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Different ideas are possiblefor why it is successful (it looks good, it is unusual, and it is easy to use).ListeningWorking with design1 Get students to do this exercise individually, using the Glossary to checktheir answers.2 Q Play each of parts A, B, and C to the class and get them to note down theanswers to the questions.O-ir A 1 Products for home use, especially in the kitchen23B 456C 789□ Additional activity(all levels)If you have a n u m b e r o f CD play ers, dividethe class into g r o u p s a n d give ea c h g r o u p3The function of the object and how people will use itSketchingthe shapeMass-produced productsWhat people need and what it’s possible to makeA sketchProduct developerDesigners and manufacturersThe costingsPlay part A again once to refresh their memories, and then ask studentsin pairs to write down what they can remember.
Then get them to checktheir own versions with the Listening script on p.125.a player. Strong er s t u d e n t s a n s w e r allquestions. Weaker g r o u p s or in d iv id u a lsanswer only selecte d q u e s t i o n s f r o m oneor two parts. A s t u d e n t f r o m e a c h g r o u preports back the a n s w e r s to th e class.Finally, play all p a r t s to th e w h o le cla s sand check for u n d e r s t a n d i n g , p a u s i n gwhere n ec essa ry to d i s c u s s t h e correctanswers.Problem-solving1 Ask the whole class what the design brief is (design a chairfo r use in a roomintended both fo r lectures and fo r indoor sports).
Ask each group to list theadvantages and disadvantages of each model, and decide on the bestdesign. Get groups to report back their decisions to the class.2 Each group writes the design brief for the new chair. Then they brainstormideas and draw sketches for different possible designs. Finally, they decideon the best design and sketch, and present these to the whole class. Theclass can then vote on the best design.Pairwork1 Check students understand the task: Student A completes the table by askingStudent B questions.
Then Student B has to do the sam e by asking Student A.2 Students can do this project in pairs as a homework assignm ent, either usinga library or a computer terminal with internet access. Some basicinformation is given in the key below, but students m ay find slightlydifferent information.O-w Alex Issigonis (1906-1988). Born in Smyrna, at that time Greek, but moved□ Additional activity(stro n ger s tu d e n ts )Get stu d e n ts to o r g a n iz e t h e s e w o r d s a n drelated f o rm s in tab le s, c o n t i n u i n g th eirword stu d y f r o m Unit 1: e v a lu a tin g ,in v e stig a tin g , m a n u fa c tu r e r , m a ssp ro d u ce. (Possible a n s w e r s : e v a lu a te /to the UK in 1923.
Motor car designer, best known for the Morris Miniintroduced in 1958.Philippe Starck (1949-). French interior designer, architect, and designerof a wide range of consumer products from toothbrushes to computers.Giorgetto Giugiaro (1938-). Italian designer of Nikon cameras, Seiko watches,theVolkswagen Golf,the Fiat Unoand Panda,and many other cars.e v a lu a tio n / evalua to r-, in v e s tig a tio n /in ve stig a te / in vestig a to r-, m a n u fa c t u r e /m a n u fa c tu rin g ; m a s s - p ro d u c tio n / m asspro d u cer.)KeywordsGo through the list of words to check students’ pronunciation andunderstanding. Refer them to the Glossary if necessary.BackgroundModern sports m aterials are subjected to powerful forces.When a racket hits a ball, the impact causes compression(= squeezing) and tension (= stretching), and m ay causebending (= compression + tension).
Repeated frictionm akes clothing w ear (= erode) away. A bicycle pedal maybreak because of fatigue (= weakening) if it is turned thesam e w ay repeatedly.materials). For fast sports, equipment needs a high strengthto-weight ratio (combining strength with lightness).Special m aterials are used for m aking modern sportsequipment and clothing:Sports materials must have properties (= characteristics) toresist (= fight against) these forces. Equipment must beim pact-resistant, fatigue-resistant, and tough (= difficultto break).
Clothing must be wear-resistant, fit the bodytightly and be aerodynamic (= able to move smoothly).Some materials should be rigid (= unbendable), others needto be flexible (= able to bend), or elastic (= able to changeshape and return to their original shape). Some equipmentmust be hard (= able to cut, but not be cut by, other♦ TipBefore you begin this u n i t.a sk y o u rs t u d e n t s to bring s o m e o f their ow n sportse q u i p m e n t into class. You can th en spe nd af e w m in u te s before S w itc h on d iscu ss in gth e i t e m s a n d t h e m ateria ls th ey are m a d eo f a s an introduction.□ Additional activities(a ll le v e ls )S t u d e n t s d e sc rib e to t h e w h o le c l a s s th ei t e m s o f s p o r t s e q u i p m e n t or clo th in gplastics - these are light and can be moulded intoshape. Examples: polycarbonate (goggles), polyurethane(footballs), and polystyrene (inside bike helmets)fibres - m aterials such as lycra and Kevlar are used forsports clothing.com posites - these combine fibres and plastic and havea good strength-to-weight ratio.
Examples: fibreglass(boats), graphite, and carbon-fibre (bicycle frames)lam inates - these are formed from two or more layers ofplastic or composite m etals such as titanium, andaluminium, and alloys such as chrome-molybdenum(cro-moly) combine lightness, strength, and corrosionresistance.Switch onPut students into small groups to do this task. Make sure they understandthe words in the table. Explain or ask them to guess any unknown items.When they do the task, refer them to the Glossary. When they have finishedthe task, get someone from each group to give the group’s answers. Askstronger students to explain their reasons for matching components withm aterials and properties.O tt 1 shoe soles2 helmet3 pedals, tyres4 brake cables5 wheel bearings6 rims7 frame8 saddlet h e y h a v e b r o u g h t in (if y o u h a v e n o ta l r e a d y d o n e this).
You c a n a s k s t u d e n t s tod e s c r i b e t h e item s , t h e m a t e r i a l s t h e y arem a d e of, a n d th e i r p r o p er ties.( s t r o n g e r s tu d e n ts )S t u d e n t s c a n a s k e a c h oth e r q u e s t i o n sa b o u t t h e i te m s , a n d e x p l a i n w h y ce rta inIt’s my job1 Put students into pairs to discuss this question before looking at the text,and note down their ideas individually. Then let them read the text onceand check their notes.p r o p e r t i e s a re i m p o r t a n t for t h e specifics p o r t i n g ac tivities t h e y are u s e d for.2 After students have finished reading individually, they can complete thetable individually or in pairs. After the task, discuss the m eanings of keyterms such as corrosion-resistant, strength-to-weight ratio, and elasticity.♦ Tipyield strength - h o w much force you need tobend a material to a point wher e it c a n ’treturn to its original sh apeelongation stren g th - how much a materialOtt Materialsteelaluminiumtitaniumwill bend or stretch before it breakscarbonfibreAdvantagesDisadvantagesnot expensive, strong,good elasticitylight, stronggood strength-to-weightratio, corrosion-resistantvery light, very strong, easy to shapeheavy♦ TipLanguage spotm a d e o f is normally used w hen only oneused to, usedfor, made of, made frommaterial is mentioned and th e m aterial hasnot been processed or c h a n ged in any way.made fro m is normally used w hen morethan one material is m ent ioned, an d / orthe materials have been processed orflexibleexpensiveexpensiveBriefly discuss the differences between these structures.
Refer to the Grammarreference on p.117. There is no difference in m eaning or use betweenTitanium is used to make the front fork and Titanium is used fo r making thefront fork. However, m ade o f and m ade from are used differently (see Tip).changed in som e way.♦ TipBrEfib re AmE fib e rFibre-glass can also be writt en fi b r e g la ssandfibreglass.BrE alum inium AmE a lu m in u m1 In pairs, students discuss the m istakes in the structures used in thesentences and correct them.O-ir 123456Rubber is used for making the tyres.Theframe is made of titanium.Kevlar is used to make the rider's clothing.Because it is very strong, braided steel is used to make brake cables.Carbon fibre is used to make racing bike frames.Steel is made from iron and carbon.2 Students make sentences from the table on p.22.O tt 1 The rider’s shorts are made of Kevlar because it is wear-resistant.2 The shoe soles are made of rubber because it provides a good grip.3 The helmet is made from polystyrene and polycarbonate because theyare strong and lightweight.4 Rubber is used for the pedals and tyres because it provides a good grip.5 Braided steel is used for making the brake cables because it is very strong.6 Steel is used for making the wheel bearings because it is hard.7 The rims are made of aluminium alloy because it is light and strong.8 Titanium is used to make thefram e because it is lighter and strongerthan steel and highly corrosion-resistant.9 The saddle is made of nylon because it is light and flexible.3 Tell students to use their own knowledge to complete the chart individually.Ott Possible answers12345678910aluminium/wood (ash)leather / polyurethanefibre-glassaluminium / graphite / carbon-fibregraphite compositesfibre-glass / aluminium / plastic laminateshigh carbon steelplasticsteel / aluminiumaluminium and polyesterPronunciation♦ TipIntonation for questionsTop marginD iscuss th e statistic a b o u t th e g o lf ball.Ask s t u d e n t s if th ey can think o f oth ers p o r ts w h ere new tec h n o lo g y has had asi m i la r e ff e c t ( graphite rackets in tennis,new sp o k es an d f r a m e s in cycling).I Q Remind students of the difference between wh-questions (expectinginformation) and Yes/No questions (expecting only a Yes or No answer).Point out that these exam ples are wh-questions, and draw their attention tothe falling arrows that show the direction of the intonation.IPoint out that these exam ples are Yes / No questions, and draw theirattention to the rising arrows.S Q Get students to mark the correct arrows on the emphasized word in thequestions.O tt [o] (falling)[o](falling)[o](rising)[o](falling)4 Get students to work in pairs and ask questions about the table in Languagespot 3.
Check that they are using the correct intonation.* TipVocabularyOppositesDescribing materialsto u g h * b rittle (= e a s y to break)h a rd * s o ft (= e a s y to cut into)rig id * fle x ib le (= e a s y to bend)S im ilar but differente la s tic = able to c h a n g e sh a p e and able toreturn to its original s h a p ep la s tic = a b l e t o c h a n g e s h a p e , b u t unableto return to its original s h a p e□ Additional activity(s t r o n g e r s t u d e n t s )Play a v e r s i o n o f t w e n t y q u e s t i o n sBefore you set this task, refer back to the use of some of these term s inprevious exercises. Tell students to check their work using the Glossary.Draw their attention to tough lt\fl and toughness.
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