Life Unit 8 - English is important - Tiếng anh | Trường Đại học Thủ đô Hà Nội

Unit 8 Technology Unit 8 Technology Lead-in Personal response
Ask students what they think about
science fiction, particularly that relating to space travel and robots.
Ask: Have you read any good science
fiction books or seen any science fiction
films or TV series? Which ones have you
enjoyed? Do you think they have a realistic
view of the future? What do you think the
future will really be like? Students could
discuss their ideas in pairs or small groups.
1 Ask students to look at the photo and say
what they can see. Then ask them to discuss the two questions as a class.
Robots and humans working together
Photo by Robert Markowitz and Bill Stafford, NASA 2
[2.7] Ask students to read the three
questions carefully to focus their listening.
1 Look at the photo and the caption. How do you think they
Play the recording through – twice, if F E A T U R E S
are going to ‘work together’? In what ways do robots already
necessary. Elicit the answers from the class,
94 Invention for the eyes work with humans?
having one student read the question and An inventor fi nds a 2
2.7 Listen to someone talking about the importance of another answer. solution to make the whole
technology in our lives. Answer the questions. world see
1 What everyday jobs does technology do for humans? Answers 96
2 Under what circumstances does technology ever make Technology for mistakes?
1 It solves maths problems (pocket explorers
3 Where does the robot in the photo work? What does it do?
calculator), it sends messages (email / How technology is 3
mobile phone) and it cooks dinner
Which of these comments are true for a robot, a human changing the world of exploration or both? (microwave).
2 when the instructions given by humans 98
has new ideas fi nds solutions and solves problems Designs from nature are incorrect
never gets hungry or tired can make a mistake What we can learn from the
doesn’t get bored always follows instructions
3 It works on the International Space design of animals makes decisions invents things
Station. It does simple repetitive jobs. 102 Wind power
4 Work in groups. Compare humans and technology. Think of A video about how one
two more advantages or disadvantages for each.
3 Ask students to read through the American school is using
comments in the box, then decide if they this energy source
relate to humans, to robots or to both, then
discuss their ideas as a class. sAmple Answers
Human: has new ideas, makes decisions,
TALK ABOUT X A NEW INVENTION X PLANNING AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS 93 invents things
WRITE X AN ARGUMENT FOR TECHNOLOGY
Robot: never gets tired or hungry, doesn’t
get bored, always follows instructions
Both: finds solutions and solves problems, Extra activity can make a mistake
Ask students to talk about robots they
have seen in the real world and those
4 Ask students to continue their
in films (e.g. C-3PO and R2D2 in Star
discussion about humans and technology in
Wars or HAL in 2001: A Space Odyssey)
small groups, and find further advantages
and whether they think these robots are
and disadvantages for each like those in similar to those in real life. Exercise 3. sAmple Answers
Technology is often faster than humans. Technology can break down.
Humans require payment for work. Humans disagree and argue. Humans are more mobile than technology.
Humans can be creative and innovative. Unit 8 Technology 93
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. 8a
8a Invention for the eyes Invention for the eyes 4 Speaking
2.9 Listen to the fi rst half of the programme again.
Number the instructions on the diagram in the correct
1 Work in pairs. What problems did these order (1–4). Lead-in
famous inventions solve? Check your answers on page 153. Personal response Braille electric light bulb pump with silicone oil
Ask students to think about different sorts
microwave oven post-it note telescope pipe inside
of glasses and contact lenses that people 2
wear. Discuss what their purpose is and
Think of one more invention that solved
a problem and tell the class. Compare
who needs them. If you have any students
everyone’s inventions and decide which was
who wear glasses in the class, ask them to
the most important in human history. wheel lens with
explain what sort of problems they have silicone oil
with their sight and what sort of glasses Listening inside
they wear. Ask: Do you wear glasses all the 3
2.8 This Tibetan man is wearing a
time, or do you just need them for certain The lens changes shape.
new type of glasses. Listen to a science 1
The wearer turns the wheels on each side.
things? (e.g. reading, driving). Do you
programme about the glasses. Answer
The silicone oil moves into the lens.
have more than one pair of glasses? What the questions.
The pump pushes the silicone oil through the pipe.
sort of problems do you have because of
1 What is a problem for many people in
wearing glasses? (e.g. difficulties doing the world? sport, etc.)
2 How can the glasses solve this problem?
3 In which parts of the world do people 5
2.10 Listen to the second half of the programme now wear the glasses?
again. Are the sentences true (T) or false (F)?
1 Joshua had to do experiments with the glasses before Speaking they worked properly.
2 The fi rst man who used the glasses made clothes.
1 Ask students to discuss the inventions in
3 The glasses are expensive to produce.
pairs, then elicit ideas from the whole class.
4 Thirty thousand people will have the glasses by 2020.
Ask students to think about how important
6 How does Joshua’s invention compare with your list
each invention was and what impact it has
of other inventions in Exercise 2? Does it solve a bigger had on our lives. problem?
Grammar defi ning relative clauses Answers
7 Look at the sentences (a–c) from the science programme.
See page 153 of the Student’s Book Answer the questions.
a These people live in parts of the world where there
2 Ask all the students to think of another aren’t many opticians.
b There is a scientist who has found a solution to
important invention. Brainstorm ideas and the problem.
write them on the board. Ask each student
c Joshua Silver has invented glasses which don’t need
to say why the invention they think of is an optician.
important, before deciding which of their
1 Which word (where, who or which) do we use to talk
inventions is the most important in human
about a) a person, b) a place and c) a thing?
2 In sentence a, the highlighted part is called the history.
defi ning relative clause. It gives essential information
to help people identify which person, place or thing Listening
we are talking about. Underline the defi ning relative clause in sentences b and c. 3
[2.8] Ask students to look at the
picture and then read the three questions to
focus their listening. Then play the recording
– twice, if necessary. They can check their 94
answers with a partner, then discuss the answers as a whole class. Answers 5
[2.10] Ask students to read
6 Ask students to discuss the invention as
1 There are no opticians where they live
through the sentences to focus their
a class, and compare it with other inventions
so they can’t get glasses if they need
listening. Then play the second part of
they have thought about. Ask students to them.
the programme for them to decide if the
think about issues such as the impact this
2 They don’t need an optician because
statements are true or false. Check the
could have on people’s ability to earn a
the person wearing them can change
answers as a class and ask students to
living (e.g. the example of the man who
the shape of the lens until they can see
correct the false statements. (See audioscript
made clothes) or to carry out everyday properly.
2.8, third and fourth paragraph.)
activities safely, such as cooking or using
3 Africa, Asia and Eastern Europe tools. Answers 4
[2.9] Ask students to look at the 1 T Extra activity
diagram and read the instructions to focus 2 T
their listening. Then play the first two
Ask students who wear glasses (or contact
3 F (The glasses are cheap to produce)
lenses) to explain what it is like and how
paragraphs of the programme on track 2.9.
4 F (Joshua hopes a billion people across
it affects their everyday life. Ask: What
Elicit the answers in the correct order. (See
the whole world will have them by
would your life be like if you couldn’t have
audioscript 2.8, first and second paragraph.) 2020)
glasses or contact lenses? Have you ever
broken or lost your glasses? What was it Answers like?
1 The wearer turns the wheels on each side.
2 The pump pushs the silicone oil through the pipe.
3 The silicone oil moves into the lens. 4 The lens changes shape. 94 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. Unit 8 Technology X DEFINING RELATIVE CLAUSES
The fi rst person who used the new glasses was a man in Ghana.
Ask students to complete the sentences and
Silver started an organisation which is called the Lifestraw
underline the relative clauses individually,
‘Centre for Vision in the Developing World’.
and then check their answers with a partner.
The organisation has worked in many places where
There are still over one billion people in the
over thirty thousand people now wear the glasses.
Elicit the answers from the whole class.
world 1 who need clean water. They live in regions
You can use that instead of who or which (but not 2 water supply. Now, some where). It’s less formal. inventors 3 have developed Answers
Tim Berners Lee is the man that invented the World
Lifestraw. It’s an invention 4 Wide Web.
while you drink. It doesn’t have any moving parts 1 who 4 where
It’s the invention that’s changed the world. 5 so it lasts a long time and 2 where 5 which
This is the room that where he invented it.
it’s cheap to produce ($2 each). It’s also small and easy to carry to places 6 or 3 which 6 who
For further information and practice, see page 163. other sources of water. Defining relative clauses:
8 Look at the grammar box. Then complete the
1 who changed the way we think.
sentences with who, which or where. Underline 2 where no one has ever been. the defi ning relative clause.
3 which flew at supersonic speed. 1 Einstein was a scientist changed
4 where many successful technology the way we think.
2 The Hubble Telescope in space can see
companies like Apple and Microsoft places no one has ever been. are based.
3 Concorde was the fi rst commercial 5 which was the first battery. aeroplane fl ew at supersonic
6 who was famous as an actress in the speed. 4 Silicon Valley is a place many 1940s.
successful technology companies like Apple and Microsoft are based.
5 In 1800 Alessandro Volta built a machine
9 Ask students to look back at the was the fi rst battery.
sentences and the information in the 6 Hedy Lamarr was a woman
was famous as an actress in the 1940s.
grammar box, and decide which pronouns
She was also the co-inventor of a secret can be replaced with . that communication system.
9 In which sentences in Exercise 8 can you use Answers
that at the beginning of the relative clause? 1, 3, 5, 6
1 0 Complete the text on the right about another
invention, Lifestraw. Use these phrases and a
relative pronoun (who, which or where). Speaking
10 Ask students to complete the text
1 2 Work in groups. Invent a new kind of robot which
cleans the water need clean water
individually, then check with a partner. Elicit
there is a lake, river can break
helps people. Discuss these questions and draw
the answers as complete sentences. there is no safe
a simple design of the robot with any important
specialise in solving problems like this
information on a large sheet of paper. Answers
1 1 Think of a famous person, a famous invention 2 where there is no safe
and a famous place or city. Write a sentence to 3
defi ne each one. Then swap sentences with your
who specialise in solving problems like
1 3 Prepare and give a short presentation for the class
partner. Can he/she guess what they are? this about your new invention. Example: 4 which cleans the water
It’s a thing which you put in your computer.
Our new invention is a robot which … 5 which can break
It’s small but it has a large memory. (a USB 6 where there is a lake, river memory stick) It’s for people who …
You can use it in places where …
11 Read the example to students, and ask
them to write their own three sentences.
They should then swap sentences with a
TALK ABOUT X A NEW INVENTION X PLANNING AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS 95 WRITE
partner and decide what their partner’s X AN ARGUMENT FOR TECHNOLOGY
famous things are. They can change partners and do it again. Grammar defining relative Grammar note Speaking clauses
A common mistake in relative clauses is
12 Ask students to work in groups of four
7 Ask students to read the three sentences
for students to repeat a pronoun with
to design their robot and work out what it is
and answer the questions individually, then
the relative pronoun, e.g. The first person
for, who will use it and where.
check with a partner. Elicit the answers from
who used the new glasses he was a man the class.
in Ghana.Check that students do not start
13 Ask the groups to present their robot
making this mistake when they write their
to the class. Each group member should
own sentences with relative clauses. In a Answers
present a part of the information, so they
defining relative clause you can miss out
need to plan who will do what. 1 a) who b) where c) which
the relative pronoun who, which or that
2 b) who has found a solution to the
when it is the object of the relative clause problem
(i.e. followed by a noun or a pronoun), e.g. Homework
c) which don’t need an optician
Those are the cakes which she made this
Ask students to describe a piece of morning.
domestic electrical equipment, say what it
Those are the cakes she made this morning.
looks like, what it does, who uses it, and where it is used in the house.
8 Read the information about defining
relative clauses in the grammar box with
students and make sure they understand
how defining relative clauses work. If
you need more explanations, examples or
practice, refer to page 163 of the Student’s Book. Unit 8 Technology 95
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. 8b 8b Technology for explorers Technology for Vocabulary the Internet explorers
1 Complete the comments from different people
about how they use the Internet with these verbs. NATIONAL
do download log on search set up GEOGRAPHIC Lead-in subscribe upload write Personal response
1 I set up an account with a social networking
site because it’s a good way to keep in touch
Ask the class to look at the title of this with old friends.
section and to suggest what technology
2 Does anyone buy CDs anymore? I don’t. It’s
could be useful to explorers in different much easier to music.
places (e.g. the Amazon, the Antarctic, the 3 I
a weekly blog with all my family’s news. Sahara Desert). 4 A lot of my friends online gaming
but I fi nd it all a bit boring.
5 When I need to fi nd information quickly, the Vocabulary the Internet fi rst thing I do is to the web. 6 I
to a daily podcast which gives me
1 Ask students to complete the comments all the latest news. 7 My friends and family and share
individually, then check their answers their photos all the time.
with a partner. Elicit answers as complete
8 Online banking is so easy. You just
sentences. Check students are familiar
with a password and your account details.
with all the computer-related words here,
2 Which of the sentences in Exercise 1 are true for
both those in the box and other words in
you? Change any sentences which are untrue or give more details.
the gapped sentences (see Vocabulary note below).
I write a blog but I don’t write about my family.
I describe what my friends and I like doing. Answers X WORDBUILDING verb prefi xes 2 download 6 subscribe
Many prefi xes can change or add new meaning to a verb. 3 write 7 upload
For example, the verb load can be download, upload, unload, overload, reload. 4 do 8 log on
For further information and practice, see Workbook 5 search page 67. Vocabulary note Reading
social networking site 5 sites like
3 Read the blog on the right. Answer the questions.
Facebook, where you can share photos or
1 How does Jay Gifford use the internet?
clips and keep in touch with friends
2 Why does he think modern technology is important for explorers?
to download 5 to copy things from the Internet onto your computer
4 Read the blog again. Which of these things does Jay
write about on his social networking sites?
to upload 5 to copy things onto the Internet
a blog 5 a sort of online diary
online gaming 5 playing games with other people on the Internet
a podcast 5 a news broadcast online 96
a password 5 a sequence of numbers and
letters that allow you to enter a website Reading Grammar zero and first
2 Ask students to work in pairs and discuss conditional
their computing habits by changing the
3 Ask students to read the two questions
sentences in Exercise 1 as appropriate. They
to focus their reading then read the blog to
5 Ask students to read the sentences from
should add a further sentence to each item,
find the information. Elicit answers from the
the blog and answer the questions, then
giving more details about how they use whole class.
compare their answers with a partner.
that aspect of the Internet. Elicit ideas from
Elicit answers from the whole class and
round the class and have a brief discussion Answers
read the information and examples in the about students’ habits. 1 He posts messages on social
grammar box. Ask students to say which of
Read the information about verb prefixes networking sites.
the sentences a–c in Exercise 5 use the zero
in the Wordbuilding box. Elicit further verbs
2 You can find the answer to problems
conditional (b and c), and which use the
from the class with these prefixes, e.g. undo,
quickly and easily, which can help you
first conditional (a). Refer to page 163 of the
overdo, redo, underdone, underuse, overuse,
to make decisions and can save lives.
Student’s Book for further information or
reuse, upgrade, downgrade, etc. Refer to practice.
Workbook page 67 for further information
4 Ask students to read the blog again and and practice.
decide what things from the list Jay writes Answers about. 1 b, c 2 a Answer
what he’s doing at the moment; his plans for later; his recent news 96 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. Unit 8 Technology
6 2.11 Look at the grammar box. Complete the conversation Grammar zero and fi rst
between two explorers planning a canoeing expedition with conditional
the correct form of the verbs. Then listen and check your Pronunciation intonation in answers.
5 Look at the sentences (a–c) from
the blog in Exercise 3. Answer the
A: So, what are we going to take with us? conditional sentences questions (1–2).
B: Well, I don’t know what the weather’s going to be like. If it 7a rains, we [2.12] 1
(need) all this waterproof clothing. Play the extract for
a If the weather is this good for the
A: Yes, but if we take all that, there 2 (not / be)
next few days, the expedition will
students to listen to first. Then play the
space for anything else. Anyway, when I go canoeing, go well.
recording again and pause it for them to I 3
(always/ get) wet. Why are you packing that?
b Sites like Facebook and Twitter also
B: If we don’t have a map, we 4 (probably / get) lost.
repeat chorally and individually help if we have a problem. A: Don’t worry. If I 5 (bring) my GPS, we’ll know
c When explorers arrive in a new
exactly where we are at all times. What about food?
place, they log on to their social
7b Ask students to practise the dialogue
B: I normally take tins and packets of food when I 6 networking site.
in pairs, paying particular attention to the (go) on a trip like this.
1 Which sentences talks about things
A: Good idea. If you carry the food in your canoe,
intonation of the conditional sentences. that are generally true? I 7
(pack) both the tents in mine.
2 Which sentence talks about a
B: Maybe that’s not such a good idea. If something 8 Vocabulary and speaking possible future situation?
(happen) to one of us, then the other person either won’t
have any food or won’t have a tent. X ZERO and FIRST CONDITIONAL
8 Read the information first with the A: Well, hopefully that 9 (not / happen) if we’re zero conditional careful.
class, and explain any language they don’t
if/when + present simple, present simple
understand. Ask students to work in groups
When we have news, we text all our friends.
7 Pronunciation intonation in conditional sentences
We text all our friends if we have news.
of four to discuss their expedition and
a 2.12 In conditional sentences, when the if/when clause is fi rst conditional
choose five items. When they have agreed
if + present simple, will (won’t)
fi rst, the intonation rises and then falls. Listen and repeat.
on what to take, ask each group for their list
If I hear any news, I’ll text you.
If it rains, we’ll need this.
and discuss any differences with the whole
I’ll text you if I hear any news. class.
For further information and practice, see
b Work in pairs. Practise reading the conversation in Exercise 6. page 163.
Pay attention to the rising and falling intonation where necessary. Homework Vocabulary and speaking
Ask students to write a sequence of six
8 Work in groups. You are going to the mountains for two days.
first conditional sentences about what
The weather forecast is for sun on the fi rst day and rain on
they will and won’t do over the coming
the second. Because you are walking and camping, you don’t
weekend (e.g. If the weather is good, I will
want to take too many items. You have tents, rucksacks and
have a barbecue and invite some friends.
food. Discuss these other items and choose fi ve others to take.
Explain your reasons for taking them.
If it rains, I will go to the cinema).
camera gas cooker GPS hairdryer hat laptop
matches mobile phone sun cream sunglasses torch
towel umbrella video game player
If we take …, we won’t need …
We’ll need … if it rains …
TALK ABOUT X A NEW INVENTION X PLANNING AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS 97
WRITE X AN ARGUMENT FOR TECHNOLOGY Extra activity 6
[2.11] Ask students to complete
the conversation individually, then check
Ask students to look back at the blog
with a partner. Elicit the answers as
and find another conditional sentence. complete sentences.
They should say what type of conditional
sentence it is, and whether it matches
explanation 1 or 2 in Exercise 5 (i.e. Answers
generally true or possible future situation). 1 we’ll need 6 go 2
Answer: If it is, it’ll hurt but it won’t kill you. won’t be 7 I’ll pack
(Explanation 2, future possible situation) 3 always get 8 happens 4 will probably get 9 won’t happen 5 bring Grammar note
Note that in many contexts there is little
difference between if and when when
you use the zero conditional to talk about general truths:
If / When I go by car, it takes me 10 minutes.
But there is a difference between if and
when when you use the first conditional to talk about future events:
If I see Jane, I will tell her.
(but I don’t know if I will see her)
When I see Jane, I will tell her.
(and I know that I will see her) Unit 8 Technology 97
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. 8c 8c Designs from nature Designs from nature Reading Word focus have
1 Look at the photos at the top of page 99.
5 Look at two uses of have (a–b) when it is the main verb Lead-in
How is the robot similar to the gecko?
(i.e. not an auxiliary verb). Then match have in the
sentences from the article (1–5) with the two uses.
2 Read the fi rst two paragraphs of the article. Personal response Answer these questions. have /hæv/
Ask students to talk about the patterns
a possessing or owning something (including physical 1 Why are geckos amazing?
appearance, ideas, illnesses, etc.)
and colours that exist in certain living
2 What are the scientists interested in? b actions or experiences
things in nature (e.g. animals, plants,
3 What is the problem with the robot?
birds, insects). Ask them to describe any
4 Why do people study plants and 1 It has four feet. a animals?
interesting patterns they can think of,
2 It still has a more diffi cult time when it tries to walk
and discuss what the purpose of them
3 Look at the photos (1–4). Inventors and upside down.
might be (e.g. camouflage in tigers and
designers studied these plants and animals
3 When they have a problem, nature often has the
for the inventions (A–D) at the bottom of answer.
many fish, moths and toads; courtship in
the article on page 99. Try to match the
4 Most people have some Velcro on an item of clothing.
the colourful breeding plumage of many
animal or plant to the invention. Then 5 He had a closer look. birds).
check your answers by reading the rest of
6 We can also use have got instead of have when talking the article.
about possessing or owning something (e.g. It’s got four
feet). Look at these nouns. We can use have with all of Reading Critical thinking supporting
them, but which ones can’t use have got? the main argument
1 Ask students to look at the photos and
a bad cold a chat a new car a rest blonde hair
4 The main argument of this article is that the fun a good time
discuss the question as a class.
design of animals can improve the design
of our own world. Which of these sentences
support or restate the argument? Answer Speaking
The robot is shaped like the gecko, and
1 Scientists want to use the design of a
7 Work in groups. Read the three pieces of information gecko on their own robot.
about different animals. Discuss how these animals could
it looks as if it can walk up a vertical wall
2 Animals and plants can teach humans a
help humans. Which products in our life could they
like a gecko. It uses some sort of special
lot about design and engineering. improve? material on its feet.
3 Most humans have never seen a whale.
4 Mercedes Benz is producing a new kind of car.
5 Engineers in Canada are studying
2 Ask students to read the questions to
whales’ fl ippers because they move so
focus their reading, then read the article and effectively through water.
answer the questions. They can check their 1 2 3 4
answers with a partner before you elicit them from the class. Answers
1 Because they can move quickly up and
down walls and across ceilings.
2 the gecko’s feet, and how the gecko
can run up smooth vertical surfaces
3 The robot cannot walk upside down.
4 in order to copy their designs boxfi sh lotus leaf humpback whale bur
3 Ask students to try to match the animals
and plants 1–4 at the bottom of page 98 with
the inventions A–D at the bottom of page 99.
They should look for similar characteristics
to help them match. They then read the rest
of the article to check their predictions. Word focus have Extra activity Answers
5 Read through the instructions and uses
If students need further practice, ask 1 D 2 A 3 B 4 C of w
have ith the class. Ask students to match
them to find one more sentence in the
the sentences to the uses individually, then
article with have, and decide which use in check with a partner. Exercise 5 it matches. Critical thinking supporting
Wilhelm Bartlott was another inventor the main argument Answers
who had a great idea (use a) ...
4 Check that students understand the main 2 b 3 a 4 a 5 b
argument as explained in the rubric (i.e. that
we can use characteristics that have evolved
6 Ask students to call out the answers
in animals and reproduce these in man-
to this quickly. Make sure that students
made objects). Ask students to decide which
understand have got can only be used to talk
sentences support the main argument. They
about possession (i.e. use a in Exercise 5),
should work individually. Elicit answers
not actions or experiences (use b).
from the class, having them read out the correct sentences. Answer
You can’t use have got with a chat, a rest, Answers fun, a good time. 1, 2, 5 98 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. Unit 8 Technology DESIGNS NaturFe ROM When we have a problem, nature often has the answer
In a room at Stanford University, scientists are studying a
Velcro is probably the most famous example of biomimetics.
small animal called a gecko. It’s an amazing animal because Most people have some Velcro on an item of clothing. It
it can move very quickly up and down a tree and it can even was invented by the Swiss engineer George de Mestral in
walk upside down on ceilings. Th e scientists are particularly 1948. He was walking in the countryside when he pulled a
interested in the gecko’s feet. Th ey want to use the same
plant’s bur from his trousers. He noticed how the bur stuck design on their own robot. Th e metal robot looks very
so well to his clothes. He worked on his idea and the result
similar to the gecko. It has four feet which can also walk up
was Velcro, which became an aff ordable alternative to the
walls made of glass or plastic. However, it still has a more traditional zip. diffi
cult time when it tries to walk upside down.
In 1982, Wilhelm Bartlott was another inventor who had a
Animals and plants can teach humans a lot about design
great idea when he was studying the leaves of a lotus plant.
and engineering. As a result, many engineers, scientists
Bartlett noticed that water always ran off the leaf. When he
and designers spend time studying them. When they have
had a closer look, he also noticed how the leaf cleaned itself.
a problem, nature often has the answer. Th is science is
Bartlott copied the leaf ’s special surface and now you can
called biomimetics. Bio- means ‘studying living things’ and
fi nd it in specialised paint products where water and dirt
mimetics means ‘copying the movement of things’. In other never stay on the paint.
words, scientists – or biomimeticists – study animals and
In conclusion, biomimetics has helped to design our world
plants in order to copy the design.
and there are many more future possibilities. Unfortunately,
Take, for example, a whale. Engineers in Canada are
it might take a long time to discover all the possibilities.
studying their fl ippers because they move so eff ectively Th
is isn’t really surprising because it’s taken nature through water. Th
e engineers believe the shape can also
thousands of years to design its animals and plants.
improve the movement of wind turbines. Similarly, the
boxfi sh is another animal from the sea which is helping
fl ipper (n) /ˈflɪpə r / th e fl at arm or leg of a sea animal, used
car manufacturers in Germany. Mercedes Benz is using the for swimming
bur (n) /bɜ:/ a seed from a plant
shape of the fi sh for one of its new cars. Th e shape makes it
zip (n) /zɪp/ two rows of metal teeth-like parts which come faster and more fuel effi cient. together (e.g. on a coat) A B C D
TALK ABOUT X A NEW INVENTION X PLANNING
AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS 99
WRITE X AN ARGUMENT FOR TECHNOLOGY Speaking Homework
7 Ask students to work in groups of four
Ask students to write about an animal
to discuss how these different animals could
feature that could be used to help with
help people and which products they might
the design of some material or object. It
help to improve. Then have the groups
can be one of the animals dealt with in
report their ideas back to the class, and
Exercise 7 or something completely new. discuss them as a class. sAmple Answers
Spiders: could help us to develop new,
stronger fibres, e.g. for cables and
wires to use in construction of bridges
and buildings, or for textiles to use in clothing.
Abalone shell: could help us to develop
stronger building materials, e.g. concrete for building.
Glow worms: could help us to develop
new forms of lighting, e.g. street lighting,
torches and household lamps, light bulbs, etc. Unit 8 Technology 99
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. 8d 8d Gadgets Gadgets Lead-in Personal response
Having made sure that students
understand what a gadget is, ask them light forward and backwards.
what their favourite gadget is at home –
(normal / long distance / emergency red).
get them to describe it and say what they use it for. 4
an emergency ‘whistle’ signal. it into a laptop and 6 its batteries for up Vocabulary technology verbs to 160 ho urs.
1 Ask students to look at the photos and
answer the questions in pairs, then discuss this as a class. sAmple Answer
It is a headlamp that fits on your head,
and it can be used when you work in a Vocabulary technology verbs Real life asking how
dark place (e.g. a cellar, a loft, or outside
1 Look at the photo of the head torch in the advert something works
at night) and you need to have your
above. What is it used for? Would it be useful for you?
4 2.14 Listen to two people who are going
hands free in order to carry things, climb Would you buy one?
on a camping trip. They talk about the head or do anything else.
2 Complete the list of features (1–6) for the head torch
torch. Tick the features in Exercise 2 that they with these verbs. discuss. 2
5 2.14 Listen to the conversation again. Tick
Ensure students know the meanings
plug press push recharge send switch on
the questions in the box you hear.
of the words in the box and in the text.
They should complete the instructions 3 Pronunciation linking X ASKING HOW SOMETHING WORKS
individually, then check with a partner. Elicit
a 2.13 A word ending with a consonant sound links Where do I switch it on? How did you do that?
the answers as complete sentences.
to the next word if it starts with a vowel sound. Listen
What happens if I press this button?
and practise saying these instructions. What is this for? Answers 1 Switch it on.
How long does the battery last? 2 Plug it into a laptop. Why do you need to do that? 2 Switch on 5 Plug 3 Recharge it overnight.
How do you make it switch on / record? 3 Press 6 recharge 4 Send an email. 5 Click on the link. 4
6 Work in pairs. Take turns to ask and explain send
b Work in pairs. Think of more items you often use at
how something works. Use these objects or
gadgets in your bag or in the school.
home or at work and make sentences using the verbs
in Exercises 2 and 3a. Pay attention to linking where a mobile phone a CD player Pronunciation linking necessary. an MP3 player a computer
an interactive whiteboard a DVD player 3a
[2.13] Read through the I switch on my mobile in the a vending machine
description of how linking works with the
morning and recharge it overnight.
class. Ask students to look at the list of
phrases, and imagine how they sound. Play
the recording and let them listen. Then play 100
TALK ABOUT X A NEW INVENTION X PLANNING AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS WRITE
it again and pause after each phrase so that X AN ARGUMENT FOR TECHNOLOGY
they can repeat it chorally and individually.
3b Ask students to do think of items and
make sentences in pairs. Circulate and 5
[2.14] Read through the questions
monitor their grammar and pronunciation.
first to focus students’ listening. Then play 8e
the recording while they tick. Elicit which Real life asking how questions they heard. something works An argument for Answers 4
[2.14] Ask students to look Where do I switch it on? technology
at the instructions for the headlamp in
Exercise 2 again and tick the features they How did you do that?
hear discussed. They can then check their What is this for? Lead-in answers with a partner. Why do you need to do that? Personal response Answers
6 Ask students to choose items from the
Ask students to tell the class what they 2, 3/4, 5/6
box, or other gadgets around them, and
find positive and what they find negative
explain how they work to their partner.
about technology, and give reasons for their ideas. Homework
Ask students to write a description of a gadget they have at home. 100 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. Unit 8 Technology 8e An argument for technology Writing skills supporting
3 Writing skill supporting sentences Writing a paragraph sentences
The fi rst sentence in the paragraph about LED
1 Read the paragraph. Where do you think it comes
3 Read the information with the class
lighting is the topic sentence. It gives a general
from? Choose the correct option (1–3).
introduction to the main idea of the paragraph.
and make sure students understand what 1 an instruction manual
Afterwards, all the other sentences support this
a ‘topic sentence’ is – they can look back
2 a report on energy in the workplace
main idea. Which of these sentences (1–8) are topic
3 a message to a colleague at work about
to the opening sentence of the paragraph
sentences (T) and which are supporting sentences (S)? the lighting
in Exercise 1 as an example. Ask them to
1 The Internet has completely changed our access to information.
categorise the sentences individually, then
2 Take, for example, how many books and check with a partner. articles you can read online.
3 For example, closed circuit television (CCTV) is
on our streets and in public places. Answers
4 There are many different ways to use 1 T 3 S 5 S 7 T technology in security.
5 In other words, all your personal information 2 S 4 T 6 S 8 S
can be put onto one identity card.
6 Firstly, Russia put the fi rst satellite in space in
1957. Now there are thousands in space.
4 Ask students to write the paragraph
7 Over the last fi fty years, there have been
individually, then exchange it with a partner
many great achievements in space travel and technology.
so both students can check each other’s
8 Furthermore, robots have now landed and writing. travelled on Mars.
LED lighting is a more effective form of
4 Read these notes for a paragraph about GPS sAmple Answer
modern lighting technology. Firstly, LED lights
technology. Write the paragraph using the notes
last longer than normal lights. For example,
and connecting words from Exercise 2.
GPS is a good idea for anyone who travels
a normal light bulb lasts for around 5,000
a lot. Firstly GPS maps are always up-to-
hours. LED light bulbs last 100,000 hours.
date and accurate. Furthermore, they
Furthermore, LED light bulbs change 80% M Maain arg u ument:
of electricity into light. Normal bulbs only GPS is ag g ood
are safer to use when driving. On the ideaf f oranyone who travels a lot
change 20%. In other words, LED lights need
other hand, one disadvantage is that GPS
less electricity to produce more light. On the Supporti ng ideas:
is more expensive than a normal map.
other hand, one disadvantage is that LED
1 GPS maps are always up-to-date and
However, it saves time. For example, you
lights are more expensive than normal lights. aaccurat e
However, they don’t have to be changed
will drive directly to your destination
2 more expensive than a normalmap b bu tsafer
every year and they use less energy. As a
without spending time getting lost and to usewhen drivin result, they are cheaper. gg
trying to find your way. As a result, you 3 sav es tim me (and money on p etrol)
will also spend less money on petrol.
2 Writing skill connecting words
5 Choose one of these types of technology and Background note
Look back at the highlighted connecting words in
prepare to write a paragraph about why it
is useful. Write your paragraph with three
the paragraph in Exercise 1. Match the words with supporting ideas.
GPS stands for the Global Positioning their uses (1–6).
System, which is a space-based navigation
1 to sequence ideas and sentences: fi rstly
mobile phones email wireless technology
system which provides place and time 2 to introduce an example: music downloads your own idea
information in all weather, anywhere
3 to add supporting information:
4 to say the same thing in a different way:
6 Use these questions to check your paragraph.
on earth where there is an unobstructed
line of sight to four or more satellites. It
5 to introduce contrasting information: ,
was developed in the 1960s for military
purposes, and then strengthened by the 6 to introduce a result:
launch of 24 satellites between 1989 and
1994. In 1996, civilian use was sanctioned
TALK ABOUT X A NEW INVENTION X PLANNING AN EXPEDITION X IMPROVING DESIGN X HOW SOMETHING WORKS 101
by the US President. In 2005 the first
WRITE X AN ARGUMENT FOR TECHNOLOGY
of a series of modernised satellites was
launched. The system is owned and
operated by the US government. Writing a paragraph Writing skills connecting
1 Ask students to read the three options, words
5 Explain to students that they should first
then read the paragraph and decide where it
2 Ask students to match the words to their
make a plan of their paragraph, like the one
is from. Elicit ideas and discuss the answer.
uses individually, then check with a partner.
in Exercise 4, with one main idea expressed
Elicit the answers with the phrases given
in a topic sentence and three supporting Answer
by asking students to read the use, then the
ideas. They may need research time, so it
could be set as a homework activity.
2 (it does not give any instructions so it words from the passage.
is not option 1; it gives a lot of statistics
6 Ask students to use the checklist to go
and talks mainly about energy use, so it is Answers
through the first draft of their paragraph
likely to be a report about energy; it uses 2 For example 5 On the other
and make any necessary changes.
formal language so it is not option 3) 3 Furthermore hand; However 4 In other words 6 As a result Extra activity Background note
Ask students to work in pairs and
LED stands for ‘light-emitting diode’, and
exchange their paragraphs to examine
LEDs are a semi-conductor light source.
the structure, as well as language and
Based on a discovery first made in 1907,
ideas, and then provide feedback to their
LEDs were not practically developed until partner.
1962. They are used on cars, on planes, in
street lights and as the backlighting for TV
and computer screens. They are cheap to
produce and very long-lasting. Unit 8 Technology 101
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. 8f 8f Wind power Wind power Videoscript
00.00–00.28 Around the town of Spirit
Lake, Iowa, the land is very flat, and the
wind blows across it a lot of the time.
It’s not easy to live with, but one school
district here is using this wind in order to
get an advantage. In Spirit Lake, they’ve
built two wind turbines right next to their
schools. These turbines are helping the
schools to save energy – and money. 00.28–00.36 Jim Tirevold The little
turbine, since it’s been paid off, has saved the district $81,530.
00.36–01.00 The Spirit Lake school
district built its first wind turbine in 1993.
This was the first turbine used to power
a school in this part of the US. Since
then, the school has constructed a second
turbine. Together, the two turbines could
save the district $140,000 a year in energy
costs. This amount of money is very
impressive, but it’s even more impressive
if it’s explained in a different way. 01.00–01.07 Tim Grieves Well, it
will mean anywhere from two to three
teachers, which is very important at a time right now.
01.07–01.11 From the inside, it’s clear
just how big the turbines really are. 01.11–01.14 Jim Tirevold This
turbine stands 180 feet to the hub height.
01.14–01.20 The turbine is held in
place by steel rods that go 25 feet down
The people of Spirit Lake are using the power of the into a solid foundation.
wind to ensure a better future for everyone. 01.20–01.27 102 Interviewer What type
of a wind could this withstand?
Jim Tirevold It’s rated to stand up to 130 mile an hour winds.
Lake schools, more turbines stand near
a city like Des Moines. That’s 71,000
01.27–02.44 The strength of the
the big silos on the local farms. In this homes!
turbines is especially important in a place
area, 65 farmers have recently allowed
02.57–03.08 The turbines are also
where tornadoes can – and do – occur. In
energy companies to build wind turbines
providing more than just power. In Spirit
extremely strong winds, the huge blades
right next to their fields. Now, farmers
Lake, wind power is used for teaching as
of the wind turbines simply shut down,
can make money from the wind, just as well.
or stop working. The turbines are also
they do from selling their crops. Farmer
03.08–03.17 Physics teacher Jan Bolluyt
very efficient at using the wind. They’ll
Charles Goodman thinks he’ll make an
can’t imagine why schools wouldn’t use
produce energy in winds of just eight
extra $6,000 a year from the three turbines wind power. miles anhour. on his farm. 03.17–03.23 Jan Bolluyt When I talk
The smaller turbine sends its power 02.32–02.41 Interviewer So when
about force, and energy and electricity,
directly to the school itself. The larger
you see the wind kicking pretty good like
they see that we’re producing it right
turbine sends its power to the local
it is, that’s money in your pocket, right? here.
electricity grid. There it can be used by Charles Goodman I smile all the time the power company.
03.23–03.33 The teachers here
when the wind’s blowing like this.
encourage students to keep detailed
This little school district is able to sell the
02.41–02.57 This piece of the Iowa
records. They write down the amounts
extra energy that the turbines produce.
countryside is just 27 miles long, but
of fossil fuels, such as coal, that are no
The schools aren’t the only ones who are
it now has 257 wind turbines. These
longer needed for energy for the school.
making money in the energy business.
turbines provide enough energy to power
In the countryside south of the Spirit 102 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. Unit 8 Technology Before you watch After you watch
1 Work in groups. Look at the photo and discuss the
5 Roleplay a conversation between a questions.
3 Give students time to read the questions, salesperson and a head teacher
1 Where are the children in the picture?
then play the video again for them to write Work in pairs.
2 What technology can you see? What is it for? the answers.
3 How will the children benefi t from this
Student A: You are a wind turbine salesperson. technology?
You are going to visit a school to explain the Answers
benefi ts of wind turbines. Write notes about three While you watch or four benefi ts. 1 $140,000 a year
Student B: You are the head teacher of a school. 2 2 on teachers
Watch the video and check your answers from
Read the notes below and prepare questions to ask Exercise 1.
3 Because they need to be able to the salesperson. 3 withstand tornados.
Watch the video again and answer the questions.
4 It sends the power to the local
1 How much money could the wind turbines electricity grid.
save the school district in energy costs?
Some parents have complained that wind 5 turbines are very ugly.
Because they have turbines on their
2 How would the district spend the money?
land and they can make money from the wind.
3 Why is it very important that the turbines
6 keep records of how much fossil fuel
in Spirit Lake can withstand strong winds? turbines. they are not using
4 What does the school district do with the
energy from the larger turbine? 4 6
Give students time to read the sentences,
Jan Bolluyt says: ‘So, you know, it’s not just a small
5 Why are farmers happy when the wind blows?
thing.’ What is he referring to? Do you agree with
then play the video again for them to write him?
6 What do teachers encourage students to do? in the numbers.
7 Work in pairs. Discuss these questions.
4 Watch the video again. Complete the phrases with
1 What types of alternative energy are used in Answers the correct number. your country? 1
2 What are the advantages and disadvantages of 2 3 180 5 6,000 7 71,000
6,000 71,000 81,530 130 257 180 2
alternative energy compared to fossil fuels? 2 81,530 4 130 6 257
3 Where do you think we will get our energy in the future? After you watch
blade (n) /bleɪd/ the long, narrow part that makes a propeller turn when the wind hits it
blow (v) /bləʊ/ the wind does this when it moves
5 Students work in pairs to roleplay a
crop (n) /krɒp/ plants that farmers grow and harvest
conversation between a salesperson and a
encourage (v) /ɪnˈkʌrɪʤ/ get someone to do something
ensure (v) /ɪnˈʃɔ:/ guarantee
head teacher, according to the instructions.
fl at (adj) /flæt/ without hills or mountains $
fossil fuel (n) /fɒsɪl ˈfju:əl/ gas, oil or coal
6 Elicit ideas from the class about what the
foundation (n) /faʊnˈdeɪʃən/ a solid base under the ground that a structure sits on
quote means, and whether they agree with
grid (n) /grɪd/ a system of cables for distributing electricity it.
impressive (adj) /ɪmˈpresɪv/ causing a feeling of admiration
pay off (v) /peɪ ˈɒf/ fi nish paying for something
power (n) /ˈpaʊə/ electricity, energy
7 Students work in pairs to discuss the
power (v) /ˈpaʊə/ send electricity to questions.
rod (n) /rɒd/ a long, thin piece of metal or wood
save (v) /seɪv/ use less money
silo (n) /ˈsaɪləʊ/ a place where farmers put their crops after they harvest them
steel (n) /sti:l/ a type of metal
turbine (n) /ˈtɜ:baɪn/ a type of machine that produces energy from a moving propeller
withstand (v) /wɪðˈstænd/ resist 103 03.33–03.45 Jan Bolluyt We’re Before you watch
talking tons of carbon dioxide. We’re
1 Students work in groups. Ask them to
talking tons of sulphur dioxide. We’re
look at the photo and discuss the questions.
talking hundreds of trees. So, you know, Take feedback from the class.
it’s not just a small thing.
03.45–end In this part of Iowa, people While you watch
are using wind power to earn money and
2 Play the whole of the video for students
to learn about saving the environment.
to check their ideas from Exercise 1.
The people of Spirit Lake are using the
power of the wind to ensure a better Answers future for everyone! 1 in a playground
2 a wind turbine; to get energy from the wind
3 They will get free energy for their school. Unit 8 Technology 103
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only. UNIT 8 REVIEW UNIT 8 REVIEW Grammar
5 Complete the questions with words from
Exercise 4. Then discuss the questions with
1 Make sentences with a relative clause using the your partner. Grammar words. 1 What’s the best you’ve ever had in your
1 Ask students to use the prompts to write
1 the invention / has changed the modern life? world / the internet 2 What decisions do you in your daily life
sentences with a relative clause.
The invention which has changed the modern world
or at work? How important are they? is the internet.
3 What’s the most common mistake you Answers
2 camping / an activity / I enjoy doing in English?
3 GPS / a gadget / tells you where you are 4 Do you like to solve a on your own or
2 Camping is an activity which (that) I
4 my parents / the people / always happy to a solution with others? Why? enjoy doing. see me!
6 Match two words (one from each box) and 3
5 the thing / I hate about TV / the adverts
GPS is a gadget which (that) tells you complete the sentences.
6 the Space Shuttle / the fi rst spacecraft / travel where you are. from and to Earth click log plug forward into
4 My parents are the people who (that) push set turn on (x2) round up are always happy to see me!
5 The thing which (that) I hate about TV 1 I want to but I’ve forgotten my password. is the adverts. 2 How do you an online account?
6 The Space Shuttle was the first 3 it the wall socket and it’ll
spacecraft which (that) travelled from recharge. and to Earth. 4 For maximum volume, the dial to number 10.
5 You can pull it backwards for reverse or
2 Ask students to think about how they it to go faster. 6
the icon in the top corner to open
would complete these two sentences the program.
individually, then work in pairs to discuss their answers.
2 Complete these sentences for you. Then tell your Real life partner why.
3 Ask students to complete the sentences
7 Put these words in the correct order to make
1 Someone who changed my life was …
2 Something which improved my life was …
questions for asking how something works.
using the verbs in the box, with a form of
1 switch / it / where / do / I / on? will if necessary.
3 Complete the sentences with these verbs. Use will 2 you / did / that? / do / how
(’ll) or won’t where necessary.
3 if / I / happens / but on? / press / this / what Answers
4 the / battery / long / how / does / last?
not call not go love press work
5 that? / why / do / do / you / to / need 1 press 4 doesn’t call 1 When you this button, the TV comes on.
6 record? / how / it / do / you / make 2 will work 5 won’t go
2 If you put new batteries in, it again.
8 Match these responses (a–e) with the questions in 3 love 3 When it’s sunny, we to go to the beach.
Exercise 7. One response answers two questions. 4 If he
, then he doesn’t want to come with us.
a So you don’t lose any data. 5 I hiking if you don’t go. b Eight hours. Vocabulary c There. I CAN d By pressing this.
describe people, places and things with extra e You turn it off.
4 Ask students to look at the list and pair information
the verbs and nouns that are the best match.
talk about situations that are generally true and I CAN possible in the future talk about using technology
Point out that some verbs match with
explain and ask how something works
more than one noun, but others will only Vocabulary
pair with one. They should therefore look
through the whole list first and decide on
4 Match the verbs (1–5) with the nouns (a–e). Speaking
the pairs before they write them down. Note 1 make a a problem
9 Work in pairs. Explain to your partner how to use 2 fi nd b a decision
the DVD in the back of this book.
also that make appears twice and matches 3 solve c an idea with two items. 4 make d a solution 5 have e mistakes Answers 104 1 b / e 2 d 3 a 4 b / e 5 c
5 Ask students to complete the questions
with words from Exercise 4. Then work with Real life Speaking
a partner to discuss their answers. 7
9 Ask students to get into pairs. One of
them should explain how to use the DVD Answers Answers
and the other should ask questions for 1 idea 3 make
clarification. They can then swap roles so the 1 Where do I switch it on? 2 make 4 problem, find
other student gives the explanation. 2 How did you do that?
3 What happens if I press this button?
6 Ask students to complete the sentences
4 How long does the battery last?
with two words, one from each box. They 5 Why do you need to do that?
should be words that go together to form a 6 How do you make it record? phrasal verb. 8 Answers 1 log on 4 turn … round / up Answers 2 set up 5 push … forward 1 c 3 e 5 a 3 Plug … into 6 Click on 2 d 4 b 6 d 104 Unit 8 Technology
Copyright © 2013 National Geographic Learning, a part of Cengage Learning. All rights reserved. Permission granted to photocopy for classroom use only.