1589801784-27b285c153a5a8be699d506a0f30354e (804018), страница 19
Текст из файла (страница 19)
Use this background information:Nam e of system : Solar water heating system.Purpose of system : To provide a supply of hot waterfor taking showers in a building using solar energy,without the need for an electrical or gas heater.M ain components and w hat they do:solar water heater panel - heats the waterwater tank - collects and stores the waterhot and cold valve - turns on hot and cold water, andmixes themshower head - heated water comes out through thisconnecting water pipes - carry water between thecomponentscold water inlet - brings cold water into the systemHow the system works: Cold water enters thesystem through the cold water inlet.
It flowsthrough the pipes via the water tank and into thesolar water heater panel. The sun heats the water asit passes through the panel. The heated w ater flowsfrom the panel through the valve and out throughthe showerhead. When the valve is closed, hot waterflows into the top of the water tank. In the tank, hotwater stays at the top, and cold water sinks to thebottom. When the valve opens, pressure from thecold water inlet pushes w arm water out of the top ofthe tank.Unit 61 Follow the general instructions for information gapactivities.2 Explain the scenario, as given in the worksheet. Oneof the students is a sales person and the other is acustomer.
The customer has to phone the salesperson and explain his / her security problems. Thesales person has to listen, ask questions, and finallyrecommend the best device. The custom er thenwrites the key information in the table, in noteform.Unit 71 Divide the class into groups of two.2 Students prepare their presentations.
Give themhelp converting the active verbs into passive.3 Students give their presentations to their partners.68 Instructions for com m unication activities4 The group play The Memory Game-.Unit 81 Divide the class into groups of three.2 Make one photocopy per group and cut it intosections.
Give the top section (the task and table ofadvantages and disadvantages) to the whole group.3 Give each student a different set of information. If agroup has fewer than three students, give strongerstudents two sets of information.4 Before the groups begin work, check that they allunderstand the m eaning of term s in the tables suchas power, efficiency, and range.
The headings smokeand carbon refer to smoke pollution and emission ofgreenhouse gases, respectively.5 Without showing their information to the others,students in each group discuss the advantages anddisadvantages of each form of fuel and thencomplete the chart. One student in the group isappointed to write the group’s ideas in the table.6 Students should then have a conversation about theimplications of using these fuels in the future basedon exercise 3 in the Grammar test, if this has alreadybeen used. They should use the correct m odal verbs.Unit 91 Follow the general instructions for information gapactivities.
However, there is no change of roles at theend of this activity.2 Explain the situation, as given in the worksheet.Student A is a safety inspector, conducting a surveyof safety procedures at Three Valleys Constructionsite. Student B is the site m anager of the ThreeValleys Construction site. Student B should be thefaster reader of the pair.Unit 111 Follow the general instructions for information gapactivities.2 There should be a total of four calls as each studenthas two problems.
Once the first problem has beensolved the student will encounter a second problemthat will require a second call to the hotline technician.Unit 121 Divide the class into groups. This is a groupcollaborative activity.2 Each group studies the keys (with examples) andthen solves the coded m essages by deciding whichkey to use.O ttO -irA 8,The first player turns up two cards.If it is the sam e (i.e. picture m atches text) he / shetakes both cards away and keeps them. He / shethen turns up another two cards, again keepingthem if they are the same, b u t...If they are different, he / she turns the two cardsface down.The turn passes to the next student, who turns uptwo cards.As the gam e progresses, the players will haveseen more cards and should try to rememberwhere certain words and pictures are placed andso should be able to locate the card that m atchesthe one they have turned up.In order to make the gam e more communicative,encourage the students to discuss the devicesthey have found, using relative clauses as muchas possible.B7,CO,D18,E 2,8,1,3,1,1,1,1Unit 10Before you start, go through the pictures to revise thevocabulary.
Ask students what the pictures representand what the people / devices do. Encourage relativeclauses: It's a hearing aid, a device which helps peoplewith hearing problems. Explain to the students that thisis a mem ory game.1 Divide the class into groups of 3-5.2 Give each group a sheet, cut up into cards.3 Each group shuffles the cards and then places themupside down in 7 x 4 formation.1 computer-aided design - key: 1234567 O43257612 computer-aided manufacturing-key:123456789 0 5839721463 computer numerical controlled - key: movealphabet three places back A O D, B O E etc.4 computer-integrated manufacturing-key:move alphabet two places back A O C, B O Detc.3 Each group invents a code and sets a puzzle for othergroups to solve.
Time the groups, and announce thefastest one.4 If the second two parts of the activity seem toodifficult for your group, ask them to use the codes inthe activity to send each other m essages.Instructions for com m unication activities 69Unit 131 As pre-activity homework, tell students to find outw hat they can about the advantages anddisadvantages of using VoIP rather than normallandline telephones.2 Divide the class into small groups.3 Give half the groups the Group A information(advantages of VoIP). Give the other groups theGroup B information (disadvantages of VoIP).4 Tell the groups to prepare their side of the argumentin a class discussion.
Tell them to discuss theinformation given, and to add any more points theyhave discovered from their own research.5 Tell the groups also to try to guess what the otherside’s points will be, and discuss how to countertheir arguments.6 When the groups are ready, divide the class with allthe A groups on one side and all the B groups on theother. Tell students they are acting the part of seniorstaff in a company trying to decide whether tochange from landlines to VoIP in the company.
Atthe end ofth e discussion, they should vote whetheror not to make the change.7 Chair the discussion, and then hold the vote.Unit 141 Before this lesson, make sure that each student hascompleted his / her own personal CV (wordprocessed if possible) as explained in the Student’sBook, p.101. Tell them to bring enough copies for allgroup m embers.2 Divide students into groups of three or four, andchoose one student in each group to be theinterviewee. Tell the interviewee to give copies oftheir CV to the other students in their group. Checkthat each group mem ber has the CV ofthe personbeing interviewed.3 Get each group, working together, to complete thejob advertisement giving details of a job which theywould like to apply for.
Make sure they use detailsthat are compatible with the CV ofthe interviewee.4 Divide each group into sub-group A (theinterviewing panel, working together) and subgroup B (the interviewee, working alone).5 Tell the interviewing panel (A) to prepare questionsto ask the interviewee, based on his / her CV and thejob advert. Tell them not to show their questions tothe interviewee before the role-play.6 Tell the interviewee (B) to prepare ideas and repliesto expected questions from the panel, based on his /her CV and the job advert. Tell him / her not to showthese to the panel before the role-play.When they are ready, get the groups to role-playtheir interviews.
These can be done sim ultaneouslyor if there is time, groups can perform in front of theclass. Give feedback on the interviews.Unit 15Follow the general instructions for grouppresentation activities.Divide the three different ideas am ong the team s. Ifpossible, give these out before the lesson, and askthe groups to do some research on these ideas.At the end of each presentation, the class questionsthe team, asks about any disadvantages of theirideas, and votes to give funding to the team withthe most impressive future technology.70 Photocopiable © Oxford U niversity Press1 Grammar test1 Complete the table with adjectives from the list.
Put one simple adjective nextto the correct rule. Then write its comparative form.badbigcheapRuleAdd -er................Simplequietquieterwide2wider3Double final letterand add -erthinfastlargenoisyportablesafeslim.ComparativeiAdd -rcombustibleearlyfar4thinner5RuleSimpleChange final -y to -/and add -erheavyChange the word(irregular)goodUse moreexpensiveComparativeheavier78better9610more expensive11122 Use the information in the table to complete the sentences comparing the twocars.SaloonSports6 passengers2 passengers1 Year of manufacture200220042 Maximum speed1 5 0 kph1 8 0 kph3 Acceleration to 80 kph15 seconds10 seconds4 Fuel capacity70 litres40 litres5 Price€40,000€25 ,0 0 0Sizee x a m p l eThe saloon car is designed for a family, so it is much larger thanthe sports car.1 The sports car is about two y e a rs_____________________________________2 When you drive at the m axim um speed, the sports car i s ________________3 The saloon car accelerates to 80 k p m _________________________________4 The sports car has a _____________fuel cap acity________________________5 The saloon car i s ____________________________________________________3 Complete the sentences with the correct words.1 T h is_____________is broken, so please call a ________mechanic / mechanical / m echanismto repair it.2 A _____________is someone who has been trained in _technical / technology / technician3 After th e ____________ installation, the building will have _electricity / electrical / electrician4 S tu d y _____________at university if you w ant to become anengine / engineer / engineering5 He has a diploma i n _____________and now he repairs_____equipment.electron / electronics / electronicPhotocopiable © Oxford University Press 711 CommunicationStudent AAsk questions to find out thespecifications of Student B’s laptopcomputer.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
