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Elicit the form of the verb used in each box[Passive form, Present Simple, and / or Present Passive). Take one of thesentences and show how it relates to the Active form: (something) mixes theingredients -> the ingredients are mixed. Explain that the Passive is used indescriptions of processes because the focus of attention is on the action, noton the thing, or person doing the action.Read through the explanation of the Present Passive in the Student’s Book, anddiscuss it with them. Notice that the questions Where? Why? and How? areonly answered where necessary. In the exam ples given, the reader probablyneeds to know the information contained in the words in a steel mixer, tomake dough, and by using suction, because it is not obvious from the context.1 Check students’ understanding by doing item 1 together.
Ask them whythey think the Passive form is used, and ask them why they think noinformation is given to the How? question [probably because mixing is anobvious action).□ Additional activity(w eaker s tu d e n ts )Give st u d e n t s m o r e p r a c tic e in u s e o f th ePassive u s i n g s i m p l e v o c a b u la r y . In s m a l lgroups e ac h g r o u p t h i n k s o f a sim p le ,everyday p r o c e s s t h a t h a s n o m o r e t h a nfive or six ste p s, all d o n e b y h a n d .
Tell th egroup to c o m e u p w i t h s e n t e n c e sO tt 1 in a steel mixer; to make doughin a prover3 in giant gas ovens4 using suction5 to keep them fresh longer6 in a high-speed slicer; with giant saw blades7 bythe wrapping machine2consisting o f You + v e rb + o b je ct. Forexample: To fry a n e g g : 1 You h e a t th e p a n .2 You p o u r th e o il. 3 You b r e a k a n eg g. 4 Youf r y th e egg. 5 You s e rv e th e egg. C heck t h egroup’s work.
Try to g e t t h e m to av o idphrasal v e r b s (e.g. u s e p o u r th e o il i n s t e a dof p u t in th e o il). W h e n t h e y h a v e a s e t o fsentences, tell e a c h s t u d e n t i n d iv id u a llyto write th e p r o c e s s in t h e Passive,om itting th e s u b j e c t y o u . E x a m p le : I T h epan is h e a te d . 2 T h e o il is p o u r e d . 3 A n eg gis broken. 4 T h e e g g is f r i e d . 5 T h e eg g isserved.2 Get students to write a sentence for each stage in the form of a simpleparagraph based on the above information.
Tell them to use a variety ofsequence words [first, then, next, after, etc).Ott Then the dough is cut into loaves, put intotins and left in a proverfortheyeast to work.Afterthat,the loaves are baked in giant gas ovens.Next, the loaves are left to cool; then taken out of theirtins by using suction.Then the loaves are sprayed with a chemical to keep them fresh longer.Afterthat.the loaves are sliced in a high-speed slicer with giant saw blades.Finally, the loaves are wrapped and sent to the supermarkets.♦ TipAsk st u d e n t s w h a t s h a p e th ey think theh o p p e r is.
It looks tr iang ular in th e 2-Dd ia g r a m , but it’s co ne-sh aped, like a funnel.The piec es o f raw plastic are poured into it,collected th ere until ne eded, an d thenp a s s e d (o r fe d ) th r ou gh it into th e barrel.WritingShort sequence1 Discuss the diagram of the injection moulding machine with the class. Get oneor two stronger students to explain very briefly in their own words how itworks (without reading the exercise). Now get them to do the task individually.O-ir 12e3a4d5c6f7i8b9hlOg11♦TipTop marginThe hopper is filled with plastic.The plastic is fed into the barrel.The plastic is carried through the barrel by the rotating screw.The plastic travels through the barrel.The plastic is melted by the heaters.There is enough melted plastic in the barrel.The screw is pushed forward by the ram.The hot plastic is injected quickly intothe mould.The plastic is left to set before the pressure is removed.The mould is cool.The finished moulding is removed.2 Remind students of the time words: when, as, before, after.
Get them tocombine pairs of sentences into longer sentences.Ask st u d e n t s to research oth er productsan d th e c o m p a n i e s th a t are th e largestm a n u fa c tu r e r s o f t h e s e prod ucts. Whenthey have a list of five or six put th e m inpairs to quiz their partners.O-it d + c As the plastic travels through the barrel, itis melted by the heaters,f + i When there is enough meltedplastic in the barrel, the screw ispushed forward by the ram.g + 11 Whenthe mould is coofthefinished moulding is removed.Pairwork1 In pairs, get students to study the diagram together and discuss how CDsare made.2 Tell A and B to look at their short texts.
Working individually, A and B m atchtheir short texts to stages on the diagram.3 Tell A and B to discuss their information with each other and agree on thecorrect order for all of the texts.(h r 1 B2E3A4D5C6 FSpeaking1 Most food and drink products these days are m anufactured on a large scale,so students can nam e alm ost any food or drink.2 Encourage students to choose the food or drink they know m ost about.3 Encourage students to collaborate as much as possible, using the Usefullanguage to make suggestions.4 Make sure that all students in each group have given an explanation of aprocess each.Manufacturing 33ReadingModern manufacturing processesIn groups of three, get each student to read a different text, then tell the restof the group how their process works, its advantages, and exam ples of itsuse.Get students to work individually and complete the table for the three texts.Ott ProcessAdvantagesExample of useElectroformingcan make very fine componentswith precisedimensionsWater jetcan cut almost any kind of materialabrasive cutting and doesn’t change the propertiesof the materials it cutsHydroformingfewer operations to producecomplicated partsCDscuts almost anymaterialslow weight,high strength carbody partsVocabularyCompound nounsPoint out that the first noun in a compound is never plural, e.g.
bodies o f carsbecomes car bodies.Ow 1234covers of computersforming by vacuumpipes made of pvcwings of planes5678mixer made of steelpump which uses windbearings made of steelradio which uses clockworkWebquest□ Additional activity(stro n g e r s t u d e n t s )Get st u d e n t s to m a k e a list o f all th epr ocesse s m e n t i o n e d in th i s a n d ea rli erunits, a n d m a k e a ta b le, s h o w i n g re la te dverbs a n d p r o c e s s n o u n s , like th isVerbProcess nounbondbondingGet students to do this exercise individually, or in small groups.O tt Possible answers12345stamping, weldinginjection mouldingstamping, riveting,assemblyvacuum formingextrusionextrude e x t r u s i o nplateplatingweldw eldingcoolc o oli ngKeywordsGo through the list of words to check students’ pronunciation andunderstanding.
Refer them to the Glossary if necessary.34 Unit 8match the kind of driving required at any time. Forexample, when the car is moving slowly in a traffic jam itcan switch to electricity, and when acceleration isrequired it can switch back to petrol again. Hybrid carsalso have a wider range: they can travel 30% further thanconventional cars on the sam e am ount of fuel.BackgroundTransport technology is concerned with all types oftransport as well as roads, railways, airports, and seaports. Engineers are involved in transport at all levels,from how to make fuels more efficient to designinglonger and stronger bridges.A m ajor challenge for engineers is to design safer vehicles.Advanced Safety Vehicles use sensors to provideinformation to an onboard computer on all possibledangers.
The sensors can detect obstacles near the car,such as other cars, pedestrians, or walls; they can detectchanges in tem perature, speed, acceleration, tyrepressure, and road surface. They can also sense changes inthe driver’s condition, such as eye blinking throughtiredness. The sensors send a signal to the computer,which is program m ed to take certain actions. Forexample, if a tyre suddenly loses pressure, or the car is tooclose to another vehicle, the computer sounds an alarm.The computer can take control of the car if necessary, andcan cut the engine or apply the brakes.Engineers are also attem pting to design cars which run on'ecologically friendly’ fuels, rather than petrol or diesel.Hybrid (mixed) cars combine the internal combustionengine and the electric motor.
The aim is to reduce fuelconsum ption and exhaust em issions by switchingbetween the two power sources or combining the two to♦TipThe bullet train (or shin kasen ) links Tokyowith sou th ern cities travelling at s p e e d sover 3 0 0 km/h.The Australian road train is a powerfultruck with a n u m b e r o f trailers attach ed .The solar-pow ered car is an ex perim e ntalprototype. It h as a large su r face areaHydrogen fuel cells use the world’s most commonelement to generate electricity. Hydrogen stored underpressure is combined with oxygen pum ped from outsidethe car.
The chemical energy generated by this reaction isconverted into electrical energy to power electric motors.The only by-product is steam . This m eans that it is anecologically clean fuel, which can reduce em issions ofgreenhouse gases. But unfortunately it has somedisadvantages at present: the fuel cells are expensive tomanufacture, energy is consum ed producing purehydrogen, and it may be dangerous to store such anexplosive gas in city centres.City authorities are increasingly concerned at the poorquality of air in city streets because of vehicle exhausts.LPG (liquefied petroleum gas) produces 50% less pollutionthan the average diesel vehicle. Biogas or methane, fromhum an or anim al waste, can be collected and processed tofire electricity generating stations.
In some countries,particularly Brazil, biofuels are produced from sugar caneor maize as an additive to diesel.Switch on1 Get students to identify the forms of transport, and have a brief discussionabout some of their interesting features.O-w A bullet trainB (Australian) road trainC helicopterD American space shuttle on its carrierE solar-powered carF oil-tankercovered in solar panels, which ab so rbm a x i m u m e ne rg y from th e sun. It is alsom a d e a s light a s poss ible to m inim ize thepow er required to drive it.2 In small groups, get students to brainstorm a list of other types of transport,grouped under the headings: land, sea, and air.
Then briefly get each groupto report back to the whole class.The space sh u ttle can only bet r a n sp o r te d in this w ay in g o o d w e a th e rconditions, an d n ee d s a n o th e r plane tofly a h e a d to warn o f c h a n g in g weather.O tt Possible answersland:sea:air:bike, bus, motorbike, vanhovercraft, motor boat, sailing shipairbus,airship,gliderReadingThe car of the future1 Before students look at the reading text, get them to study the diagram anddiscuss the four questions in pairs and note down their answers.O tt1234It is much safer.Advanced Safety VehicleTo protect the driver and other road usersPossible answer Sensor to detect road temperature in case of ice2 After they have read the text, get students to check their answ ers to thepre-reading questions in 1 .♦ Tip3 Get students to do this exercise individually, and then compare theiranswers in pairs.hybrid = mixed.
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