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The companycan then release them from work for some time everyweek to allow them to study at a college. This is called apart-time, day-release or 'sandwich’ course.In this unit, there is an exam ple of a student, Alec, who isfollowing an HND diploma course in civil engineering in acollege in Scotland. Civil engineers work in the planningand construction of airports, bridges, highways, harbours,etc.
The course syllabus includes the following subjects:Construction surveying. This teaches how to m easure asite, and mark out lines and points from the plans onthe ground.Construction m anagem ent. This teaches how to ensurethat a building project is completed on time, with thecorrect m aterials, within budget, and safely.Fluid mechanics. This teaches how liquids and gasesmove and affect structures. This is im portant inconstructing pipelines and dams.Geotechnics. This teaches the m echanical properties ofsoil and rocks.
This is important in constructing tunnels,pipelines, and foundations.Complex com m unications (sometimes called simplycommunication, or communication skills). This teacheshow to communicate on technical matters. Working intechnology you need to be able to speak and writeeffectively to clients, write clear reports, and give oralpresentations to colleagues.CAD (Computer-assisted design). Surveyors andarchitects use computer software to help them draw plansand designs.Switch on1 Set this first as a scanning exercise.
Give students a five-minute time limitto read quickly and silently to answer the questions. Then allow them tore-read the text more slowly if necessary to check their answers.O tt 1 Two years2 Manager, technologist, and technician in the construction industry3 Yes2 Discuss the answers with students and check that they know what all thesubjects are.O-ir 1 Civil engineering materials2 IT3 Mechanics and structure4 Maths5 Communications3 Choose one or two pairs to give their answers to the questions. Refer to Whatcan I do next? for the answer to 1. Discuss how engineering courses aredifferent in their own country and ask students’ opinions about this course.ListeningThe course1 Do this exercise before students listen. The exercise will help familiarizethem with the timetable.O-ir 1 09.002 4.5Q Additional activity(stro n g er stu d e n ts)Here are s o m e a d d i ti o n a l q u e s t i o n s to a s k23 B.
Davis4 Self-studyPlay part 1 of the interview. If necessary, play the recording more thanonce, but play the complete section each time if possible, preferablywithout pausing.b ased on p ar t 2 of th e in te rv iew :- H o w is th e c o u rse a sse sse d ?1 W h a t p r o je c t is h e w o rk in g o n ?’ In C o m p le x c o m m u n ic a tio n s , w h a t is heO-ir 1 Second semester of his first year2 None3 Seventeen4 Graphiccommunication5 Architectural Technicianw ritin g h is re p o r t a b o u t?H o w can a s t u d e n t t r a n s fe r f r o m anH N D to a B E n g d e g re e ?3 (j~j) Play part 2 of the interview.
Use the sam e procedure as in 2. Note that thegaps do not occur on the tape in the numbered order.O tt 1,23,457 8Theory of structuresComplex communicationsFluid mechanicsP r n ip r t w o r k4 (["}) First get students to predict the answers to the questions withoutplaying the recording. Do not check or correct their answers at this point.Then play part 3 of the interview, using the sam e procedure as in 2. (Note:the Firth o f Forth is a long channel of the North Sea, just north of theScottish capital, Edinburgh.)O-ir 1234Take a degree in Structural EngineeringBEngFouryearsBig structures5 Get students to write their own tim etable in English.
Tell them to use theone in the Student's Book as a model.♦ TipLanguage spotTop marginPresent Simple v Present ContinuousAsk stu d en ts to look at th e statistic andcompare it to th e p e r c e n ta g e s o f m a le s andfem ales on th eircou rse. If appr opriate,discuss why men s e e m to be more attractedto te chnology th a n w o m e n .Elicit the answer that sentences 1-4 use the Present Continuous becausethey describe a temporary situation. In 1, Alec is currently doing an HND,but will soon complete his course and start doing som ething else.
In 2-4,the projects will last a limited time and then come to an end. Sentence 5uses the Present Simple because it describes a weekly routine. Sentences6-8 have verbs of thinking and feeling {enjoy, like, want).1 Before students do this exercise, check that they know which tenses to use.For example, elicit that sentence 1 should be Present Simple because itexpresses a daily or weekly routine. In sentence 10, point out that thePresent Simple is also possible - using the Present Continuous indicates thesituation is temporary until a new bridge is built.Ott I234teachesstarti s / ’stakingis / ’s studying5678studieswantsi s / ’s workingdo not / don’t like9 think10 is carrying2 Get students to write down the answer to these questions based on theirown timetables.3 In pairs, get students to ask and answer questions using their owntimetables.4 Get students to complete the text individually, based on their owntimetables.
Gap 5, after I w illg e ta ..., is followed by the nam e of thequalification. Example: I will get a diploma.♦ TipPronunciationAuxiliary verbsStrong and weak forms of auxiliary verbsC o m m o n auxiliary ver bs include: do, does,has, ha ve, am , is, are, did, w as, w ere, can, w ill,1Play the recording and discuss the examples.an d their n eg ativ e s d o n ’t, etc.Does Alec like m aths? (Does is not stressed: weak form)Yes, he does. (Does is stressed here: strong form).Is he in hisfirst year? {Is is not stressed: weak form)Yes, he is.
{Is is stressed here: strong form).Explain that when you answer a question that expects the answer Yes or No,we do not normally repeat the full verb of the question, but usuallysubstitute an auxiliary verb. For example: O Do you like swimming? A Yes,I do. / No, I don’t. The words do and don’t are auxiliary verbs. When auxiliaryverbs are used in this way (answering a Yes / No question), they are stressed- this is called the strong form.
When the auxiliary is used in the questionitself, it is not normally stressed - this is called the weak form.2 In pairs, get students to ask and answer each other. Make sure that studentsuse the weak form in the questions, and the strong form in the answers.O-rr I Yes, he is.2 No, there arenT.□ Additional activity(w e a k e r s tu d e n ts )P rep are a s e t o f 8-10 cards, e a c h o n e w i t h aj o b title, for e x a m p l e : E le c t r ic a l E n g in e e r,M a r in e E n g in e e r, I T T e c h n ic ia n , M e c h a n ic ,A r c h it e c t , etc. In t w o g ro u p s, e a c h m e m b e r33 Yes, it does.4 Yes, he carrt.5 Yes, he has.6 Yes, he does.7 Yes, it will.8 Yes, he has.First, ask students to write their answers next to the questions in 1 above.Then play the recording and get students to underline the strong forms.(The strong forms are underlined in the key to 2 above).4 In pairs get students to ask and answer the questions using informationabout themselves and their course.o f g r o u p A t a k e s a card.
S t u d e n t s f r o mg r o u p B tr y to g u e s s t h e p e r s o n 's jo b b ya s k i n g Y e s / N o q u e s t i o n s su c h a s D o y o ud e sig n h o u s e s ? C heck t h a t th e a n s w e r s u s eth e s t r o n g f o r m o f a u x ilia r ie s, e.g. Yes, I do.PairworkGet students to work in pairs, asking each other questions and completingthe timetable. Walk around and check that they are using the Present Simpleto ask questions such as What subject does h e/sh e have on Wednesdays?Problem-solving1 Get students to do this individually first, and then to discuss their decisionswith their group.(h r A 8B 5C 4D3ElF 6G7H22 Get students to do this task in small groups.
Encourage students to usesentences 1-8 as models for their explanations.Webquest1 Get students to read the course description as quickly as possible andcomplete the table individually.O-it College or UniversityCourseEntry qualificationsLengthCareer prospectsHornby College of TechnologyFoundation degree in Computing-W ebtechnologyA-level but otherqualifications including workexperience will be consideredThree yearsJobs in most sectors as well as webdevelopment, animation, and computer gam es2 Get students to work in small groups to plan the work.
Each group m em berthen searches a different website and writes the information in a similarway to that in i.3 Get students to rejoin their groups and agree on the most interestingcourse. They then describe the course, and the reasons for their choice, tothe rest of the class.□ Additional activity(stro n g er s tu d e n ts )Get stu d e n ts to w r it e at l e a s t on e oth erform of th e s e w o r d s in ta b le s, co n ti n u i n gtheir w ord s tu d y f r o m Unit 1:a rch ite ctu re, c o n s tru c tio n , m a n u fa c tu r in g ,q u a lifica tio n , re se a rch , str u c tu re .For ex a m p le: a r c h ite c tu re (subject);a rch ite ct (pro fession or person);a rc h ite c tu ra l (adjective)KeywordsGo through the list of words to check students’ pronunciation andunderstanding.
Refer them to the Glossary if necessary.BackgroundDesign is at the heart of technology. This is why mosttechnology courses include design in their syllabus. Lookat any m anufactured product, and you will see evidence ofdesign. It m ay be beautiful, but appearance is only oneaspect of design. It m ust also function well. The designprocess is a series of stages, or steps. It begins whensom eone notices that there is a need or problem in societywhich m ust be solved. It ends when a product ism anufactured which m eets or fulfils that need.These are the stages of the design process.Identify the problem. For example: When a certaincooking pot is heated, the handle becomes too hot totouch.
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