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For example, you expect a belt to be u sed/o r wearing, butsom etim es it is unexpectedly used as a weapon.1 Get students to do this exercise individually. Check that they have thecorrect answers before doing the next exercise.studen ts to t a k e t u r n s to pick u p a n yobject a n d a s k its f u n c t i o n ( u sin g a r a n g e° ^ 2 g3h4 e5 f6 i7 d8 a9j10 cof forms): W h a t ’s th is f o r ? W h a t's th is u se das? W h a t’s th is u se d f o r ? w i t h o th erstuden ts t a k i n g t u r n s to tr y to a n sw e r.♦ TipThe words w a t e r p r o o f an d f o o l p r o o f arenormally written w ith ou t hyphens, be c a u s ethey are so c o m m o n ly used.
M o s t other2 Encourage pairs to vary the language forms they use in both question andanswer.Vocabulary-proof, -resistant, -tightwords endin g in - p r o o f can be written withor without a hyphen.1 Discuss the examples with students.There is a slight difference in d e g re e2 Different wordings are possible. Point out that some of the item s are in thebetween w a t e r p r o o f an d w a te r-re sista n t,where - p r o o f is m ore effective th anplural, so that students will have to use the plural forms, for exam ple (in 5)aren’t dam aged by instead of isn’t dam aged by.-resistan t. But in m o s t c o n tex ts th ey m e a nessentially th e s a m e thing.O-w 12345678a seal which gascan ’t passthroughpaint which isn't damaged by weathermaterials which aren't damaged by heata recording studio which is protected from (external) soundscar bodies which aren’t damaged by rusta device which can't be damaged by fools (i.e.
is easy to use)a coat which water can’t pass through easilya container which water can't passthroughPairwork□ Additional activity(a ll s t u d e n t s )A s k s t u d e n t s w h a t r u le s t h e ir c o u n t r y h a sm a d e a b o u t h a v i n g t h e ir p a s s p o r tp h o t o g r a p h ta k e n . Get t h e m to r e a d th ei n f o r m a t i o n at t h e t o p o f t h e p a g e . T h e serule s are d e s i g n e d to allow face -r ecognitions e c u r i t y d e v i c e s to w o r k properly.1 Tell the pairs to discuss the titles without looking at the texts.2 Get each student to read their own text.
When they have finished reading,get them to find out about the other student's device by asking thequestions and noting down the answers.Our Student Aa b o u t p a s s p o r t ph otos . For ex am p le, n o t1 Dynamic grip recognition2 It stops anyone firing a gun who is not the owner of the gun.3 The handle of the gun is fitted with sensors which measure grippressure.The pressure is then compared with the owner’s.4 InNewJersey5 Early results show that it works.w e a rin g a h a t, etc.Student B♦ TipTop marginAsk s t u d e n t s if th ey know any oth er rules12345FlashcamIt gives warnings and takes pictures in areas with crime problems.It’s fitted with a motion sensor.In areas which havea crime problemIt has had a positive effect in some parts of London.3 When they have finished, get them to read each other’s text and check theinformation they have noted down.4 Let students remain in pairs for a few minutes to discuss these questions.Then bring the class together for a short class discussion.□ Additional activity(s t r o n g e r s tu d e n ts )A sk s t r o n g e r s t u d e n t s f r o m t w o g r o u p sw i t h d i ff e r e n t so l u ti o n s to h o ld a sh ortd e b a t e in f ro n t o f t h e clas s.
E n c o u r a g et h e m to give a fu lle r a c c o u n t o f th eird ec is io n , g o i n g t h r o u g h th e r e a s o n s forProblem-solvingIn small groups, get students to discuss this problem and agree on the bestsolution. Tell them they have to give reasons for their decision. Before theystart discussing, get each group to appoint a chairperson to lead thediscussion, and a reporter who will note down all their decisions. Whenthey have finished, get each group to tell the rest of the class their decision.a c c e p t i n g / re je c ti n g e a c h d ev ice, a n da d d i n g s o m e r e a s o n s of th e ir ow n.Gadget boxDiscuss Rotundus with the whole class.
Check that they understand them eaning of a sensor. This is a device which sends a signal when it detectschanges in the environment. Ask them how an intruder can escape fromthe device (one answer: by running up or down stairs). Advantages ofRotundus over human and anim al guards: it is small and can followintruders without being seen or heard; it can follow them over all types ofsurface; and it cannot be injured, bribed, drugged, poisoned, or killed.Crime-fighting and security 29* T ipAlthoughalthough = in sp ite o f th e f a c t th a t1 A lth o u g h th e s e c a m e r a s dete r thieves,the i m age m ay not be clear.2 These c a m e r a s dete r thieves, a lth o u g hthe i m age m ay not be clear.Example 1 e m p h a s i z e s th e disa d v a n ta g e .Example 2 e m p h a s i z e s t h e ad v a n ta g e .WritingShort report and linking wordsFirst discuss the language points and exam ples provided.
Point out thedifferent uses of however and although. However introduces a wholesentence which contrasts with the previous sentence. Although contrastsone clause or part of a sentence with another part of the sam e sentence.Discuss the writing with the whole class. Tell them to use the m aterial inProblem-solving. Set this as individual work. Weaker students can work inpairs and take responsibility for writing a shorter part of a joint report.Customer careUsing informal language1 Get students to read about the three home security system s quickly andsilently.
Then get them to note down some advantages and disadvantagesof each system.2 Explain the task. Tell students to work in pairs, with one student taking thepart of the salesperson and the other the part of a customer who w ants tobuy a home security system. Before they begin, discuss the language in theboxes. The top row is more formal, and the second row is less formal.Practise these phrases with students.
Then explain that the salesperson hasto use the appropriate level of formality or informality depending on howformal or informal the customer appears to be. Bring a pair of strongerstudents to the front of the class and get them to perform the role-play.Treat the custom er’s level of formality / informality with tact and humour.Key wordsGo through the list of words to check students’ pronunciation andunderstanding. Refer them to the Glossary if necessary. Check that theyremember what GPS (Global Positioning System) and PIN (PersonalIdentification Number) stand for.
Remind them that the noun related to(electronic) tagging is (electronic) tag. The word trigger can be a noun (thetrigger of a gun) and a verb (the sensor triggers an alarm).BackgroundM anufacturing m eans changing raw m aterials intoproducts using a range of processes. For example, in breadm anufacturing, you start with the raw m aterials: flour,water, yeast, and fat. These m aterials are changed into afinal product: a loaf of bread w rapped in plastic foil.
Theyare changed into the product by a number of processes oractions: for exam ple mixing, cutting, putting into tins,baking, cooling, taking out of tins, spraying, slicing, andwrapping.In the past, these processes were mainly done manually(by hand), but now m anufacturers want to keep costs low,avoid waste, and make high-quality products as quickly aspossible. Increasingly these jobs are done automatically,using computer-controlled automation.
Food processingis an im portant area of autom ated technology. The breadm aking factory in this unit has more in common with acar assem bly plant or with steel-making than atraditional bakery in the past where bread w as m ade byhand. (Assembly m eans fixing together parts which havealready been produced.) It runs for 24 hours a day and very♦ Tipa p ro c e ss is a s e q u e n c e o f actions whichc h a n g e s m aterials or a s s e m b l e p arts into ac o m p le te d producta p r o d u c t is a c o m pleted , finished itemwhich can be soldlittle is done by hand.
The work force is sm all so costs arelow. A lot of m ass-produced food and drink comes fromfactories like this.Every type of m anufacturing has its own special processes.An illustrated list of some of the m ost common processes isprovided in the Reading bank pp.56-58 of the Student'sBook. In m etal manufacturing, im pact extrusion is aprocess by which a sheet of m etal is pushed or drawn upinto shape. Aluminium cans are m ade in this way. Bondingis joining m aterials using adhesives. Welding joins m etalsby heating them to melting point. Plating is applying athin layer or coat of m etal to another m etal to improve itsappearance or to protect it from corrosion.In plastics m anufacturing, injection m oulding is acommon way of m aking plastic item s such as bottle tops,caps, and CD covers.
The hopper is a container or reservoirwhich feeds pellets (small pieces) of plastic into the barrelof the machine. The ram is like a piston. It pushes the softw arm plastic along the barrel into the mould. The mouldis usually water-cooled to allow the molten plastic to setquickly.Switch on1 Ask the class what they think is m eant by a manufacturing process. Askthem the difference between a. process and a product Ask them w hat wouldbe a good heading for the left-hand column (Product). Get them to writem aterials from the list in the centre column. Discuss their answers.2 Discuss their answers, then get them to write processes from the list in theright-hand column. Discuss their answers.♦ Tipe x tru s io n (n) is related to th e verbex tru d ew h ich m e a n s t o push (or sq u eeze)a s u b s t a n c e ou t o f a container.
WhenOtt Answers for I and 2drinks canmountain bikeyou s q u e e z e a t o o t h p a s t e t u b e ,y o u e xtrudeth e t o o t h p a s t e .CD caseMaterialsProcessesaluminium alloysteel, titanium,rubberplasticcolour-printing, impact extrusioncutting, bending, moulding,welding, painting, assemblyinjection mouldingin je c tio n (n) is th e o p p o s i te process, relatedt o th e verb in je c t which m e a n s t o push as u b s t a n c e into a container.
Doctors andn u rses inject m ed icin es into a p atie n t’sarm.It’s my job1 This activity prepares students for the listening activity which follows.In pairs, get students to answer as much as possible from their generalknowledge. Each student should note down his / her own answ ers tothe questions.* T ip2Play the whole recording without pauses and get individuals to checktheir own answers, noting down changes as necessary.To prove d o u g h is to give e n o u g h tim e toallow the y e a s t to form sm all air bu b ble s inOtt 1 making and mixing dough, cutting into loaves, putting into tins,waiting for yeast to work in prover, baking, cooling, taking out of tins,spraying with chemical, slicing, wrapping2 Manufacturing Engineer3 a weight of ingredients, b mixing, c in prover, d baking, e cooling,f loaves made per hour, g loaves made per daythe dou gh.T his ta k e s place i n t h e p ro v e r.3Play the whole recording again, and get individuals to complete the table.O-w 1the ingredients are mixed, 3 the loaves are baked,5 the loaves are sprayed with a chemical, 6 the loaves are sliced,7 the loaves are wrapped and sent to the supermarketsLanguage spotPresent PassiveRefer students back to the table in the previous exercise with all the stagesof the breadm aking process.
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