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A s k t h e m w h a t this tells usa b o u t prediction.CS Additional activity(s tr o n g e r s tu d e n ts )In s m a l l g r o u p s s t u d e n t s t h i n k o f (a) m o r ee x a m p l e s o f w o r d s u s i n g th e a f f i x e sg iven; a n d / or (b) m o r e a f f i x e s c o m m o n l yu s e d in E n g li sh for te c h n o lo g y , w i t h s o m ee x a m p l e s o f w o r d s a n d th e ir m e a n i n g s .♦ TipS o m e additional affixes c o m m o n ly u sed intechnical wor ds:g e o (the Earth)so l (the Sun)th e rm (heat)m o n o (one)m u lti (m a n y )PairworkGet students to work in pairs, A and B.
First working individually, get themto make notes of the m ain points in their text. Then, looking only at theirnotes, get them to explain the m ain points to their partner. Tell them tolisten carefully, and take notes based on what their partner has told them.Finally, tell the pairs to get together and compare their notes with the texts.VocabularyAffixes1 Explain what is m eant by affix.
Ask students why they think it is useful tolearn the m eanings of common affixes used in technical words (it will helpthem work out the meaning of an unknown word). Tell them to look at thetable and study the affixes and their m eanings.2 Get students to do this exercise individually. Explain that they have to find aword for each meaning.
At first, some students m ay think that this is a verydifficult exercise. Tell them that in fact it is very simple if you use affixes. Doone or two examples: tele (an affix from the table m eaning at a distance) +medicine (given in the exercise) = telemedicine.Ott 12B4telemedicinemicrochippolycarbonatemicrometer5678prestressed concretesupercomputermicroprocessorextractor fan9 cordless phone10 biometricsCustomer careSaying goodbyeTreat this exercise as a fun way of finishing the book. Discuss the way thatsome people use See you later or Later even when they do not expect to seeyou later.Thefuture of technology 65OuizPut students into groups of three. Students organize the quiz as explained inthe Student’s Book.Ott A (Units 1-5)1 pollution, easy communications2 faster, more efficiently3 length,wingspan,weight,capacity4 Antilock Braking System5 eer6 Seethe list on p.10.7 I like calculus. Simple Present used to describethinking and feeling.8 generating and supplying power (or similar).9 electronics10 Design software used by civil engineers andothers.11 Seethe list on p.17.12 prototype13 Any of the names on p.21 or any other weh-known14 The product requirements.15 Why do you use plastic? (or a ny other s u bsta neewhich can be moulded).16 Steel, aluminum alloy, titanium,carbon fibre.17 Elasticity18 Strength19 Sports clothing20 A material built up from layers.21 wind, wind up, unwind22 engage23 combustion,compression24 ten tothe power minus twelve25 oscillatingB (Units 6-10)1 See p.34.2 Handcuffs3 Personal Identification Number4 An air-tight seal5 Recognize its owner's grip.6 Aluminium alloy7 by, using, by using8 injection moulding9 Kevlar10 which uses, po wered by11 Advanced Safety Vehicles12 a hybrid13 heavy batteries, limited range, need to rechargebatteries14 congestion15 apologizing16 cladding17 fireproofed18 burn19 Eye protection must be worn.20 mat21 Toallowthe patient to charge the externalbattery or unplug it to have a shower.22 a pneumatic switch23 which helps people with heart problems.24 ultrasoundIS backsNaids12345678910111213141516171819202122232425Computer Generated Imagingdemonstrationburnshouldn't, mustn’ta gam es testerComputer Integrated Manufacturingsimulatewere/t/pSeethe list on p.128/129.
Other answers arepossible.I’ve beenpacket switchingLiquid Crystal Display1965Civil EngineerSee the list on p. 143.mustn'tCV Curriculum vitaeemployerpredictionupgivean intranetvery smallKeywordsCheck that students know the m eaning of the key words.66 Instructions for com m unication activitiesInstructions for communication activitiesGeneral instructions for informationgap activities (1,2,6,9,11)O ttPossible answersThe Pacer is shorterthan the Joshiba.TheJoshiba is widerthan the Pacer.The Joshiba is thicker than the Pacer.TheJoshiba is heavierthan the Pacer.The screen ofthe Joshiba is largerthan the(screen ofthe) Pacer.The Joshiba has a bigger memory than the Pacer.The Pacer has a bigger hard diskthan the Joshiba.TheJoshiba is more expensive than the Pacer.1 Divide students into pairs.2 Give Student A worksheet to one student of eachpair, and Student B worksheet to the other.
Do notlet them look at each other’s worksheet.3 Student A asks questions and obtains informationfrom Student B and completes his / her worksheet.4 The students switch roles, with Student B askingStudent A questions and completing his / herworksheet.5 When they have both completed the task, the twostudents look at each other’s worksheet and checktheir answers.General instructions for grouppresentation activities (5,15)1 Divide the class into groups of 3-6 students and giveall the m em bers of each group the sam einformation.
For example, Group A members receivethe sam e Group A material.2 The groups discuss the material and prepare theirpresentation. Encourage them to add their owninformation and ideas, if there is time they shouldprepare a large visual. Each member ot the groupshould be responsible for a different part of thepresentation.3 If the groups need help, sit with them and discussthe topic.4 When they are ready, get each group to give itspresentation in front of the class.5 Give feedback on the clarity of each group’sexplanation.U n itl1 Follow the general instructions for information gapactivities.2 When they have completed the information gapactivity, students, work individually and writesentences under the Comparison columncomparing the two computers.Unit 21 Follow the general instructions for information gapactivities.2 In this activity, divide students into groups of three.A is a second year part-time engineering student, Bis a first year part-time engineering student, and Cis the engineering college secretary.
C should be thestrongest student in the group.3 While the pairs of students are talking, go aroundthe groups and encourage them, wheneverappropriate, to use the Present Simple when talkingabout the normal tim etable and the Presentyv'-' 4- y lv-n '-r•->V> . - v y f + V \ Q +■Q > v \ n p y T n Ttimetable.Ot tStudent A: Mon Theory / Practical,Tue Maths /Laboratory Wed English / ProjectStudent B:Mon Lab / M aths,Tue English / Selfstudy, Wed Project / PracticalUnit 31 Divide students into pairs.2 Give Student A worksheet to one student of eachpair, and Student B worksheet to the other.3 Before the quiz, students work individually fillingthe gaps in the questions. Check their work (see keybelow). Weaker students m ight need help.
Thiswould be a good opportunity to go through how toform questions on the board.4 When they are ready, Student A quizzes Student Band takes a note of the score.5 Student B quizzes Student A and takes a note of thescore.6 They compare scores. Then the teacher finds outwhich student(s) in the class had the top scores.Unit 4For Tasks 1-4, divide students into small groups and geteach group to appoint a chairperson and a reporter(who will take notes). Task 5 is an individual writingexercise based on the decisions m ade by the student’sgroup in Task 4.Task 1 Tell students to use m aterials and propertiesthey have learned about in this unit.
One studentshould act as reporter and make notes of the materialsand properties. The groups will need to refer back tothe notes when they are holding their meeting.Ott Possible answersabcdefghhelmet - polycarbonate - hard, impact-resistantpack-polyester-weather-resistant, toughgloves - nylon - durable, weather-resistantro p e-nylo n-elastic, strong in tension (= when itis pulled)sunglasses-polycarbonate-lightweight, tough,hardjacket-polyester-lightw eight,breathabletrousers - Kevlar - stretchable, wear-resistantboot soles-plastic-m oisture-resistant, good gripTask 2 Explain that this is part of a m eeting betweentwo engineers who work in a company designingsports equipment.
The engineers, Peter and Louise,have to decide which m aterials to use for some newclimbing equipment. There are two m istakes in thememo. In Decision 1, Change the word light to tough. InDecision 2, change a mixture of nylon and Kevlar toKevlar.Task 3 Each group has a m eeting similar to the one inTask 2, but covering two or more different items ofequipment / clothing from Task 1. The reporter takesnotes of the decisions and the reasons.Task 4 This task is optional and could be done forhomework. Students write m em os individually usingthe notes of the decisions taken in their group’smeeting. Tell them to use the m emo in Task 3 as amodel.Unit 51 Follow the general instructions for grouppresentation activities. In this activity, all groups areworking on the sam e information.2 If the groups need help, sit with them and discussthe topic.
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