beinterviewed by a p a n e l, so prepar e f o r t h ein te rv ie w .♦ TipCV (cu rricu lu m v i t a e ) - a full description o f2 Get students to write notes under two headings: Essential requirements andDesirable requirements.OwEssential: Prepared to work irregular hours and to travelDesirable: Certificate or Diploma in electrical engineering, electronics, oraudio-visual communication orothertechnical areasPractical skills in carpentry and constructionTheatre experiencey o u r w o r k in g life, including previous worke x perie nce ,q uali fication s, an d skillsr e f e r e e - a person (such a s a form ere m p lo y e r o r t u t o r ) w h o can recom m en dyou as a potentially g o o d em plo y ee, and3 Ask students to do research about the job requirements of a career they areinterested in.
(The connexions site gives careers information to youngpeople and students in the UK.)write a re fe re n ce for you□ Additional activity(w e a k e r s t u d e n t s )In g r o u p s , s t u d e n t s b r a i n s t o r m a list o fw e l l - k n o w n j o b s a n d s p o r t i n g a n d oth era ctivities, s u c h a s footballer, O ly m pics w i m m e r , airlin e pilot, p a r a c h u ti s t.
Int u r n s, o n e m e m b e r o f t h e g r o u p s a y s oneo f t h e activities, a n d o th e r m e m b e r s m a k es t a t e m e n t s a b o u t jo b r e q u i r e m e n t s .E x a m p le : S t u d e n t A : a p ilo t . S t u d e n t B.-Hem u s t h a v e g o o d e y e s ig h t.
S t u d e n t C: S h es h o u ld lik e tra v e llin g . S t u d e n t D: H em u s t n ’t be a f r a id o f h e ig h ts.Writingcv1 Discuss the CV with students.2 Get students to complete their own CV with real information aboutthemselves.Careers in technology 61*T ipEu ro p ea n C V f o r m a t - a proposed stan d ardfor use within th e Europe an Unionc o m p e te n c e s (c o u n ta b le n o u n ) - specificskills or beh aviours which are n ec essary toqualify s o m e o n e to do a jo bc o m p e te n c e (u n c o u n ta b le n o u n ) - generalability to do a jo b well*T ipTop marginDiscuss th e m ista k e s in th e note at th e to pof p.101.
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