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Ask st u d e n t s if th ey know any otherwor ds t h a t often fool th e spell checker.Pairwork1 Check that students know the m eanings of words such as ambitious,orderly, etc. in the questionnaire.2 In pairs, get students to ask each other questions from the questionnaire,and then choose the best adjective from the list (realistic, etc.) to describetheir partner.3 Get students to choose a good job or career for their partner. Their partnercan disagree!4 Now students have to think about themselves.
Get students to choose theterms (from the list) which best describe their own qualities.5 Get students to write a short personal statem ent about themselves, usingthe exam ple as a model. When they have finished, pairs read theirstatem ents to each other and try to improve their statem ents together.*T ipTop marginDiscuss th e rules. Explain th a t th e m or e youprepare f o r a n i n te rview th e mor e you willim press your interviewers.PronunciationStress in long words (2)1 Q 2 syllables c, 1,5 syllables b, e, i,3 syllables a, d, g, k,7 syllables j4 syllables f,h,1• • • •2• • • •3• • • •capacityanticlockwiseanim atordependableenergeticenterprisingdevelopmententertainmentindicatorenvironmentinformationmotivatedperipheralsimulationventilatedSpeaking□ Additional activity( s tro n g e r s tu d e n ts )In g r o u p s , s t u d e n t s p r e p a r e a se t ofg u i d e l in e s (in n o t e fo rm ) for b e i n g as u c c e s s f u l i n te r v i e w e e .
T h e y s h o u ldin c lu d e b o t h e s s e n t i a l p o i n t s ( su ch a sn e v e r b e la te f o r t h e in te r v ie w ) a n dd e si r a b l e p o i n t s (su ch a s w e a r c lo th in gth a t is s m a r t b u t n o t to o f o r m a l ) . W h e nth eir n o t e s ar e ready, a s k t h e g r o u p s top r e s e n t th e ir r e c o m m e n d a t i o n s toJob interviewGet students to work in pairs, A (interviewers) and B (job applicants). Putthe As in one group, and the Bs in another group.
Tell the As to preparesuitable questions for the applicant and anticipate questions from thecandidate. At the sam e time tell the Bs to list the questions they m ay beasked and to prepare answers. When they are ready, in pairs, As and Bs,role-play the interview.Play the interview and then get the pairs to switch roles. Role-play theinterview with A as the applicant and B as the interviewer.th e class.KeywordsGo through the list of words to check students’ pronunciation andunderstanding. Refer them to the Glossary if necessary.BackgroundLarge companies such as British Telecom employ theirown futurologists to predict the m ost likely developmentsso that investment can be targeted on these areas.
However,it is very hard to predict future developments in technologywith any certainty especially beyond a horizon of five toten years. One way to do this is to look at currenttechnological developments, and im agine how things willbe if they continue into the future. Here are somepossibilities:It is likely that intelligent machines such as robots will beused much more than they are at present. One possiblearea is surgery where computer-controlled robot armscan, in some cases, operate with more precision and lesschance of error than a human surgeon.
Intelligent machinescan also be used in telemedicine to help doctors diagnoseand treat patients at a distance, even in different countries.Nanotechnology (technology involving tiny particles) isalready being used to create m iniature machines smallenough to be injected into the body to deliver drugs to thecorrect place or to destroy dangerous cells. This willprobably be developed much more in the future.In transport, features such as satellite navigation alreadyexist now in a sm all number of cars, and m ay becomestandard in all cars. Satellites will probably be used toprovide instant and accurate information on roadcongestion, which will be useful for drivers to be able tochoose the quickest route to their destination.
Thistechnology will also allow precise and autom aticcongestion charging, so drivers can be charged for usingthe busiest roads. In order to do this, devices will have tobe installed in all cars. In the distant future, road vehiclesm ay come under computer control on m ain roads toensure safe speeds are m aintained and there is no dangerof collision with other vehicles.In all branches of technology computers will play agreater role and these computers will be faster and morepowerful than today’s. This will allow and encourage newdevices to be invented, in the sam e way as much of today’sinnovative technology (such as CADCAM car m anufactureand wireless telecommunications) were m ade possible byincreased computer power and speed.Unfortunately, not all new applications will benefitsociety. Computer crime, such as identity theft and creditcard fraud will continue. As more of our personalinformation is stored electronically we will become morevulnerable to hackers.
Applications designed to makew arfare more efficient will continue to be funded bygovernments around the world.Switch onIn small groups, get students to discuss the predictions and note downeither specific dates or decades (e.g. the 2030s.) Discuss the difficulty ofreally predicting the future.* TipListeningIf you do not have th e facilities to dividePredictionsyour cla ss and have th e m listen to differentrecordings, tr e a t th e L iste n in g ex ercise a s anormal listening exercise. In 3 have ag eneral cla ss discu ssion a b o u t w h a t w a ssaid in th e recording.Briefly discuss what a futurologist does. Ask students if they think it’s areal job.1 (jpi Get students to work in small groups, A and B.
Get all the A groups tolisten only to Lianne’s comments and all the B groups to listen only toStefan’s comments. Get them to tick the boxes as they listen.iOtt LianneStefan(Group A) (Group B)//////////Prediction aboutTransportHealthITTelecommunicationsMilitaryCrimeDomesticDeveloping countries2 (j~j) Get the sam e groups to listen to the sam e speaker again (A to Lianne;B to Stefan) and make short notes about the predictions.3 Tell each student from the A groups to work in pairs with a student fromthe B groups. Get them to explain their speaker’s predictions to each other,and then decide which predictions they accept. Tell them to make a shortlist of the predictions.
When they have all finished, briefly get some of thepairs to report their decisions to the whole class.Language spotPhrasal verbsRefer to the Grammar reference on p.123 for more information on phrasalverbs. Get students to brainstorm some common phrasal verbs, such as pickup, switch on, take off, etc., and write them on the board, pointing out thestructure verb + adverb or preposition. Discuss the exam ple of the twom eanings of look up. Draw their attention to the word order and theexamples: a noun object can take two positions, but a pronoun object canonly appear between the verb and the adverb.Before students do the exercise individually, do one or two exam ples withthe whole class.Ott 1234Q Additional activity(w ea ker s tu d e n ts )In gro ups, s t u d e n t s d e s i g n a n d w r it e a nad v e r tise m e n t for W a k a m a r u th e robot.The ad vert s h o u l d list all t h e h o u s e h o l djobs th e r o b o t c a n do, u s i n g s o m e o f th ecarryoutgive upfind outcut down5678workoutshut offsetupclosedown91011Gadget boxDiscuss the robot with the class, and then hold a brief brainstorm ingsession in which students suggest other tasks they would like a robot toperform.
Then ask them what tasks they would not like it to perform, andwhy.ideas f r o m t h e b r a i n s t o r m i n g inG a d g et b o x.PronunciationLinking in phrasal verbsExplain that phrasal verbs can be difficult to understand because (a) thewords are short and can be spoken quickly, and (b) the final consonant ofone word links with the initial vowel of the second so that you can't alwaystell where one word ends and the other begins.64 Unit 15♦ TipAn extra pr oble m with sh ort p h r ases suchas c u t th e m o f f o r lin e th e m u p is th a t shor tpron ou n s like th e m or him are oftens h o r ten ed to 'em and 7m.- s o m e peo ple m aysay c u t 'em o f f which can so u n d like oneQ Play the exam ples and ask students what they think the individualwords are.Q Get students to draw lines to mark the linking. Check their work, andthen play the words again.O ttword c u t e m o ffLinethem up.Give it up.Work it out.Switch it off.5 FindV-/itV/out.6 Shut it down.7 Startw itu up.r8 Printthem out.9 Plugjtjn.10 Turn it on.3 After they have tried this once, remind them of the linking exercise in 2,and then see if they can improve their speed the second time round.4 Choose the funniest tongue-twisters, and ask pairs to demonstrate theircreative ability and speed in front of the class.♦ TipTop marginDraw s t u d e n t s ’ a tte ntion to th e q u o t e att h e t o p o f p.107,m a d e in 1890, a b o u t th ete lep h on e.
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